text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Launch Into Learning Sciences: How Learning Works Online Course Syllabus
Course Description
Learning is a complex process that involves your brain, your personal history, your entire body and your environment. The learning sciences can help us understand how we learn, what we can do to improve learning and why some instructional strategies work better than others.
This course provides an introduction to the learning sciences for educators and edtech and instructional specialists. The primary intent of the course is to help educators use the learning sciences to make learning more effective, efficient and inclusive, both with and without educational technology. The course begins with an overview of the learning process and then delves into critical aspects of learning such as motivation, depth of processing, instructional material design, formative assessment and feedback.
This course will take about 15-20 hours to complete. Some of the questions and activities will ask you to think about how you might approach things in your own classroom because we want this course to be relevant to your own needs and context. Although not required, you are strongly encouraged to try some of the strategies with students or as you engage in your own learning process!
You'll also have access to a real-life instructor throughout this course. The instructor will provide you with feedback on assignments and additional support as you work through the content. Once you get started, the instructor will reach out to you and be your point of contact for any questions you have related to course content, activities, or logistics.
Course Structure
This course consists of six modules and two learning simulations to practice applying concepts from the modules. Each module contains interactive practice activities, discussions, reflections and assignments. At the end of the course, you'll have an opportunity to resubmit all module assignments for course completion.
Course Goals and Objectives
Course goals
* Learners will have a basic understanding of the cognitive learning process.
* Learners will be able to determine when and how to implement specific strategies grounded in the learning sciences in their own teaching practice—both with and without the use of technology.
* Learners will apply learning science principles and strategies to create instructional materials that impact the teaching and learning process in their classrooms.
Learning Objectives
After completing this course, learners will be able to
* Describe the cognitive process of learning.
* Identify factors that influence the learning process.
* Apply strategies that support student motivation to learn.
* Determine when and how to use multimedia principles to design and select effective learning materials.
* Apply formative assessment processes that effectively and efficiently facilitate progress toward learning goals.
* Determine when and how to provide feedback that promotes learning.
* Describe strategies that lead to effective learning and articulate why they work.
* Determine when and how to apply strategies that promote meaningful (deep) learning.
Participant Profile
This course is intended for educators, instructional support staff or edtech coaches who currently support students in middle and high school classrooms. This is an introductory course for people who want to learn how learning sciences can inform effective instruction and edtech selection.
Module Descriptions
MODULE 1: THE LEARNING PROCESS
In this module, we will gain insight into how learning works and how we can best support students' learning with our teaching. We focus on four basic cognitive components of the learning process: attention, encoding, storage and retrieval.
MODULE 2: MOTIVATING LEARNERS
In this module, we will investigate student motivation through theories about their self-beliefs, values, emotions, autonomy, attributions, goals and relatedness. We will discuss why motivation matters, how it can influence learning and achievement and how we can structure activities to support positive academic motivation.
MODULE 3: MEANINGFUL LEARNING
In this module, we focus on evidence-based teaching techniques and strategies that promote effective and meaningful learning and how to apply them in the classroom. You will also learn how to help students regulate their own learning through their understanding and use of effective learning techniques.
MODULE 4: DESIGNING EFFECTIVE MULTIMEDIA FOR LEARNING
In this module, we will explore the underlying principle of cognitive load theory that brings together how prior knowledge and the design of instructional material can influence learning. We then use this theory to understand how to design multimedia instructional materials using principles for effective multimedia content.
MODULE 5: FORMATIVE ASSESSMENT FOR LEARNING
In this module, you will explore the role that formative assessment plays in effective teaching and learning. You'll examine a variety of effective formative assessment strategies, including learning targets and success criteria, student goal setting, student self- and peer assessment, teacher and student strategic questioning and student discourse, techniques for checking for understanding and individual student reflection.
MODULE6: ADVANCING LEARNERS WITH FEEDBACK
In this module, you will examine how feedback impacts learning and explore a variety of types of feedback. You'll determine when and how to provide feedback that promotes learning during instruction, and you'll practice integrating feedback episodes in a lesson.
Completion Criteria
Successful completion of this course will require approximately 15 hours of work. To receive the certificate of completion, you must
* Read and interact with content in six modules.
* Successfully complete and submit a final version of all module assignments. Success criteria are outlined in the instructions for each assignment. Each final assignment is worth 3 points for a total of 18 points. You must earn 11 points total for course completion. Module assignments that 1) demonstrate in-depth understanding of module content and concepts and 2) address all of the assignment criteria in the directions completely and accurately will receive full points.
* Participate in all required course discussion forums.
Disclaimers
This course is developed as part of the Course of Mind initiative with support from the Chan Zuckerberg Initiative and is a production of the International Society for Technology in Education (ISTE). This course contains examples and resource materials that are provided for participants' convenience and information. The inclusion of any material is not intended to endorse any views expressed or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of ISTE.
ISTE does not control or guarantee the accuracy, relevance, timeliness or completeness of any outside information included in these materials.
NOTE: A variety of applications are highlighted throughout this course. Prior to using any of them with students, it is imperative that participants check the account requirements for each application against their school/district student data privacy policy to ensure the application complies with district policy. In addition, some applications' Terms of Service may require parental permission to be COPPA and FERPA compliant for students younger than 13 years of age.
Content in this course is subject to change at instructor's or ISTE's discretion. | <urn:uuid:b5d1b1fa-25f0-4be8-bcad-f574b91b2fee> | CC-MAIN-2020-40 | https://cdn.iste.org/www-root/Libraries/Documents%20%26%20Files/ISTEU%20Docs/Launch%20Into%20Learning%20Sciences%20Course%20Syllabus%20FINAL.pdf | 2020-09-27T20:14:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00020.warc.gz | 339,632,455 | 1,385 | eng_Latn | eng_Latn | 0.994903 | eng_Latn | 0.995439 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2454,
4455,
7124,
7824
] | [
2.640625
] | 2 | 0 |
WATER USE WORKSHEET
DISCUSSION:
Your current water service was sized according to the type and number of water-using fixtures and devices in the building. When plumbing fixtures are added, as often happens when alterations or additions are made to a building, it creates a greater demand on the water service, often requiring the water service to be upgraded.
INSTRUCTIONS: (Save time. Read and understand the instructions before you start!)
1. Walk through all the buildings and around your property, count the number of each type of water-using device listed below, and write the number in the left column (labeled Exist). We recommend you don't try to do the 'walk through' mentally. It's too easy to miss items this way. NOTE: Fixtures and devices which are already installed and will be moved to another location should be counted as "existing", not as "added."
2. On the plans, count the number of each type of water-using devices which will be added (or subtracted) as a result of the current project and write these numbers at the spaces in the column labeled Added.
3. On each line, add (or subtract) the numbers in the Exist and Added columns, and put the result in the Sum column.
4. On each line again, multiply the Sum number, times the number in the Multiplier column, and place the result in the right column (labeled Fixture Units). If you are getting confused, look at the example.
5. Add all the numbers in the right column (labeled Fixture Units) and place the result on the bottom line; labeled Fixture Unit Total.
----Your Counts----
Type of Fixture
Fixture
Exist Added Sum
= 9
For water-using items not listed above, enter these below using the supply pipe size as the key factor. Where an item is supplied with both hot and cold water, count as one supply of the pipe size found. If the hot and cold water pipes are different sizes, count the larger of the two.
+ = 3/8 inch x1……………………………………………………………...= ____
+ = 1/2 inch x2……………………………………………………………...= ____
+ = 3/4 inch x3……………………………………………………………...= ____
+ = 1 inch x6...............................................................................................= ____
L FIXTURE UNIT TOTAL (sum of all above lines - except Example): ________ | <urn:uuid:385a3e12-3b64-42e8-b69c-a16ca44add30> | CC-MAIN-2024-18 | https://cms6.revize.com/revize/burlingamecity/document_center/Building/Water%20Use%20Worksheet.pdf | 2024-04-24T03:19:06+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00819.warc.gz | 142,237,823 | 513 | eng_Latn | eng_Latn | 0.997482 | eng_Latn | 0.997482 | [
"eng_Latn"
] | false | docling | [
2335
] | [
2.828125
] | 1 | 0 |
Your name:__________________________________________
Colouring in our heaths:
Woodlark
Scientific name:
Lullula arborea
Fun Facts!
* The male woodlark has a beautiful fluting song; a sure sign that spring has arrived on the heaths!
* You might see a woodlark walking around on bare ground. They will be eating up insects off the floor!What colour is the Woodlark? The woodlark has a brown head and wings, and a cream chest and tummy. Its feet and beak are pink. It also has a white eye stripe just above each eye, and brown flecks covering the front of its chest!
Thames Basin Heaths Partnership
Sharing the story of our heathlands across Surrey, Hampshire & Berkshire | <urn:uuid:27202c38-474d-4f74-9283-f9467ca2a102> | CC-MAIN-2020-40 | https://www.tbhpartnership.org.uk/content/uploads/2020/03/Woodlark-Colouring-Sheet.pdf | 2020-09-27T19:32:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00024.warc.gz | 1,052,129,576 | 159 | eng_Latn | eng_Latn | 0.999737 | eng_Latn | 0.999737 | [
"eng_Latn"
] | false | docling | [
676
] | [
2.53125
] | 1 | 0 |
18
from different angles Using digital technology to see angles
Erin Host
<firstname.lastname@example.org>
Sydney University
Emily Baynham
Sydney University <email@example.com>
Heather McMaster
Part 1: Corners
Sydney University <firstname.lastname@example.org>
In Part 1 of their article, Erin Host, Emily Baynham and Heather McMaster use a combination of digital technology and concrete materials to explore the concept of 'corners'. They provide a practical, easy to follow sequence of activities that builds on students' understandings.
The concept of an angle is implicit in many mathematics topics in the Australian Curriculum. In primary school, students need to understand the circular part–whole model of fractions, read analogue time, interpret sector graphs (pie charts), use compass directions and reason geometrically. In high school, students continue to reason geometrically with angles. They also need to recognise the relationship between the angle and the arc of a sector, understand gradient, interpret compass bearings and angles of inclination and use trigonometry.
They found that there are five 'clusters' of physical angle concepts generalised by students. In order of difficulty, these contexts are corners, openings, turns, slopes and directions. Corners and slopes contexts are static, whereas opening and turning contexts are dynamic. Direction contexts can be both. Contexts which involve a change in direction (e.g., a rebounding ball) are perhaps the most difficult to understand because the vertex moves.
An angle is clearly a multifaceted concept that is difficult to define. Some authors use a static definition (e.g., an angle is a pair of rays with a common end point) and some use a dynamic definition (e.g., an angle is an amount of turning about a point between two lines). Initially children see static and dynamic angle contexts differently, so beginning with a definition of an angle is unhelpful. What is important is that children eventually recognise angles in both static and dynamic contexts, irrespective of any formal definition (White & Mitchelmore, 1998).
Prescott, Mitchelmore and White (2002) found that children progressively generalise and abstract the concept of an angle through experiencing a variety of physical angle contexts.
In primary school, the major focus is on corners, openings and turns, so we will limit our discussion to these three types of contexts. In this article we will present a teaching sequence that integrates use of the interactive whiteboard (IWB) with the teaching of angles as corners. In a subsequent article (Part 2) we will link the teaching of angles as corners to the teaching of dynamic angles (openings and turns). Within each type of context, our teaching sequence begins with an exploration of angles in the real world. We then use a combination of concrete materials and pictorial representations to help students make connections and reach important generalisations about angles.
APMC 19 (2) 2014
According to Prescott, Mitchelmore and White (2002), students' initial difficulties with angles are:
* recognising angles in the physical environment,
* knowing what they are measuring,
* positioning the baseline and the vertex of a protractor when measuring angle size,
* reading the correct scale on a protractor.
Based on this research, the sequence of activities we recommend is:
1. Recognising static angles in the real world.
2. Directly comparing angle sizes.
3. Fitting one angle size into another.
4. Fitting the same-sized angles around a point and naming angle sizes as fractions of a revolution.
5. Defining the arms and vertex of an angle and making a circular protractor.
6. Defining a degree and using a circular protractor.
7. Estimating and measuring static angles in the real world.
Lessons may be made up of one or more activities in this sequence. They are all based around the use of a bendable straw (to show angles in the real world), a standard set of pattern blocks (comprised of the basic six shapes shown below), and the same shapes represented on an interactive white board (IWB).
1. Recognising static angles in the real world
Give each child a bendable straw and ask them to show you a corner they can see in the classroom by bending it and laying the arms along the sides of the angle. Make sure they find corners of objects (three dimensions) such as the angle of a stool leg to the seat (shown below), as well as angles on surfaces (two dimensions) such as the corner of a table. Students may record the corner they find by taping their straw onto the corner and photographing it. These results may then be shared with the whole class on an IWB, giving opportunity for immediate discussion and clarification.
2. Directly comparing angle sizes
The questions below and the discussions surrounding them are aided by pictures of the pattern block shapes being moved around on an IWB.
* Make sure that students know the names of the two-dimensional shapes represented by the top faces of the pattern blocks. Tell them that you will be talking about the corners of the top faces of the pattern blocks (two dimensions) and that you will be calling these corners angles.
* Ask them to compare the angles of different pattern blocks by placing one on top of the other. They are to do the following:
(a) Find which angles are the same size (e.g. the base angles of the isosceles trapezium and the angles of the equilateral triangle are the same). Ask whether the sides of an angle have to be the same for the angles to be the same size.
(b) Find which pattern blocks have angles that are not all the same size.(These will be the trapezium and the rhombuses.)
(c) For the blocks whose angles are all the same size (the regular polygons), place them in order of angle size. They should find that of an angle of an equilateral triangle is less than an angle of a square which is less than an angle of a regular hexagon. They might also notice that the greater the number of sides a regular polygon has, the larger its angles are.
APMC 19 (2) 2014
19
20
3. Fitting one angle size into another
* Ask the students to find pattern block angles that 'go into' each other. They could find, for example, that two of the equilateral triangle angles go into one regular hexagon angle. Show this on the IWB.
* On the IWB, change the relative size of the equilateral triangles in relation to the regular hexagon. Ask the students whether they think there will now be more, fewer or the same number of equilateral triangle angles in a regular hexagon angle. This leads to the realisation that when shapes are enlarged or reduced, their angle sizes stay the same.
4. Fitting the same-sized angles around a point and naming angle sizes as fractions of a revolution
* Using the same-sized angles of a shape, ask the students to fit them around a point marked on a piece of paper. For each type of block and angle, they are to count the number that fit.
APMC 19 (2) 2014
* Make a table on the IWB into which the students' results are to be entered. Include a third column for the 'angle name'. The angle name is the fraction of a revolution made by that angle (Mitchelmore, 2000). A completed table is shown below.
* The large angle of the small rhombus (150°) will not fit into a revolution. Talk about what you could call this angle. Ask whether it could be made up from smaller-sized angles. Which ones? How many of them? Could you call it a five-twelfths angle?
* Could the other angles in the table be measured as a number of twelfth angles? Add a fourth column to the table and ask them to rewrite each angle as a number of twelfth angles.
* Tell them that quarter angles (the angles of a square) are called right angles. Look for quarter angles (in different orientations) on a compass pictured on the IWB.
Table 1. Shape the angle is in.
* Tell them that a two-quarter angle is called a straight angle (because the two sides make a straight line). Tell them that the angles less than a quarter angle are called acute angles and the angles bigger than a right angle and smaller than a straight angle are called obtuse angles. Ask them to classify the angles in the table above as acute angles, right angles or obtuse angles.
* Discuss whether an angle can be bigger than a straight angle. For example, what would a three-quarter angle look like? Tell them that these angles are called reflex angles.
5. Defining the arms and vertex of an angle and making a protractor
* On the IWB, draw along the two sides of a pattern block angle to show what is meant by the vertex of an angle (the point) and the arms of an angle (the sides).
* Move the same angle around its vertex so there are no gaps or overlaps. Ask the students to create the same type of drawing on a piece of paper using a twelfth angle of a pattern block. Have them begin by marking a point on the paper where all the vertices will meet, then ask them to draw the arms of the angle.
* Ask them to use a ruler to extend all the arms in their drawing to the edges of their page. They should end up with 12 arms that together make six straight lines that cross at the marked point.
* Ask whether the angles are still twelfth angles after their arms have been extended.
* Ask whether the lines have divided their paper into areas that are the same size.
* Discuss what shape you could make the paper so that the same-sized angle produces the same area. Aid this discussion by placing different shapes over the paper pictured on the IWB. Eventually they should realise that you can only do this if the shape is circular and the vertex of the angles is in the centre of the circle. Ask them whether the size of the circle matters.
* Mark the places where the arms of the angles meet the circumference of the circle. Ask whether the distance between each mark around the circumference is the same. Is this distance related to the size of the angle at the centre of the circle?
Tell them that what they have made is called a protractor. This protractor can be used to measure the size of an angle. It will tell you how many twelfth angles large it is.
APMC 19 (2) 2014
21
22
6. Using a circular protractor and defining a degree
* On the IWB, show a circular protractor that has degree markings on it but no numbers on the scale. Tell them that protractors usually measure angles in units called degrees. A degree is a 360 th angle because 360 of them go into one revolution.
* Discuss why a degree is a useful unit to use. Is a measurement of an angle in degrees more accurate than a measurement of an angle as a number of twelfth angles?
* Does a degree fit into a twelfth angle?
* Show a twelfth angle on top of the protractor. Ask how many degrees is a twelfth angle.
* Using a numberless circular protractor printed on paper (like the one above), a pencil, a rubber and pattern blocks (if necessary) ask the students to re-write different fraction angles as a number of degree angles and record their results into a table like the one above in the next column.
APMC 19 (2) 2014
Table 2. Fraction angles and number of degrees.
7. Estimating and measuring static angles in the real world
Show students the photographs obtained in the first lesson. Ask students to estimate the size of their angles to the nearest 10 degrees. Then ask them to measure their angles using the numberless circular protractor. Note that in this activity, the vertex needs to be positioned at the centre of the protractor but the line that is used as the baseline doesn't matter.
In our next article (Part 2) the students' understanding of a degree is extended to enable them to measure angles using a circular protractor with two scales going in opposite directions, so a correct positioning of the base line of the protractor is necessary. The types of physical contexts used in Part 2 are openings and turns where the vertex is a pivot, the arms of the angles may or may not be visible, the turn can be clockwise or anti-clockwise and the amount of turning can be greater than a revolution.
References
Mitchelmore, M. (2000). Teaching angle measurement without turning. Australian Primary Mathematics Classroom 5(2), 4–8.
Prescott, A., Mitchelmore, M. & White, W. (2002). Student difficulties in abstracting angle concepts from physical activities with concrete materials. In B. Barton, K. C. Irwin, M. Pfannkuch & M. O. J. Thomas (Eds), Mathematics education in the South Pacific (Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia, Auckland). Sydney: MERGA.
White, P. & Mitchelmore, M. (1998). Sharpening up on angles. Australian Primary Mathematics Classroom 3(1), 19–21. | <urn:uuid:c34d21b3-6774-4683-a3b5-002348d2b1f1> | CC-MAIN-2020-40 | https://files.eric.ed.gov/fulltext/EJ1093322.pdf | 2020-09-27T19:18:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00022.warc.gz | 365,504,983 | 2,756 | eng_Latn | eng_Latn | 0.99653 | eng_Latn | 0.997291 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3098,
6079,
7867,
10160,
12707
] | [
4.5625
] | 4 | 1 |
Driving the future further ThePowerof3 ISSUE 4 February 2016
Overview
The original, generic meaning of the term 'battery' is 'a group of similar objects functioning together', as in an artillery battery. Benjamin Franklin, polymath and a founding father of the United States, coined the expression in 1749 in relation to articles used in his experiments with electricity 1 .
Today, the name is applied to any container in which chemical energy is converted into electricity and used as a source of power.
Put simply, a battery consists of three main components: a pair of terminals, the cathode (+) and the anode (-), each made of a different chemical (usually a metal), and the electrolyte that separates them. The latter, a chemical medium, allows electrically charged atoms to flow between the two terminals, creating an electric current that powers anything connected to that battery.
In battery design, everything depends on the materials used for those components: together, they determine how many ions can be stored and how fast the battery can pump them out.
With primary (disposable) batteries, the electrode materials are irreversibly changed during discharge, meaning these batteries are used once then discarded. An example is the alkaline battery used in flashlights and many other portable devices.
In secondary (rechargeable) batteries, the electrochemical reaction is reversible and the original chemical compounds can be reconstituted, allowing the battery to be discharged and recharged multiple times. Examples include the relatively inexpensive lead-acid batteries used in most motor vehicles, and the much more expensive lithium-ion (Li-ion) batteries that power, for example, portable electronics and electric vehicles.
Oft taken for granted but amazing nevertheless, batteries have become intrinsic to modern living.
Can batteries save the planet?
Battery evolution (a potted history)
Battery evolution has long been an international affair (see table below).
Year
Inventor
Activity
History of modern battery development. Source: BU-102: Battery Developments, Battery University
NB: no major new battery system has entered the commercial market since the invention of the Li-phosphate battery in 1996.
Although primitive batteries may have existed in Babylonian times (the evidence is disputed), it wasn't until the 1550s that English scientist William Gilbert made the distinction between magnetism and static electricity (then called the 'amber effect'). Known as the 'Father of Magnetism', Gilbert is credited with establishing the study of electrochemistry.
William Gilbert, the 'Father of Magentism'. Source: http://blog.yovisto.com/william-gilbertthe-father-of-electrical-studies/
The Power of 3 is sponsored by Lithium Australia.
Enquiries to email@example.com.
Original Cruikshank's galvanic trough.
Source:
collectionsonline.nmsi.ac.uk
Around a century later, in 1663, German physicist Otto von Guericke invented the world's first electrostatic generator 2 , a device subsequently used in many experiments pertaining to electricity.
Then, in the late 18th and early 19th centuries, Italians Luigi Galvani 3 and Alessandro Volta 4 conducted pioneering groundwork in electrochemical energy storage. (Today, their names live on in the terms 'galvanic cell' and 'volts'.) It was Galvani's experiments with 'animal electricity' in frogs that led Volta to invent arguably the world's first battery, the 'voltaic pile', which produced continuous electric current to a circuit in a process now known as electrolysis 5 .
-
Source: astarmathsandphysics.com
In light of the Industrial Revolution, the work of Galvani and Volta excited great interest in galvanic electricity. Two Englishmen to take up the baton were Sir Humphrey Davy 6 , who conducted important investigations into electrochemistry, and Dr William Cruickshank 7 . In 1802, Cruickshank designed the 'trough battery' (a variant of the voltaic pile) and, voilà, the first electric storage device capable of mass production was born.
The nature of electricity, and the challenges of how best to create, store and use it, captured the imaginations of high- and commercially-minded scientists and inventors worldwide, among them such instantly recognisable names as Ampère 8 (France), Faraday 9 (the UK), Jungner 10 (Sweden), Edison (the US) 11 and Tesla 12 (a Croatian who moved to the US).
Assiduous research, not to mention rivalry, contributed to stand-out innovations like telegraphy, power delivery, the telephone, broadcast radio, television, computers and now, in the 21st century, a plethora of products – from electric vehicles and machinery through consumer electronics and power-storage devices to aerospace applications – considered essential (or soon to be) to life as we know it.
Genesis of the Li-ion battery
Steve Levine, writing for Quartz, avers that in the past 60 to 70 years the two most powerful inventions in terms of their social and economic import are the transistor and the Li-ion rechargeable battery. The former, created at Bell Labs in 1947, transformed electronics, while the latter, commercialised by Sony in 1991, "took the clunky electronics enabled by the transistor and made them portable. [It] gave the transistor reach."
In the 1970s, Stanley Whittingham, a British professor of chemistry and materials science, and colleagues at Stanford University discovered and named the concept of intercalation of electrodes, whereby lithium ions are inserted within layered sheets. The lithium ions can be shuttled from one electrode to the other, resulting in a rechargeable Li-ion battery. Whittingham's rechargeable lithium battery had a titanium disulphide cathode and a lithium-aluminium anode. On the basis of this research, ExxonMobil patented a lithium-titanium disulphide battery in 1976; however it proved unworkable 13 .
Disclaimer
Links to various sites within this newsletter are for information purposes only and the information presented is not intended to be comprehensive. Nor does this newsletter guarantee, approve or
endorse any information, advice or products available on the sites to which links are provided.
In 1979, American physicist John Bannister Goodenough 14 , then heading the Inorganic Chemistry Lab at Oxford University, improved significantly on that Li-ion battery technology. His brainchild?
… the cobalt-oxide cathode, the single most important component of every lithium-ion battery. From Mogadishu to Pago Pago, from Antarctica to Greenland, and all lands in between, Goodenough's cathode is contained in almost every portable electronic device ever sold. Others have tried to improve on the cobalt-oxide cathode, but all have failed. 15
Goodenough's discovery opened up new and exciting possibilities for rechargeable battery systems. In 1980, French Moroccan scientist Dr Rachid Yazami developed a graphite anode, which paved the way for Akira Yoshino, a Japanese chemist also researching rechargeable batteries. Yoshino combined Goodenough's cathode with lithium cobalt oxide as the anode, creating a prototype in 1983. This led to development of the lithium-graphite anode used in modern Li-ion batteries.
Sony produced the world's first commercially viable Li-ion battery in 1991.
Lithium ions
Lithium battery
Featherweight with a punch
Positively-charged oxide
Negatively-charged oxide
Sony's 1991 Li-ion battery used lithium-cobalt-oxide for the positive electrode and graphite (carbon) for the negative one. As the battery is charged, lithium ions move out of the cobalt-oxide lattice and slip between the sheets of carbon atoms in the graphite electrode – a state of higher potential energy. Discharging the battery causes the ions to move back again, releasing energy in the process. This is known as a 'rocking chair' design.
Source:
Hooked on lithium
, The Economist 2002.
Decades on, improving that technology – to increase the range of electric vehicles, create ever-smarter consumer electronics and efficiently store energy from renewable sources at both domestic and commercial levels – remains the Holy Grail of battery manufacturers the world over.
In light of Earth's woes, including global warming, could batteries – and Li-ion batteries in particular – be the greatest innovation since the Industrial Revolution? Time alone will tell!
The Power of 3 is sponsored by Lithium Australia.
Enquiries to firstname.lastname@example.org.
Notes
1 Benjamin Franklin (1706-1790) was a leading author, printer, political theorist, politician, freemason, postmaster, scientist, inventor, civic activist, statesman and diplomat. One of his major scientific discoveries was that lightening is an electrical discharge and he subsequently invented the lightening rod.
2 Otto von Guericke (1602-1686) proved that a vacuum could exist; before that, no one believed it possible. His discovery was essential for further research into electricity. Circa 1660, von Guericke devised a contraption that produced static electricity by friction. It consisted of a glass globe within which a large ball of sulphur was mounted on a pole. When the sulphur ball was rotated by a hand crank, it rubbed against a pad and the resulting friction generated sparks of static electricity. Although von Guericke had no idea what these sparks signified, his device was subsequently used in early experiments with electricity.
3 Luigi Galvani (1737-98), an Italian physician, physicist, biologist and philosopher, is recognised as the pioneer of bio-electromagnetics. In 1781, Galvani found that he could induce twitching in the muscles of a dead frog when they were touched with different metals or the current from a static electric generator located nearby. He thought, incorrectly, that the fluid in the frog's body was the source of the electricity.
4 Count Alessandro Volta (1745-1827), an Italian physicist and chemist, made discoveries in electrostatics, meteorology and pneumatics. He is most famous, however, for inventing the first battery. In 1800, Volta proved that the electrical reaction in frogs noted by Galvani was in fact caused by the animal's body fluids being touched by two different types of metal. Subsequently Volta invented his 'voltaic pile', a stack of alternating metal discs of silver and zinc separated by cloth or cardboard soaked in salt water. This wet pile of 'dissimilar' metals created a small electrical current that could be drawn off through wires and used for experiments; several piles assembled side by side and connected with metal strips could create a power source of higher energy. Volta gave his name to the term 'volt', a unit of electrical energy.
5 The process whereby an electric current is passed through a liquid (electrolyte) that conducts electricity, promoting a chemical reaction between metals (electrodes). To conduct electricity a liquid must contain ions; that is, atoms or molecules with a net electric charge caused by the loss or gain of one or more electrons.
6 Sir Humphrey Davy (1778-1829) was a leading British chemist and philosopher and inventor of the miner's safety lamp. In 1801 he installed what was then the world's largest, most powerful electric battery in the Royal Institution of London. Davy attached it to charcoal electrodes to produce the first electric light, which, according to witnesses, was "the most brilliant ascending arch of light ever seen." He had begun testing the chemical effects of electricity in 1800 and soon found that, when electrical current passed through certain substances, it caused them to decompose in a process later termed 'electrolysis'. The voltage generated as a result of this process was directly related to the electrolyte reacting with the metal. Davy's assistant, Michael Faraday, went on to establish a reputation even more prestigious than that of his mentor (see note 9 below).
7 Dr William Cruikshank (died 1810 or 1811) was a Scottish military surgeon, Fellow of the Royal Society and professor of chemistry at the Royal Military Academy in Woolwich. He devised the trough battery, comprising joined zinc and copper plates placed in a wooden box filled with electrolyte (brine or diluted acid) and sealed with cement. Grooves in the box held the metal sheets in place. This 'flooded' design, which did not dry out with use, produced more energy than Volta's stacked disc arrangement.
8 In 1820, André-Marie Ampère (1775-1836) made a revolutionary discovery: that a wire carrying electrical current can attract or repel another, adjacent wire also carrying electrical current. While the attraction is magnetic, no magnets are required to produce the effect. Ampère went on the formulate Ampere's Law of electromagnetism, producing the best definition of electrical current of his time. He further proposed the existence of a particle now recognised as the electron, discovered the chemical element fluorine, and grouped elements by their properties more than half a century before Dmitri Mendeleev produced his periodic table. The International System of Units (SI) unit of electric current, the ampere (amp for short), is named in his honour.
9 Michael Faraday (1791-1867), an English scientist, is considered one of the greatest scientific explorers of all time. His contributions to the fields of electromagnetism and electrochemistry, principally in relation to electromagnetic induction, diamagnetism and electrolysis, were remarkable, and his electromagnetic rotary devices formed the basis of electric motor technology. The SI unit of capacitance, the farad, is named in his honour.
10 In 1899, Swedish engineer Waldemar Jungner (1869-1924) invented the nickel-cadmium electric storage battery, using nickel for the positive electrode and cadmium for the negative.
11 American Thomas Edison (1847-1931) was a pioneer in applying the principles of mass production and teamwork to inventions to make them commercially viable. He is perhaps best known for devices such as the phonograph, the motion picture camera, a practical, long-lasting electric light bulb and, more controversially, the electric chair, created to illustrate the perils of alternating current (AC) as opposed to direct electrical current (DC), of which he was a firm advocate. In 1901, Edison produced an alternative to Jungner's battery, replacing the cadmium with iron. Cost considerations, however, limited the practical applications of either type of battery.
12 Nikola Tesla (1856-1943), born in Croatia, moved to the US in 1884. There, he worked briefly with Edison before the two parted ways. Tesla made a significant contribution to the development of AC (as opposed to DC) electrical systems to supply long-distance power, and AC became pre-eminent in the 20th century (it remains the worldwide standard), and also discovered the rotating magnetic field, the basis of most AC machinery.
13 Steve Levine, author of The Powerhouse: Inside the Invention of a Battery to Save the World.
14 Whittingham's rechargeable lithium battery was based on a titanium disulphide cathode and a lithium-aluminum anode. Titanium disulphide was a poor choice, in that it had to be synthesised under completely sealed conditions, a very costly process. Also, when exposed to air it stank, because the moisture in the air reacted with the titanium disulphide to make hydrogen sulphide. Moreover, because lithium is highly reactive, burning in normal atmospheric conditions due to the presence of water and oxygen, metallic lithium electrodes present significant safety issues.
15 Among the many prizes he's received, Dr Goodenough was awarded the $450,000 Japan Prize in 2001 in recognition of his work. Still going strong at the age of 93, and currently professor of mechanical engineering and materials science at the University of Texas, Goodenough wants to develop a 'super-battery', a quantum leap in storage capacity that will make electric vehicles, for instance, more competitive and the harnessing of power from renewable sources more economical.
The Power of 3 is sponsored by Lithium Australia.
Enquiries to email@example.com. | <urn:uuid:429d8507-8ebd-4393-9c2e-071a6682cc2c> | CC-MAIN-2020-40 | http://lithium-au.com/wp-content/uploads/2016/11/The-Power-of-3_ISSUE-4.pdf | 2020-09-27T19:43:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00022.warc.gz | 69,909,722 | 3,389 | eng_Latn | eng_Latn | 0.99721 | eng_Latn | 0.997399 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2814,
8443,
16104
] | [
3.203125
] | 2 | 0 |
1
st grade: Signal transduction in a rod photoreceptor cell
Summary: Retina receives light and transmits the event to the brain. Retinal photoreceptors are the first cells detecting photons converting into electric signals (Fig.1 left). Rhodopsin, a visual pigment protein in a photoreceptor, detects a
photon leading to a closure of cation channels on the plasma membrane, and this generates a current response in a rod photoreceptor (Fig.1 right). A simplified signal transduction is shown below:
① Rhodopsin (Rh)→②transducin (G protein)→③PDE (cGMP catalase)→④cation channels Cartoon and A-Cell model: A cartoon at the center in Fig.2 describes above process in detail. The numbering ①-④ correspond to the that shown above. Signal transduction in the cartoon is converted into an A-cell model (gray rectangles in Fig.2). When constructing an A-Cell model, first draw cartoon of signal transduction, next construct detail reactions, and finally draw them by using 7 reaction arrows of A-Cell. A cartoon is the starting point of constructing A-Cell model. A model shown in Fig.2 includes ion current through cation channels on the plasma membrane, which is not expressed in the cartoon explicitly. Simulation results can be found in the references below. Simulation conditions can be as follows: simulation time = 0-2 s; calculation step = 1 µs; output step = 2 ms.
References: Ichikawa, K., Neurosci.Res., Vol.19(1994), pp.201-212. Ichikawa, K., Neurosci.Res., Vol.20(1994), pp.337-343. Imai, H., et al., J.Biol.Chem., Vol.282(2007), pp.6677-6684. | <urn:uuid:c0ecb574-0629-48c4-9333-2f342ef0c2d9> | CC-MAIN-2020-40 | https://engl.tc-simulations.com/wp-content/uploads/2015/10/1st-grade.PhotoreceptorCell.pdf | 2020-09-27T19:12:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00022.warc.gz | 349,076,891 | 397 | eng_Latn | eng_Latn | 0.971654 | eng_Latn | 0.971654 | [
"eng_Latn"
] | false | docling | [
1553
] | [
2.46875
] | 1 | 1 |
Hemostasis, thrombosis or coagulation – what's the difference?
Hemostasis is a collective word for several processes that causes bleeding to stop. Briefly, there are three major processes that will help bleeding to stop when a blood vessel has been damaged. First, the blood vessel will compress and become narrower (vasoconstriction). Second, platelets (thrombocytes) adhere to the damaged walls of the blood vessel, and also to each other, to form a platelet plug (primary hemostasis). Third, though the process called coagulation, fibrinogen is converted to fibrin. A meshwork of cross-linked fibrin forms around the platelet plug to stabilize it (secondary hemostasis); a blood clot has formed.
Hemostasis most often has a positive connotation, as this is the process that helps bleeding to stop. Thrombosis (blood clotting), on the other hand, is most often used when there is a problem. This is the process in which a thrombus (blood clot) forms inside a blood vessel, without the rupture of any blood vessel. For instance, when a blood clot has formed that obstructs the blood flow in a vessel such as in the condition Deep Vein Thrombosis (DVT).
So, the absolutely simplest way to define the three words is the following:
hemostasis = vasoconstriction + primary hemostasis + secondary hemostasis thrombosis = primary hemostasis + secondary hemostasis coagulation = secondary hemostasis | <urn:uuid:d58e12df-0ae1-42f2-ae58-ac916134dd68> | CC-MAIN-2020-40 | https://www.nordicbiomarker.com/app/uploads/2018/08/Hemostasiscoagulationorthrombosis.pdf | 2020-09-27T20:52:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00021.warc.gz | 962,559,416 | 322 | eng_Latn | eng_Latn | 0.98948 | eng_Latn | 0.98948 | [
"eng_Latn"
] | false | docling | [
1397
] | [
2.046875
] | 2 | 0 |
Healing Principles for working with children in trauma
Applying Research and Best Practices to Working with Children who have Undergone a Traumatic Experience
Julie Cooper, Trauma Competent Care Trainer
Dr. Bruce Perry is a leading expert in child trauma. In one of his books he wrote the most important thing he had learned was that "it doesn't take trained therapists to heal a child. It is the ongoing, daily interactions with loving, emotionally responsive and caring adults." – That includes teachers, mentors, neighbors.
Trauma
* Perception of the event matters - "this is stressful" versus "I am going to die"
* Acute Trauma – One-time event
* Chronic Trauma – Ongoing trauma
* Children who already had a history of trauma (neglect or abuse, living with domestic violence, living in community violence) will have less coping skills to deal with an acute trauma
What is happening in the brain?
* Calm - we have access to our logical brain
* Alert - we have less access to our logical brain
* State of fear - we have no access to our logical thinking and we respond with survival behaviors
What does a child stuck in fear look like?
* Bad Behavior
* Altered brain chemistry
* Shuts off the cortex, which is thinking
* Suppresses the conscience and makes a child unable to discern the needs of others
* Set up protective strategies - manipulation, aggression, control, violence, and triangulation
What can we do? Maximize Felt Safety
Removing the threat doesn't mean that a child will feel safe. It is imperative that we help children return to a state of felt safety. Remember, unless a child feels safe, they don't have access to their entire brain.
Also, the parents of children have experienced the same trauma. They may have less access to their entire brain and may not be able to be entirely emotionally available to their children. This makes other adults in the lives of children all the more important.
Support Healthy Brain Chemistry
Hydration, Nutrition, and fun physical activity every two hours.
Use Safe Touches
Always ask first before you touch a child you don't know well. "Can I touch your shoulder?" Safe touch reduces heart rate and blood pressure. It curbs the stress hormone of cortisol and helps facilitate food absorption and digestion.
Brain Image: Copyright © Dutch Renaissance Press LLC
Make it Safe to Talk
We can be safe adults by:
* Using soft eye contact
* Maintaining calm facial expression
* Maintain a calming tone of voice
* Get down on their level (kneel)
It's critical that children talk about their experience as soon as possible. Ideally, that would be within 72 hours, but as long as it is happens we can predict a better healing process.
Ask about how they are feeling, not what they are thinking:
* How did you feel when you first heard there was a hurricane coming?
* How did you feel when you had to leave your house?
* Give them time to get in touch with their own feelings.
Research shows that assigning a label to what we feel can help calm the emotion. We call this "Name it to Tame It."
We want to talk to children to help them begin to tell their story of what they experienced. When they put the events into order together (a left brain activity) with the emotions (a right brain activity) it helps their brain make sense of what has happened and facilitates healing.
While you're hearing a difficult story, it's important to control your emotional reaction and remain calm. Your state of being calm can help influence the child to feel more calm as well.
Make the day predictable
If you can, return routine to a child – especially at bedtime. Simple - familiar stories, music, family rituals - reconnecting with familiar people will help support the child to access coping skills and move forward.
Prepare the child for transitions
Empower them with information and time to prepare for upcoming changes. Give them pictures of what their school will look like, where they will be going for resources…
Recognize Hot Spots
Children may become anxious or upset when they are triggered and reminded of how scary the hurricane was. It could be just seeing the weather forecast or rain clouds in the sky, maybe even when they sit down to eat the same meal they were eating when they had to evacuate. You'll want to ask them, what happened just now? What are you feeling? Again the same principle of "name it to tame it" applies.
Ideas for helping children regulate themselves:
* Pressure points – Magic Mustache
* Deep breathing activities, for example soup bowl
* Calm the nervous system through wall push-ups
How do we stay emotionally responsive and caring?
"Self care is never a selfish act, it is simply good stewardship of the only gift I have, the gift I was put on earth to offer others." – Parker Palmer
Form small groups to debrief – adults need to label their emotions as well:
We should pray for each other and ask each other:
* What was the most difficult story you heard this week?
* In what way did it affect you emotionally?
* Any delayed emotional or physical reaction once you got home. Like sleeplessness or appetite changes
* Have your experiences changed your understanding of God? If so, in what way?
* Who is a trusted friend with whom you can share difficult emotions?
* Did any of the stories you heard trigger any of your past traumatic experiences? If so, in what way? Have you shared this with anyone?
If we don't practice self care, we are vulnerable to:
* Potential for re-traumatization (if you have a history of trauma)
* Secondary trauma – becoming traumatized through hearing and seeing hard stories
* Compassion fatigue - overwhelmed with stress from working with traumatized children. This will affect physical health, interpersonal relationships, sleep. | <urn:uuid:19c65995-27b3-46de-a5e2-7c015e54f49d> | CC-MAIN-2020-40 | https://back2back.org/wp-content/uploads/Healing-Principles-for-Working-with-Children-in-Trauma.pdf | 2020-09-27T20:34:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00024.warc.gz | 282,877,000 | 1,215 | eng_Latn | eng_Latn | 0.998115 | eng_Latn | 0.998272 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2339,
5795
] | [
3.578125
] | 2 | 1 |
HOME | NEWS | SPORT | ENTERTAINMENT | BUSINESS | CARTOON | OTHER SECTIONS
ENVIRONMENT
Zoo repatriation programme to be expanded
BY KIMONE THOMPSON Associate Editor — Features firstname.lastname@example.org
Wednesday, February 27, 2013
SOME endangered species at Hope Zoo are getting closer to life outside of captivity, thanks to a US$50,000 grant from the Global Environment Facility (GEF) Small Grants Programme implemented by the United Nations Development Fund (UNDP).
Currently, the zoo is home to over 16 species of reptiles, 11 of mammals, and 40 species of birds. Of those, the Jamaican iguana, the yellow snake, the Jamaican coney, the Jamaican owl, and the yellow-and black-billed parrot are found only in Jamaica. Though they all face various degrees of threat, the iguanas are the most vulnerable, the zoo's curator Orlando Robinson told the Jamaica Observer.
The iguanas are already on a repatriation programme which releases them into the wild after a period of time. That programme will now be expanded to include other key species.
At the unveiling for a new biodiversity facility at the zoo last Friday, executive chairman of the Hope Zoo Preservation Foundation Kenneth Benjamin said as much.
"The zoo... was an important partner in a successful conservation mission that helped save our indigenous iguanas from extinction and which has received international acclaim. After being discovered in 1991, our iguana programme led to the release/repatriation of some 174 animals and a four-fold increase in the number of nesting females, some of which were head starters.
"But we recognise that more can be done, that more needs to be done. Thanks to this contribution from GEF, I can confidently say that more will be done. Graduating from that iguana project, the focus is now on expanding the zoo's scope of involvement to include other endemic species which are critically endangered or threatened," he said.
The grant will be used to expand the zoo's biodiversity programme by establishing sanctuaries for protected flora and fauna. It will feature a research facility and an area to house rescued animals. It won't be open to the general public, but will facilitate educational tours.
The primary goals of the biodiversity project are to improve husbandry standards for key local species, and to promote awareness among Jamaicans about the need to protect biodiversity.
"These are initial steps to preserving natural heritage," said chief technical director in the Ministry of Water, Land, Environment and Climate Change, Lt Col Oral Khan at Friday's launch. Khan brought remarks on behalf of the minister, Robert Pickersgill.
Man, he said, had become the bane of the earth, decimating much of its natural habitats in the name of development.
"Over the last 50 years, the amount of carbon dioxide in the air has increased by 33 1/3 per cent. In the next 50 years it will increase at a much faster rate, perhaps even double," said Khan.
Minister of Agriculture and Fisheries Roger Clarke, who gave the keynote address, expressed amazement at the progress of the renovations to the zoo and lauded the expansion of the biodiversity project.
"Not only are we going to develop the zoo, but even more important is the educational aspect of it, which will bring the people here, teach the people that it is in their interest that we must preserve our biodiversity. It is a part of our heritage and it must remain so," he said.
Clarke said he was happy that a proposal, some years ago, to construct houses on the zoo lands was dismissed and praised Benjamin for spearheading the preservation effort. It was a shining example, he said, of public/private partnerships.
"With the level of degradation that had set in, someone had to step in and it couldn't have been the Government," said Clarke.
The renovation of Hope Zoo started in earnest in April 2011. It is a collaborative effort of the Hope Zoo Preservation Foundation and Guardsman Group, both of which Benjamin head.
"I think it's very important and it's a very good look for the future," Michael Fouraker said of the expansion of the biodiversity programme.
Fouraker is executive director of Fort Worth Zoo in the United States, which has been partnering with Hope for the past 20 years. He is affiliated with the International Iguana Foundation and the Caribbean Wildlife Alliance.
"The iguana pens were built back in 1984, and they've survived several hurricanes, and that work and the research that go on here is the reason they've survived. Over 100 animals have been raised here and have been taken back out into the wild and some are now breeding," he told the Observer.
Jamaica ranks fifth in the world for its endemic species, boasting over 8,000 species of plants and animals. The country has more than 6,000 species of flowering plants, including ferns and lichens, of which 28 per cent are endemic; 120 species of butterflies; 19 species of frogs; 113 species of breeding birds; 100 species of migratory birds; and 22 species of mammals.
Resident representative of the UNDP Dr Arun Kashyap said the project underscores the UNDP's commitment to working with partners to identify and implement appropriate interventions that satisfy Jamaica's development needs.
"The project supports our overarching goals of achieving the targets of the Millennium Development Goals and ensuring that there is sustainable development beyond 2015," he said. "The assistance being given to Jamaica will help to further put the country on a path to realising the Vision 2030 Development Plan."
SHARE THIS:
Subscribe to our RSS Feeds
Follow us on Twitter!
Copyright © 2012 Jamaica Observer. All Rights Reserved.
Terms under which this service is provided to you. | <urn:uuid:58da8d1b-e8e6-4007-bf8d-e656af8f9370> | CC-MAIN-2020-40 | https://library.iucn-isg.org/documents/2013/Thompson_2013_Jamaica_Observer.pdf | 2020-09-27T19:44:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00026.warc.gz | 484,286,487 | 1,199 | eng_Latn | eng_Latn | 0.997333 | eng_Latn | 0.998936 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1592,
3822,
5590,
5750
] | [
2.125
] | 1 | 0 |
Biographical Description for The HistoryMakers® Video Oral History with Calvin "Kern" Grimes
PERSON
Grimes, Calvin, 1940-
Alternative Names: Calvin "Kern" Grimes;
Life Dates: January 12, 1940-
Place of Birth: Boston, Massachusetts, USA
Work: West Tisbury, MA
Occupations: Entrepreneur
Biographical Note
Entrepreneur Calvin "Kern" Grimes was born on January 12, 1940 in Boston, Massachusetts to Calvin Grimes, Sr. and Marguerite Grimes. The same year, his father founded Grimes Oil Company, which grew to become the largest and oldest minority owned and operated oil company in New England. Grimes grew up in Roxbury and Dorchester, Massachusetts, and graduated from Brighton High School in 1958.
Upon graduating from high school, Grimes began working in his father's business. In 1958, the company expanded to a second truck, which was driven by Grimes. In 1969, the company was incorporated as Grimes Oil Company, Inc., and Grimes assumed the role of president and chief executive officer. Throughout the following decade, he led the company's transition from a residential gas supplier to supplying corporations that included the Polaroid Corporation and Raytheon Company. In 1979, Grimes Oil Company, Inc. reported $30 million in sales. By 1988, Grimes Oil Company, Inc. had opened offices in New York City, Newark, San Francisco, and Miami. However, the company faced financial difficulties in the 1980s after two major clients failed to pay their debts, and Grimes negotiated a deal with its suppliers that allowed the company to continue to remain in business. In 1993, the company joined Intergy, Inc., a conglomeration that included Captree Chemicals and Aimtek Gas Company that invested in redevelopment projects in Roxbury, Massachusetts.
In 1979, Grimes Oil Company, Inc. appeared on Black Enterprise's list of top black owned businesses in the country and was ranked at number nine. The company was also named in 1989 on the magazine's list of "Companies to Watch in the 1990s." In addition to his career, Grimes was active with the Union Methodist Church, Prince Hall Mason, the Boys and Girls Club in Boston, and the Dimcock Community Health Center Foundation. The Grimes Oil Company also created a partnership with WGBH Boston in 1984 to fund programming for African Americans.
Grimes and his wife, Cheryl Grimes, have five children: Darlene M.C. Grimes, Lori B. Grimes, Kern Mitchell Grimes, Ashley Smallwood-Grimes, and C. Trevor Grimes.
Calvin "Kern" Grimes was interviewed by The HistoryMakers on August 17, 2017.
Related Entries
```
David A. Ellis Elementary School [STUDENTOF] [from ? to ?] Henry Lee Higginson Elementary School [STUDENTOF] [from ? to ?] Martin Luther King, Jr. K-8 Inclusion School [STUDENTOF] [from ? to ?] Brighton High School [STUDENTOF] [from ? to ?] Grimes Oil Company, Inc. [EMPLOYEEOF] [from ? to ?] President and CEO Martha's Vineyard NAACP [MEMBEROF] [from ? to ?] Conference of Minority Transportation Officials [MEMBEROF] [from ? to ?] Greater New England Minority Supplier Development Council [MEMBEROF] [from ? to ?]
``` | <urn:uuid:e175689f-192a-43e5-aa8f-6fc28d5c0acc> | CC-MAIN-2020-40 | https://www.thehistorymakers.org/sites/default/files/A2017_133_EAC.pdf | 2020-09-27T20:10:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00026.warc.gz | 1,081,055,265 | 761 | eng_Latn | eng_Latn | 0.893453 | eng_Latn | 0.993395 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1754,
2540,
3081
] | [
2.140625
] | 1 | 0 |
SYLLABUS – HISTORY 2309.001 – FALL 2018
Texas History, Sul Ross State University
Wednesday, 6-8:50pm, LH300
MATT WALTER
firstname.lastname@example.org
Office: Museum of the Big Bend, (432)837-8735
Office Hours: Monday through Friday, 10am to noon, 2-5pm
Course Description: This course is designed to introduce students to a Sophomore-level university course on Texas history. It will focus on the geographic, social, political, military, economic, racial, ethnic and demographic components to paint as complete a picture as possible of Texas history, and will also put the Texas "story" into the broader context by integrating it with American, Southern, Borderlands and Mexican history.
General Course Goals: By the end of this course, students should not only have a more complete picture and a greater appreciation of Texas history, but should also be able to pass the requisite exams to teach Texas history at the high-school level. To achieve these general goals, students will be required to successfully complete the following tasks:
1. Hand in weekly map project (specific topic may or may not be assigned)
2. Take and pass a mid-term exam.
3. Take and pass a Comprehensive Final exam.
Student Learning Outcomes:
1. Demonstrate knowledge of the physical geography of Texas (via map project and exams, with 80% mastery).
2. Compare and contrast the diversity of the Native American tribes of Texas prior to European contact, and the impact of that contact on said tribes (via map project and exams, with 80% mastery)
3. Evaluate the history of Texas as part of the Spanish borderlands (via map project and final exams, with 80% mastery).
4. Explain the history of Texas as part of the Republic of Mexico, and the Empresario Settlements that took place during this period (via map project and final exams, with 80% mastery).
5. Recognize how the Anglo settlement of Texas led to the Texas Revolution (via midterm and final exams, with 80% mastery).
6. Demonstrate an understanding of the full geographical extent of the Republic of Texas, as claimed by Texas and recognized by the US (via map project and exams, with 80% mastery).
7. Describe how Texas became part of the United States and the role that Texas played in the Mexican War (via map project and exams, with 80% mastery).
8. Explore the impact of the Civil War and Reconstruction in Texas (via map project and exams, with 80% mastery).
9. Evaluate the impact of the discovery of gold in California and the subsequent gold rush in the Texas history, with a special focus on the Apache Indians and the Texas transportation routes (via map project and exams, with 80% mastery).
10. Locate and identify the main cattle trails in Texas (via map project and exams, with 80% mastery).
11. Compare and contrast the diversity of the social and economic experience in Texas during the Gilded Age, especially the railroads (via map project and exams, with 80% mastery).
12. Explain the impact of the Galveston Hurricane of 1900 on Texas (via exams, with 80% mastery).
13. Evaluate the changes in Texas society and industry during the Progressive Era, the Mexican Revolution, and World War One (via exams, with 80% mastery)
14. Judge the impact of the Great Depression on Texas (via exams, with 80% mastery).
15. Demonstrate an understanding of Texas during WWII and the changes to Texas society associated with the war, along with the building of the Interstate Highway System in Texas (via map project and exams, with 80% mastery).
16. Summarize how present-day Texas emerged following WWII and the issues facing Texas at the beginning of the 21st Century (via final exam, with 80% mastery).
17. Show how Texas, during the last six decades, shifted from a mostly agricultural state to become one of the most urban states in the nation (via map project and final exam, with 80% mastery).
18. Explain how Texas politics have shifted over the last century of the states' history (via final exam, with 80% mastery).
19. Evaluate current Texas culture, with a focus on Texas literature, art, music, sport, leisure activities and education (via final exam, with 80% mastery).
20. Discuss some of the issues facing Texas at the beginning of the 20 th century, including employment, immigration, education, politics, and urbanization (via final exam, with 80% mastery).
Objectives to meet Texas Essential Knowledge and Skills (TEKS) Requirements
By the end of the semester, any student with an 80% attendance record and a passing grade will have, via class participation, class projects, and class exams, demonstrated the following skills:
01. An understanding of the major historical points of reference in Texas, US and World history.
02. Knowledge of how individuals, events and issues helped change history.
03. Similarities and differences in Native American culture prior to European contact.
04. Causes of and effects from European contact with the New World.
05. How social, political, economic, geographical, scientific and military advances can impact society, both at large and in the daily life of the individual.
06. How cultures can change and adapt over time.
07. How historical knowledge relates to other disciplines.
08. How to ask historical questions.
09. How to locate, gather, organize, analyze, prioritize, save and communicate historical research data, not limited only to written matter but also maps, photographs, museum artifacts, oral histories and other historical primary and secondary sources.
10. Understand the difference between and the relevancy of primary and secondary research documents and material.
11. Analyze historical data, using methods such as compare and contrast, making generalizations, drawing inferences, and coming to conclusions.
12. Use historical chronology to place historical events in context.
13. Understand how different frames of reference can lead to different historical interpretations.
14. Demonstrate an understanding of the major events shaping Texas and US history: settlement, wars of Independence, the challenges in establishing representative government and writing state and federal constitutions, westward geographical expansion, slavery and sectionalism, the US Civil War, Reconstruction, the Industrial Revolution and the Gilded Age, the Progressive Era and the various accompanying social movements such as temperance and women's suffrage, the impact of wars such as the Spanish-American War, World War One, World War II, and the Cold War on Texan and American societies.
15. Use historical knowledge to understand and evaluate contemporary society.
16. Understand and apply social science knowledge and skills to plan, organize and implement instruction and assess learning.
17. Understands and apply knowledge of significant historical events and developments, multiple historical interpretations and ideas and relationships between the past, the present and the future as defined by the Texas Essential Knowledge and Skills (TEKS).
18. Understands and apply knowledge of geographic relationships involving people, places, and environments in Texas, the United States, and the world; and also understands and applies knowledge of cultural development, adaptation, diversity, and interactions among science, technology and society as defined by the Texas Essential Knowledge and Skills (TEKS).
19. Understands and apply knowledge of economic systems and how people organize economic systems to produce, distribute and consume goods and services.
20. Understands and apply knowledge of concepts of government, democracy and citizenship, including ways that individuals and groups achieve their goals through political systems.
Required Texts:
Stephens, Ray. TEXAS: A HISTORICAL ATLAS. University of Oklahoma Press, 2010.
Recommended Texts:
Texas Almanac: 2018-2019. Texas State Historical Association.
2017 Texas State Travel Guide. Texas Department of Transportation.
Attendance policy: You are expected to attend every class! Regular attendance and punctuality are vital to academic success. As per university requirements, roll call will be taken at the beginning of each class. If you are going to be absent from class while traveling on a university-sponsored trip, you must complete a travel authorization form and turn that it to your sponsor or coach at least three days prior to the actual trip, so that you may be listed on the "Explained Absence List" which the Student Life Office prepares and sends out to all faculty. If you miss class due to illness, car trouble, a death in the family, etc., you must email me directly with an explanation of your absence. Students with excessive unexplained absences will be dropped from the class with a grade of "F."
Class Outline:
The semester will consist of 15 weeks of classes, with 12 individual map projects, a mid-term exam, and a comprehensive final exam.
Academic honesty: All work you submit must be your own work. Plagiarism will not be tolerated and students caught using the words or work of others as their own will be dropped from the class. Students caught cheating on exams will be assigned an F for the semester.
Student conduct: By enrolling at Sul Ross State University and in this class, you are assuming the responsibility for your personal and social conduct while on campus and in class. Students who disrupt a class in any way, such as arriving late, using their cell-phone or talking loudly may be directed to leave the class and could face disciplinary action which can include being withdrawn from the class.
Contacting the instructor: The instructors' email address is provided and is the preferred method of contacting the instructor. The office phone number is provided for emergency situations. All email messages to the instructor should include your name, your class title, and a simple message stating the reason you are contacting the instructor. Emails will normally be answered within 24 hours; however, questions such as "what did we cover in class?" will normally not be answered. Student phone messages will normally not be returned, due to the problem of "phone tag."
Assignment timeliness: The map projects will be clearly explained in the class. A project that is handed in late, for whatever reason, will be downgraded by one full grade point.
ADA Compliance: The instructor is committed to equal access in compliance with the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973. It is the student's responsibility to initiate a request for accessibility services. Notify the instructor and contact the Accessibility Services Coordinator (ASC) on campus for further information on what assistance is available in order to ensure that students with disabilities can fully participate in all university classes, programs, and activities. The ASC is Mary Schwartze, Ferguson Hall Room #112, email@example.com. The mailing address is P.O. Box C-122, Sul Ross State University, Alpine, Texas, 79832. Telephone number is 432-837-8691.
GRADING:
.
1. 12 map projects, worth 20 points each, for 240 points
2. Midterm exam, worth 60 points.
3. Attendance and class participation, 100 points total.
4. Final exam, 100 points.
GRADES:
A
: 450-500 points.
B: 400-449 points.
C: 350-399 points.
D: 300-349 points.
F
: 299 points or below.
SEMESTER MAP PROJECT
1. You will need to purchase a folder in which to place all your maps. You will also need some tracing paper, one plain #2 pencil, 8-12 colored pencils, and fine-point ink pen.
2. During the semester, you will make 12 hand-traced maps of Texas, resulting in your own Historical Atlas of Texas. This atlas will include the following 8.5"x11" maps:
a. Physical Texas, including rivers, plains, mountains, and the 7 physiographic regions.
b. Native Texans prior to European contact
c. Spanish Texas (roads and settlements)
d. Mexican Texas (Empresario settlements)
e. Republic of Texas (showing full extent of the Republic, with towns and capitals)
f. Texas and US-Mexico War (US Army locations and routes)
g. Texas and the Compromise of 1850 (before and after, on the same map)
h. Overland wagon transportation routes in Texas (with towns)
i. Cattle Trails of Texas (with towns)
j. Texas Railroads (with towns)
k. Texas Interstate Highways (with towns)
l. Metropolitan Statistical areas of Texas
Each map must include a TITLE, your NAME, a COMPASS ROSE, and a SCALE.
Each map will be hand-labeled and hand-colored by YOU, the cartographer of this historical atlas.
Recommendations:
a. Trace the map first, then transfer the trace to a new sheet of 8.5x11 inch sheet of paper.
b. Outline all boundaries, rivers, towns, roads, etc., using your fine-point ink pen
c. NEATLY label geographical features required on the map, using fine-point ink pen.
d. Write in your title and the other required map components, with fine-point ink pen.
e. Color in various features on the map, using colored pencils. For best results, do not color over labels and other hand-lettered components.
Each map will be graded on ACCURACY and NEATNESS. So spend some time working on each of the maps!
Each map will be worth 20 points, for a total of 240 points by the end of the semester.
Maps handed in late will lose one grade per week.
Further details will be discussed in class.
CLASS SCHEDULE
Week One – INTRODUCTION.
Syllabus and class requirements. Introduction to map projects. The Geography of Texas. Maps and mapping. The Indians of Texas. READING: Pages 2-33, plus map on page 354.
Week Two – TWO CONTINENTS COLLIDE.
The Iberian Heritage of Texas. The Colombian Exchange. Early Spanish exploration and settlement of Texas. Frontier Institutions. READING: Pages 34-48.
Week Three - SPANISH TEXAS and MEXICAN TEXAS
Frontier society. Mexican independence from Spain. Battle of Medina. Santa Anna.
READING: Pages 49 – 69
Week Four – MEXICAN TEXAS
Empresario Settlements. Santa Anna. Stephen F. Austin. Texas Statehood under Mexico. Early independence movements. READING: Pages 70-81
Week Five- THE TEXAS REVOLUTION
The Texas Revolution. The Alamo. Goliad. Runaway Scrape. Battle of San Jacinto. READING: Pages 84-103.
Week Six – THE REPUBLIC OF TEXAS
Treaty of Velasco. President Houston. President Lamar. Texas Navy. Edwin Moore.
READING: 104-121
Week Seven - THE REPUBLIC OF TEXAS
The Rise of Towns. Capitals of Texas. Agriculture. Demographics. Friction with Mexico.
Week Eight - ANNEXATION and EARLY STATEHOOD
Annexation. War with Mexico. Treaty of Guadalupe Hidalgo. Mapping the border. William Emory. Manifest Destiny. Compromise of 1850. READING: Pages 122-161, 368
Week Nine - THE CIVIL WAR IN TEXAS
READING: Pages 162-185, 369
Slavery. Texas Secession. The Civil War in Texas. Texans in the Civil War. Battle of Galveston. Battle of Palmetto Ranch. Reconstruction in Texas. READING: Pages 162-179.
Week Ten – A FRONTIER HERITAGE
Indian Wars. Cattle. Ranching. The Texas Rangers. Constitution of 1876. Demographics. Jim Crow Laws. Railroads. The Gilded Age. Texas Politics. Spanish-American War. READING: Pages 186-207, 239-242, 277-299, 336-338 MUSEUM TOUR (last hour of class).
Week Eleven - A NEW CENTURY
Galveston Hurricane of 1900. Oil strike at Spindletop. Progressivism. READING: Pages 209214, 260-267
Week Twelve – DISORDER ON THE BORDER
Texas and the Mexican Revolution. Disorder on the Border. World War One. Influenza Pandemic. Roaring 20's. Prohibition. Women. KKK. READING: Pages 215-217, 250-252
Week Thirteen - THE SECOND WORLD WAR
The Great Depression. Dustbowl. The New Deal. Texas and Texans during World War II. READING: Pages 218-227.
Week Fourteen – COLD WAR TEXAS
Baby Boom. The Cold War. Korean War. The Space Race. Civil Rights . Kennedy. LBJ. Vietnam War. READINGS: Pages 235-238 .
Week Fifteen – CONTEMPORARY TEXAS
Metropolitan Statistical Areas Roads. Highways. Ports. Waterways. Airports. Industry. Education. Arts. Tourism. Demographics. Economics. Texas Myths. READINGS: Pages 243267, 281-343, 353-358
FINAL EXAM – | <urn:uuid:f7155c04-011d-46e7-beef-00e7eaa052f2> | CC-MAIN-2020-40 | https://srinfo.sulross.edu/hb2504/uploads/syllabi/201910/HIST_2309_001.pdf | 2020-09-27T21:09:18+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00026.warc.gz | 623,587,619 | 3,634 | eng_Latn | eng_Latn | 0.932262 | eng_Latn | 0.994205 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2645,
7659,
8863,
11343,
13328,
14899,
16085
] | [
2.5625
] | 1 | 0 |
22nd Bay Area Mathematical Olympiad
BAMO-12 Exam
February 26, 2020
The time limit for this exam is 4 hours. Your solutions should be clearly written arguments. Merely stating an answer without any justification will receive little credit. Conversely, a good argument that has a few minor errors may receive substantial credit.
Please label all pages that you submit for grading with your identification number in the upper-right hand corner, and the problem number in the upper-left hand corner. Write neatly. If your paper cannot be read, it cannot be graded! Please write only on one side of each sheet of paper. If your solution to a problem is more than one page long, please staple the pages together. Even if your solution is less than one page long, please begin each problem on a new sheet of paper.
The five problems below are arranged in roughly increasing order of difficulty. Few, if any, students will solve all the problems; indeed, solving one problem completely is a fine achievement. We hope that you enjoy the experience of thinking deeply about mathematics for a few hours, that you find the exam problems interesting, and that you continue to think about them after the exam is over. Good luck!
Problems 1 and 2 (in part) are on this side; problems 2 (in part), 3, 4, and 5 are on the other side.
1 Find all real numbers x that satisfy the equation,
and simplify your answer(s) as much as possible. Justify your solution.
2 Consider a sheet of paper in the shape of an equilateral triangle creased along the dashed lines as in the figure below on the left. Folding over each of the three corners along the dashed lines creates a new object which is uniformly four layers thick, as in the figure below on the right. The number in each region indicates that region's thickness (in layers of paper).
We have just seen one example of how a plane figure can be folded into an object with a uniform thickness. This problem asks you to produce several other examples. In each case, you may fold along any lines. The different parts that are folded may or may not be congruent. Assume that paper may be folded any number of times without tearing or becoming too thick to fold. If needed, you can use any of the following tools:
* a magic ruler with which you can draw a line through any two given points and you can split any segment into as many equal parts as you wish; and
* a right triangle tool with which you can drop perpendiculars from points to lines and erect perpendiculars to lines from points on them.
(Problem 2 continues on reverse)
(Problem 2, continued from front)
Given these rules:
(a) Show how to fold an equilateral triangle into an object with a uniform thickness of 3 layers.
(b) Show how to fold a 30 ◦ -60 ◦ -90 ◦ triangle into an object with a uniform thickness of 3 layers.
(c) Show that every triangle can be folded into an object with a uniform thickness of 2020 layers.
3 The integer 202020 is a multiple of 91. For every positive integer n, show how n additional 2's may be inserted into the digits of 202020 so that the resulting (n + 6)-digit integer is also a multiple of 91.
For example, a possible way to do this when n = 5 is 22020220222 (the inserted 2's are underlined).
4 Consider △ABC. Choose a point M on its side BC and let O be the center of the circle passing through the vertices of △ABM. Let k be the circle that passes through A and M and whose center lies on line BC. Let line MO intersect k again in point K. Prove that the line BK is the same for any choice of point M on segment BC, so long as all of these constructions are well-defined.
5 Let S be a set of a + b + 3 points on a sphere, where a, b are nonnegative integers and no four points of S are coplanar (that is, no four points lie on a plane). Determine how many planes pass through three points of S and separate the remaining points into a points on one side of the plane and b points on the other side.
You may keep this exam. Please remember your ID number! Our grading records will use it instead of your name.
You are cordially invited to attend the BAMO 2020 Awards Ceremony, which will be held at the Mathematical Sciences Research Institute, from 2–4PM on Saturday, March 14. This event will include a mathematical talk by Alon Amit (Intuit), refreshments, and the awarding of dozens of prizes. Solutions to the problems above will also be available at this event. Please check with your proctor and/or bamo.org for a more detailed schedule, plus directions. | <urn:uuid:2faf69b0-fd11-4fd0-aa7a-d2e4b8f1c80b> | CC-MAIN-2020-40 | http://hosted.msri.org/bamo/attachments/BAMO2020-12%20(unlocked).pdf | 2020-09-27T19:25:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00027.warc.gz | 59,455,141 | 1,044 | eng_Latn | eng_Latn | 0.9984 | eng_Latn | 0.99869 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2562,
4500
] | [
2.921875
] | 1 | 1 |
Clifton Hill School
Setting
Clifton Hill is a Surrey County Council funded community school for students aged 11-19 years who have severe or profound multiple learning difficulties, autistic spectrum disorder, challenging behavior and complex health needs. This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
This policy incorporates Public Health England guidance Health protection in schools and other childcare facilities and Department for Education guidance COVID-19 infection prevention and control.
Infection Control Policy version 1 Page
1
1.1 Introduction
Schools and nurseries are common sites for transmission of infections. Children are particularly susceptible because:
- they have immature immune systems
- have close contact with other children
- have a poor understanding of hygiene practices
- sometimes have no or incomplete vaccinations
This policy provides information for staff managing a range of common and important childhood infections in settings including schools. It includes the principles of infection prevention and control to enable safe working during the coronavirus (COVID-19) outbreak.
Infection in childcare settings
Infections in children are common. This is because a child's immune system is immature. Added to this, young children often have close contact with their friends, for example through play, and lack good hygiene habits, making it easier for infections to be passed on.
Many diseases can spread before the individual shows any symptoms at all (during the infectious period).
Infection prevention and control measures aim to interrupt the cycle of infection by promoting the routine use of good standards of hygiene so that transmission of infection is reduced overall. This is usually through:
- immunisation of pupils and staff
- making sure the environment is kept clean
- good hand washing
Where a case of infection is known, measures aim to reduce or eliminate the risk of spread through information and prompt exclusion of a case.
1.2 How infection spreads
Infections are spread in many different ways:
Respiratory spread:
Contact with cough or other secretions from an infected person, like influenza. This can happen by being near the infected person when they cough and then breathe in the organism; or by picking up the organism from an infected item, for example, a used tissue or on an object in the environment, and then touching your nose or mouth.
Direct contact spread:
By direct contact with the infecting organism, for example, contact with the skin during contact sports such as rugby and in gyms, like impetigo or staphylococcal infections.
Gastrointestinal spread:
Resulting from contact with contaminated food or water (hepatitis A), contact with infected faeces or unwashed hands after using the toilet (typhoid fever).
Infection Control Policy version 1 Page
2
Blood borne virus spread:
By contact with infected blood or body fluids, for example, while attending to a bleeding person or injury with a used needle (hepatitis B). Human mouths are inhabited by a wide variety of organisms, some of which can be transmitted by bites. Human bites resulting in puncture or breaking of the skin are potential sources of exposure to blood borne infections, therefore, it is essential that they are managed promptly.
Transmission of coronavirus mainly occurs via respiratory droplets generated during breathing, talking, coughing and sneezing. These droplets can directly infect the respiratory tracts of other people if there is close contact. They also infect others indirectly. This happens when the droplets get onto and contaminate surfaces which are then touched and introduced into the mouth or eyes of an uninfected person. Another route of transmission is via aerosols (extremely small droplets), but this is only relevant to medical procedures for a very small number of children in education and social care settings.
In all education, childcare and children's social care settings, preventing the spread of coronavirus involves preventing:
- direct transmission, for instance, when in close contact with those sneezing and coughing
- indirect transmission, for instance, touching contaminated surfaces
1.3 Prevention and control
Hand washing is one of the most important ways of controlling the spread of infections, especially those that cause diarrhoea and vomiting and respiratory disease. Liquid soap, warm water and paper towels are recommended.
- All staff and pupils advised to wash their hands after using the toilet, before eating or handling food and after touching animals.
- Cover all cuts and abrasions with a waterproof dressing.
- Coughs and sneezes spread diseases. Children and adults are encouraged to cover their mouth and nose with a disposable tissue and wash hands after using or disposing of tissues. Spitting should be discouraged.
- Wear disposable gloves and plastic aprons if there is a risk of splashing or contamination with blood or body fluids during an activity. Gloves should be disposable, non-powdered vinyl or latex-free and CE marked. Wear goggles if there is a risk of splashing to the face.
- All children attending Clifton Hill School during this Pandemic have an individual risk assessment that takes into account their behaviour and respiratory hygiene. This risk assessment identifies the level of PPE required when working with this child.
Bites
- If a bite does not break the skin: clean with soap and water and no further action is needed.
Infection Control Policy version 1 Page
3
- If a bite breaks the skin: clean immediately with soap and running water. Record incident in accident book. Seek medical advice as soon as possible (on the same day) to treat potential infection, to protect against hepatitis B, for reassurance about HIV
Managing needle stick injuries
Occasionally children or staff may injure themselves with discarded used hypodermic needles which they have found. Dispose of the needle safely to avoid the same thing happening to someone else. This can be done by contacting your local authority or school nurse. If someone pricks or scratches themselves with a used hypodermic needle:
- wash the wound thoroughly with soap and water
- record it in the accident book and complete the accident form
- cover it with a waterproof dressing
- seek immediate medical attention from your local Accident and Emergency department
Cleaning blood and body fluid spills
All spillages of blood, faeces, saliva, vomit, nasal and eye discharges should be cleaned up Immediately, wearing PPE.
Clean spillages using a product which combines detergent and disinfectant (and ensure it is effective against both bacteria and viruses). Always follow the manufacturer's instructions. Use disposable paper towels or cloths to clean up blood and body fluid spills and dispose of after use. A spillage kit should be available for bodily fluids like blood, vomit and urine.
Sanitary facilities
Good hygiene practices depend on adequate facilities. A hand wash basin with warm running water along with a mild liquid soap, preferably wall mounted with disposable cartridges, should be available. Bar soap should not be used. Place disposable paper towels next to basins in wall mounted dispensers, together with a nearby foot-operated waste paper bin.
Toilet paper should be available in each cubicle.
Suitable sanitary disposal facilities should be provided where there are female staff and pupils aged 9 or over (junior and senior age groups).
Children with continence aids
Pupils who use continence aids (like continence pads, catheters) should be encouraged to be as independent as possible. The principles of basic hygiene should be applied by both pupils and staff involved in the management of these aids.
Continence pads should be changed in a designated area. Disposable powder-free non-sterile latex gloves and a disposable plastic apron should also be worn. Gloves and aprons should be changed after every pupil. Hand washing facilities should be readily available. Contact your school health team for further advice.
Dealing with contaminated clothing
Clothing of either the child or the first-aider may become contaminated with blood or body fluids. Clothing should be removed as soon as possible and placed in a plastic bag and sent home with the child with advice for the parent on how to launder the contaminated clothing. The clothing should be washed separately in a
Infection Control Policy version 1 Page
4
washing machine, using a pre-wash cycle, on the hottest temperature that the clothes will tolerate.
1.4 COVID-19 prevention and control
A range of approaches and actions should be employed. These can be seen as a hierarchy of controls that, when implemented, creates an inherently safer system where the risk of transmission of infection is substantially reduced. These include:
- Minimise contact with individuals who are unwell
- Respiratory hygiene (catch it, bin it, kill it)
- Clean your hands often
- Clean surfaces that are touched frequently
- Minimise contact and mixing
- Social distancing measures are implemented
- Personal protective equipment (PPE)
- Soft furnishing, soft toys and toys that are hard to clean have been removed
- The use of shared resources has been reduced
- Air flow and ventilation is increased by opening windows and children spend more time outdoors
1.5 What to do if you suspect an outbreak of infection
An outbreak or incident may be defined as:
- an incident in which 2 or more people experiencing a similar illness are linked in time or place
- a greater than expected rate of infection compared with the usual background rate for the place and time where the outbreak has occurred
When to report
Headteachers and managers will contact the local health protection team as soon as they suspect an outbreak to discuss the situation and agree if any actions are needed.
It is useful to have the information listed below available before this discussion as it will help to inform the size and nature of the outbreak:
- total numbers affected (staff and children)
- date(s) when symptoms started
- symptoms
- number of classes affected
If you suspect cases of infectious illness including coronavirus at your school but are unsure if it is an outbreak, please call your local HPT.
How to report
The school is to telephone their local HPT as soon as possible to report any serious or unusual illness particularly for:
- Escherichia coli (VTEC) (also called E.coli 0157) or E coli VTEC infection
- food poisoning
Infection Control Policy version 1 Page
5
- hepatitis
- meningitis
- measles, mumps, rubella (rubella is also called German measles)
- tuberculosis
- typhoid
- COVID-19
- whooping cough (also called pertussis)
The full list of notifiable diseases was updated in 2010.
The local HPT can also draft letters and provide factsheets for parents and carers to ensure the most up to date information is given.
1.6 Immunisation
Immunisations is checked at school entry and at the time of any vaccination. Parents are encouraged to have their child immunised.
1.7 Cleaning the environment
Cleaning of the environment, including toys and equipment, is an important function for the control of infection in childcare settings. It is important that cleaning schedules clearly describe the activities needed, the frequency and who will carry them out. Cleaning standards are monitored regularly by the school. Cleaning staff should be appropriately trained and have access to personal protective equipment.
Cleaning contract
Essential elements of a comprehensive cleaning contract include daily, weekly and periodic cleaning schedules, based on national guidance. A proper colour coding system is recommended by the Health and Safety Executive. Choosing to employ a colour system in your workplace can make cleaning easy, efficient and in turn, increase general hygiene and cleanliness.
Colour-coded equipment should be used in different areas with separate equipment for kitchen, toilet, classroom and office areas (red for toilets and wash rooms; yellow for hand wash basins and sinks; blue for general areas and green for kitchens). Cloths should be disposable (or if reusable, disinfected after use).
Cleaning solutions should be stored in accordance with Control of Substances of Hazardous to Health (COSHH), and cleaning equipment changed and decontaminated regularly. Consideration should be given to situations where additional cleaning will be required including during term time (for example in the event of an outbreak) and how the school might carry this out.
A nominated member of staff should be chosen to monitor cleaning standards and discuss any issues with cleaning staff.
Cleaning blood and body fluid spills
All spillages of blood, faeces, saliva and vomit should be cleaned up immediately, wearing personal protective equipment. Clean spillages using a product which
Infection Control Policy version 1 Page
6
combines detergent and disinfectant, and ensure it is effective against both bacteria and viruses. Always follow the manufacturer's instructions. Use disposable paper towels or cloths to cleaning up blood and body fluid spills, and dispose of after use. A spillage kit should be available for blood spills.
COVID-19 advice - cleaning and waste disposal
All objects which are visibly contaminated with body fluids must be cleaned using disposable cloths or paper roll and disposable mop heads, to clean all hard surfaces, floors, chairs, door handles and sanitary fittings, following one of the options below:
Use either a combined detergent disinfectant solution at a dilution of 1,000 parts per million available chlorine or a household detergent followed by disinfection (1000 ppm av.cl.) Avoid creating splashes and spray when cleaning. Any cloths and mop heads used must be disposed of and should be put into waste bags as outlined below.
When items cannot be cleaned using detergents or laundered, for example, upholstered furniture and mattresses, steam cleaning should be used. Any items that are heavily contaminated with body fluids and cannot be cleaned by washing should be disposed of.
Disposal of waste:
Waste from possible cases and cleaning of areas where possible cases have been (including disposable cloths and tissues):
- Should be put in a plastic rubbish bag and tied when full.
- The plastic bag should then be placed in a second bin bag and tied.
- It should be put in a suitable and secure place and marked for storage until the individual's test results are known.
Waste should be stored safely and kept away from children. The waste should not be put in communal waste areas until negative test results are known, or the waste has been stored for at least 72 hours.
- If the individual tests negative, this can be put in with the normal waste
- If the individual tests positive, then store it for at least 72 hours and put in with the normal waste
- If storage for at least 72 hours is not appropriate, arrange for collection as a Category B infectious waste either by your local waste collection authority if they currently collect your waste or otherwise by a specialist clinical waste contractor. They will supply you with orange clinical waste bags for you to place your bags into so the waste can be sent for appropriate treatment.
Toys and equipment
If toys are shared, it is strongly recommended that only hard toys are made available because they can be wiped clean after play. The condition of toys and equipment should be part of the monitoring process and any damaged item that cannot be cleaned or repaired should be discarded.
Soft modelling and play dough should be replaced regularly or whenever they look dirty and should be included in the cleaning schedule.
Infection Control Policy version 1 Page
7
Sandpits should be securely covered when not in use to protect from animals contaminating the sand. Sand should be changed regularly; 4 weekly for indoor sandpits and as soon as it becomes discoloured or malodorous for outdoor sandpits. Sand should be sieved (indoor) or raked (outdoor) regularly to keep it clean.
The tank should be washed with detergent and water, and dried before refilling with sand. Water play troughs or receptacles should be emptied, washed with detergent and hot water and dried and stored inverted when not in use. The water should be replenished either daily or twice daily when in use and it should always be covered when not in use.
COVID-19 advice:
Consider how play equipment is used ensuring it is appropriately cleaned between groups of children using it, and that multiple groups do not use it simultaneously. Remove unnecessary items from classrooms and other learning environments where there is space to store it elsewhere.
Remove soft furnishings, soft toys and toys that are hard to clean such as those with intricate parts.
Enhanced cleaning during an outbreak of infection
In the event of an outbreak of infection at your school, the local health protection team will recommend enhanced or more frequent cleaning, to help reduce transmission. Advice may be given to ensure regular cleaning of areas with particular attention to door handles, toilet flushes and taps and communal areas where surfaces can easily become contaminated such as handrails. Plans should be developed for such an event on how the school might carry this out which could also include during term time. Dedicated cleaning equipment must be colour coded according to area of use.
COVID-19 advice:
Areas where a symptomatic individual have passed through and spent minimal time, such as corridors which are not visibly contaminated with body fluids can be cleaned thoroughly as normal.
All surfaces that the symptomatic person has come into contact with must be cleaned and disinfected, including:
- objects which are visibly contaminated with body fluids
- all potentially contaminated high-contact areas such as bathrooms, door handles, telephones, grab-rails in corridors and stairwells
Use disposable cloths or paper roll and disposable mop heads, to clean all hard surfaces, floors, chairs, door handles and sanitary fittings, following one of the options below:
Use either a combined detergent disinfectant solution at a dilution of 1,000 parts per million available chlorine or a household detergent followed by disinfection (1000 ppm av.cl.) Avoid creating splashes and spray when cleaning. Any cloths and mop heads used must be disposed of and should be put into waste bags as outlined below.
When items cannot be cleaned using detergents or laundered, for example, upholstered furniture and mattresses, steam cleaning should be used. Any items
Infection Control Policy version 1 Page
8
that are heavily contaminated with body fluids and cannot be cleaned by washing should be disposed of.
1.8 Staff welfare
Staff immunisation
All staff should undergo a full occupational health check before starting employment; this includes ensuring they are up to date with immunisations, including Measles, Mumps, Rubella (MMR). Staff are offered a Hepatitis B vaccination.
Exclusion
Staff employed in schools, nurseries and other childcare settings should have the same rules regarding exclusion applied to them as are applied to the children. They may return to work when they are no longer infectious, provided they feel well enough to do so.
Pregnant staff
If a pregnant woman develops a rash or is in direct contact with someone with a rash who is potentially infectious, she should consult her doctor or midwife.
Chickenpox can affect the pregnancy if a woman has not already had the infection. The GP and midwife should be informed promptly. Shingles is caused by the same virus as chickenpox therefore anyone who has not had chickenpox is potentially vulnerable to the infection if they have close contact with a case of shingles.
Measles during pregnancy can result in early delivery or even loss of the baby. If a pregnant woman is exposed, the midwife should be informed immediately. All female staff under the age of 25 years, working with young children, should have evidence of 2 doses of MMR vaccine or a positive history of measles. If a pregnant woman comes into contact with German measles she should inform her GP and midwife immediately. The infection may affect the developing baby if the woman is not immune and is exposed in early pregnancy.
All female staff under the age of 25 years, working with young children, should have evidence of 2 doses of MMR vaccine or a positive history of Rubella.
Slapped cheek disease (Parvovirus B19) can occasionally affect an unborn child if exposed early in pregnancy. The pregnant woman should inform their midwife promptly.
Food handling staff
Food handlers and catering staff may present a particular risk to the health of their pupils and staff if they become infected or have close contact with diseases that can be transmitted to others via the medium of food or drink. These diseases commonly affect the gastrointestinal system (stomach and bowel) and usually cause diarrhoea or vomiting, or both.
Infection Control Policy version 1 Page
9
Food handling staff suffering from such diseases must be excluded from all food handling activity in the school or nursery setting until advised by the local Environmental Health Officer that they are clear to return to work. There are legal powers for the formal exclusion of such cases but usually voluntary exclusion will suffice with 'off work' certificates from the GP, as necessary.
Staff and attenders should not be present at the school if they are currently suffering from diarrhoea or vomiting, or both. At the very least, persons suffering from gastro-intestinal diseases should not return to work until 48 hours post recovery (no further diarrhoea or vomiting).
Employers are to notify their local Environmental Health Department immediately that they are informed of a member of staff engaged in the handling of food has become aware that he or she is suffering from, or is the carrier of, any infection likely to cause food poisoning.
This policy should be made clear to the person in charge of the kitchen and all catering staff at the time of appointment. Food handlers are required by law to inform their employer immediately if they are suffering from:
- typhoid fever
- other salmonella infections
- paratyphoid fever
- dysentery
- diarrhoea (cause of which has not been established)
- shigellosis
- infective jaundice
- staphylococcal infections likely to cause food poisoning like impetigo, septic skin lesions, exposed infected wounds, boils
- E. coli VTEC infection
COVID-19 advice:
Staff testing: Access to testing is already available to all essential workers. Education settings as employers can book tests through an online digital portal. There is also an option for employees to book tests directly on the portal.
Shielded and clinically vulnerable adults: Clinically extremely vulnerable individuals are advised not to work outside the home. It is strongly advising people, including education staff, who are clinically extremely vulnerable, those with serious underlying health conditions which put them at very high risk of severe illness from coronavirus and have been advised by their clinician or through a letter, to rigorously follow shielding measures in order to keep themselves safe. Staff in this position are advised not to attend work. Read COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable for more advice.
Clinically vulnerable individuals who are at higher risk of severe illness (for example, people with some pre-existing conditions as set out in the Staying at home and away from others (social distancing) guidance have been advised to take extra care in observing social distancing and should work from home where possible. Education settings should endeavour to support this, for example by asking staff to support remote education, carry out lesson planning or other roles which can be done from home. If clinically vulnerable (but not clinically extremely
Infection Control Policy version 1 Page
10
vulnerable) individuals cannot work from home, they should be offered the safest available on-site roles, staying 2 metres away from others wherever possible, although the individual may choose to take on a role that does not allow for this distance if they prefer to do so. If they have to spend time within 2 metres of other people, settings must carefully assess and discuss with them whether this involves an acceptable level of risk.
Living with a shielded or clinically vulnerable person: If a child, young person or a member of staff lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, they can attend their education or childcare setting.
If a child, young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable guidance, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, they are able to understand and follow those instructions. This may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing. If stringent social distancing cannot be adhered to, we do not expect those individuals to attend. They should be supported to learn or work at home.
Exclusion: Follow Public Health England advice on stay at home: guidance for households with possible coronavirus infections.
1.9 Managing specific diseases and infections
Please refer to Public Health England advice on specific diseases and infections https://www.gov.uk/government/publications/health-protection-in-schools-andother-childcare-facilities/chapter-9-managing-specific-infectious-diseases
1.10 COVID-19
The school will follow advice from the Department for Education and Public Health England: https://www.gov.uk/coronavirus/education-and-childcare
A risk assessment is in place to assess the risk of COVID-19 and the control measures. This risk assessment will be reviewed on a regular basis and in light with any change in guidance.
In the event a member of staff or pupil has COVID-19, the school will follow Public Health England advice. The headteacher will contact the Area Schools Officer immediately about any suspected cases of coronavirus, even if they are unsure, and discuss if any further action needs to be taken; there is also the option to call the Department of Education Schools helpline.
Please refer to Surrey County Councils guidance on cleaning and sanitising, social distancing, PPE and testing.
Infection Control Policy version 1 Page
11
1.11 Pets and animal contact
Please refer to Public Health England on pet and animal contact https://www.gov.uk/government/publications/health-protection-in-schools-andother-childcare-facilities/chapter-8-pets-and-animal-contact
Infection Control Policy version 1 Page
12
Appendices
Diarrhoea and vomiting outbreak – school action checklist
Infection Control Policy version 1 Page
13
List of notifiable diseases
Diseases notifiable (to Local Authority Proper Officers) under the Health Protection (Notification) Regulations 2010:
- acute encephalitis
- acute meningitis
- acute infectious hepatitis
- acute poliomyelitis
-
anthrax
- botulism
- cholera
- brucellosis
- diphtheria
- food poisoning
- enteric fever (typhoid or paratyphoid fever)
- haemolytic uraemic syndrome (HUS)
- invasive group A streptococcal disease and scarlet fever
- infectious bloody diarrhoea
- legionnaires' disease
- malaria
- leprosy
- measles
- mumps
- meningococcal septicaemia
- plague
- rubella
- rabies
- SARS
- tetanus
- smallpox
- tuberculosis
- viral haemorrhagic fever (VHF)
- typhus
- whooping cough
- Covid-19
- yellow fever
Infection Control Policy version 1 Page
14
Local health protection contact information
Get support from your local health protection team (HPT) to prevent and reduce the effect of diseases and chemical and radiation hazards.
HPTs provide support to health professionals, including:
- local disease surveillance
- investigating and managing health protection incidents
- alert systems
- national and local action plans for infectious diseases
If you need to send information that might reveal someone's identity, put it in an encrypted email. Do not put personal information in the subject line.
PHE Surrey and Sussex Health Protection Team (South East),
County Hall, Chart Way,
Horsham,
RH12 1XA
email@example.com
Phone:
0344 225 3861 (option 1 to 4 depending on area)
Out of hours for health professionals only: please phone 0844 967 0069
Useful links
Exclusion Table:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attac hment_data/file/789369/Exclusion_table.pdf
Covid-19 Public Health England Guidance:
https://www.gov.uk/coronavirus/education-and-childcare
Public Health England pet and animal contact:
https://www.gov.uk/government/publications/health-protection-in-schools-andother-childcare-facilities/chapter-8-pets-and-animal-contact
Public Health England advice on specific dieses and infections:
https://www.gov.uk/government/publications/health-protection-in-schools-andother-childcare-facilities/chapter-9-managing-specific-infectious-diseases
NHS Immunisation information:
https://www.nhs.uk/conditions/vaccinations/
Health protection in schools and other childcare facilities information:
https://www.gov.uk/government/publications/health-protection-in-schools-andother-childcare-facilities
Children and Family Heath Surrey school nursing https://childrenshealthsurrey.nhs.uk/services/school-nursing-general
Public Health England School Zone- e-Bug stop germs spreading with fun e-Bug resources https://campaignresources.phe.gov.uk/schools
Infection Control Policy version 1 Page
15 | <urn:uuid:f3522e81-7118-4a59-90c1-452742c89fe2> | CC-MAIN-2020-40 | http://www.clifton-hill.surrey.sch.uk/download-attachment/3148 | 2020-09-27T19:48:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00025.warc.gz | 161,933,393 | 6,072 | eng_Latn | eng_Latn | 0.961736 | eng_Latn | 0.997636 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
728,
3104,
5855,
8878,
11051,
13510,
16437,
19429,
21921,
25008,
27827,
28171,
28355,
29204,
31286
] | [
3.3125,
1.125
] | 51 | 0 |
The Power of Small Wetlands for Clean Water
BUILDING THE CASE FOR LEVERAGING WETLANDS AS NATURAL INFRASTRUCTURE IN AGRICULTURAL LANDSCAPES
Not long ago, many of us believed that clean water was Canada's natural heritage.
That was before summers were tainted by fear of blue-green algae and its toxic discharges in rivers and lakes threatening the health of wildlife, pets and people. Warming temperatures are aggravating the impact of excess nutrients, particularly phosphorus, in agricultural watersheds with high rates of surface and subsurface drainage — like those in southwestern Ontario.
Recent research by Ducks Unlimited Canada (DUC) quantifies the role of restored wetlands in capturing phosphorus in agricultural watersheds. Excess phosphorus plays a key role in the increase in algae outbreaks, an alarming trend that highlights the need to better understand the value and benefits of wetlands for capturing phosphorus from surface-water runoff before it moves downstream.
As part of our large-scale conservation program in the Lake Erie watershed, researchers assessed eight recently restored wetlands for one year, regularly monitoring water inflows and outflows to measure their nutrient-capture capacity and efficiency. Like most restored wetlands in the region, these can be described as "edge-of-field" sites, set in a low-lying area that receives runoff from the agricultural landscape.
Research highlights
Z Results indicate the restored wetlands act as "phosphorus sinks," with less phosphorus leaving the wetland basins than entering them.
Z Total mean wetland retention capacity for phosphorus was determined to be 7.2 kg per hectare per year with a 39% overall mean reduction efficiency.
Z All eight wetlands efficiently captured soluble reactive phosphorus (SRP), the form of phosphorus considered most problematic for water quality in Lake Erie, with a mean SRP retention capacity of 3.4 kg per hectare per year, and a 59% reduction efficiency.
Z Restored wetlands were found to function in a nutrient retention role in all four seasons, an indication that restored wetlands can be effective to reduce nonpoint source nutrients from entering Lake Erie.
This research is planned to continue for two additional years to build on our knowledge of the nutrient-retention capacity and efficiency of restored wetlands over multiple years.
Restored wetlands act as phosphorus sinks
Weekly monitoring in all four seasons showed that water tested as it exited the study site contained less phosphorus than water entering the site.
This research helps to ensure that communities have the information they need to understand the role of natural infrastructure conservation in resilient watersheds.
Ducks Unlimited Canada delivers wetland conservation that benefits every Canadian. Our vision is to ensure a landscape with healthy wetlands — a conservation mission that embraces the entire continent of North America. Working with many partners — including thousands of private landowners — we protect, construct and restore wetlands to support the natural infrastructure of Canada's landscapes.
Landowners helped with "citizen science"
Our thanks are due to the landowners who graciously allowed regular access to their wetland restoration projects. Some landowners helped collect rainfall data over a five-month period and provided valuable local information.
Focus on phosphorus in Lake Erie
Natural infrastructure — wetlands, grasslands and forests that support productive landscapes — can play a key role in watershed resilience.
Canada and the United States adopted phosphorus reduction targets in 2016 to protect the western and central basins of Lake Erie and DUC has been hard at work since 2017, with our partners, carrying out more than 150 wetland projects — which brings our historical total in the Lake Erie watershed to more than 500 wetland projects.
The Lake Erie wetland research was led by the Institute for Wetland and Waterfowl Research — DUC's research arm — and funded in partnership with the Ontario Ministry of Natural Resources and Forestry and the U.S. Fish and Wildlife Service via the North American Wetlands Conservation Act.
DUC and its many conservation partners have made strong progress in driving a systemic change in approach toward watershed-scale wetland conservation — a natural solution that will be increasingly needed in the Great Lakes region and beyond.
A report, Determining the Nutrient Retention Capacity of Newly Restored Wetlands in Southwestern Ontario, is available online: www.ducks.ca/ stories/policy/the-power-of-small-wetlands-for-clean-water | <urn:uuid:c4301921-9040-414c-b0e6-277fbba3f11e> | CC-MAIN-2020-40 | https://www.ducks.ca/assets/2020/02/small-wetlands-feb10b.pdf | 2020-09-27T19:12:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401578485.67/warc/CC-MAIN-20200927183616-20200927213616-00025.warc.gz | 814,872,404 | 913 | eng_Latn | eng_Latn | 0.996271 | eng_Latn | 0.996349 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3120,
4631
] | [
2.234375
] | 1 | 0 |
Tehran: Paradox City
Over two hundred years, decreasing mortality rates and an influx of migrants transformed Tehran from a 7.5 square kilometre city of 15,000 inhabitants into a mega-city of ten million sprawling over 600 square kilometres. Having subsumed flatlands to the east and west and seventy villages on its adjacent mountain slopes, today's Tehran varies 800 metres in elevation from south to north. The city's topographical variation is paralleled by the marked differences in class and life-style of its inhabitants. All of Iran's urban and pastoral nomadic areas are represented in Tehran's population, as are the country's religious minorities: Zoroastrians, Jews, Armenians, and Assyrian Christians.
By Soheila Shahshahani
To the differences in culture and geographical origin of Tehran's inhabitants, we can add political tensions: modernization, nationalism, monarchy and religion collided in the modern city. Tehranis have witnessed two revolutions, the toppling of two monarchies, and a number of assassinations. Urban life has thus come to be associated with hope for progress, but also with fear of tension and legal system related to land continued to allow for its appropriation while its ambiguities encouraged corruption. The increase in the price of oil in the 1970s induced Mohammad Reza Shah to dream of a grand civilization for Iran's future. The project of Shahestan Pahlavi, with ministries, embassies, cultural and recreational centres, built on 554 hectares of land and employing 189,000 people, was to symbolize the future modern city in the heart of Tehran. 2
chaos.
The same can be said about Tehran's history of urban development. While early changes included the destruction of the old city's gates and fortifications, these were replaced with the new symbols of modern governance, massive ministerial and military buildings. Universities, banks, boulevards and huge statued squares were built, the squares and the universities containing elements of opposition to religious authority. Architects were either brought in from Europe and the United States, or they were Iranians who had studied abroad or had graduated from Dar al-Fonun (Polytechnic of Iran, established 1851).
Tehran was built to different architectural tastes without a cohesive urban plan. As the city outgrew its previous limits, land ownership emerged as a serious problem. In 1918 the first legal act regarding land registration was passed. The transition from traditional ownership following Shari'a or royal decree to modern legal ownership became the source of widespread corruption. The monarchy, military, various ministries, banks, the religious foundation of owqaf, and influential people registered millions of square meters of land under their names. 1
In 1951 oil was nationalized. Following the defeat of the nationalist Prime Minister Dr Mohammad Mossadeq, the royal tendency was to channel oil wealth to the urban areas, particularly Tehran, at the expense of infrastructure for agriculture and industry. In 1968 Tehran's first urbanization plan, the Tehran Comprehensive Plan (TCP), was officially approved in parliament. A twenty-five year project proposed by Iranian and American firms, the TCP identified problems of density in the city centre, pollution, commercial activities, transportation, unemployment, and migration into the city. The solutions were ambitious: the TCP extended the city limits to reduce concentration in built-up spaces, and established ten districts of 500,000 people, each with its commercial, industrial and high-rise buildings. It further sub-divided areas into neighbourhoods of 15-30,000 people with their own schools and facilities.
Land speculation and construction, however, remained among the most profitable activities in the country. The
Eleven years after the Tehran Comprehensive Plan, in 1979, the Islamic Revolution shook the city. Two measures were of prime importance in forming the face of the city in the years to come. One was an oral decree by Imam Khomeini that all Tehrani had the right to possess a house. This ignored the city limits set by the TCP and, overnight, small houses were built on the outskirts of the city. The second was the government's decree, in 1989, after the war with Iraq, that different sectors of the government had to become economically self-sufficient. This encouraged the municipality to allow, and then fine, illegal buildings. Fines thus became permits and buildings were constructed in ways that were not permitted by law.
Old gardens and mansions were destroyed to clear space for massive new apartment blocks. Fines for cutting trees or building high-rises brought colossal amounts of money to the municipality. In modernizing the city, the municipality was in the paradoxical situation of planting trees and flowers to make small parks while benefiting from the destruction of the
'lungs of Tehran', the gardened northern section of the city. Previously the gardens had brought cool weather down from the mountains, sweeping pollution into the lowlands beyond the city.
Pollution, traffic congestion and accidents thus became facts of daily life. Painting pedestrian crossings white, allowing advertisements to appear on buses and walls, placing billboards along highways and lining streets with lights and colourful flags for festivities added to the transformation of the city, but not necessarily in welcome ways. Hardly any street-names from before the revolution remained, making people recall previous names or ponder before giving directions. When transformation arrives with paradox, it becomes more incomprehensible: When new mosques lose their domes, and new high-rise buildings gain domes, one loses the bearings of identity. When Tehran University remains the site of Friday prayer 24 years after the Revolution, one wonders about the symbolic meaning of such displacement.
Perhaps these are matters of little importance when compared to what may happen with the next earthquake, which records show strike Tehran every 150 years. Should the epicentre of a major earthquake fall on the city, we can expect immediate casualties in the hundreds of thousands. In a matter of days, millions could die as a result of fire and lack of facilities. Who would bear responsibility for neglecting the necessary precautions for such an eventuality?
A non-religious building featuring a dome.
Every year, during the many holidays, particularly during the long New Year holiday which marks the beginning of spring, the Tehrani, like the inhabitants of all mega-cities, leave Tehran. The city breathes, its arteries cleared of congestion, and under the blue sky and at the foot of the magnificent Alborz mountains the city has time to reflect upon the two hundred years which have transformed it to hold what was then the entire population of Iran. <
Bibliography
- Adle, C. and B. Hourcade (eds.), Teheran capitale bicentenaire, Paris/Teheran: Institut Francais de Recherche en Iran (1992).
- Madanipour, Ali, Tehran, The Making of a Metropolis, Chichester: John Wiley & Sons (1998).
Dr Soheila Shahshahani is an anthropologist teaching at Shahid Beheshti University, Tehran. Her research interests include pastoral nomadic societies, urban areas, and material culture.
firstname.lastname@example.org
Notes >
1 Owqaf: is money or property that wealthy citizens allocated to the poor and to religious students and dignitaries.
2 Shahestan Pahlavi was one of the most important urbanization projects of the Pahlavi period, using the investment funds for urbanism of the whole country for ten years. A British firm designed the project, which was to cover over 550 hectares of land on the hills of central Tehran.
IIAS Newsletter | #31 | July 2003
A modern mosque without the traditional dome.
Both photos by Soheila Shahshahani
1 5 | <urn:uuid:b7b72ce5-2ea3-4753-93de-8a8f8aebd150> | CC-MAIN-2017-39 | https://iias.asia/sites/default/files/IIAS_NL31_15.pdf | 2017-09-25T22:35:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00096.warc.gz | 679,754,586 | 1,585 | eng_Latn | eng_Latn | 0.998223 | eng_Latn | 0.998223 | [
"eng_Latn"
] | false | docling | [
7847
] | [
2.234375
] | 2 | 0 |
Bluestem Breezes Karaline Mayer April 18, 2016
May Garden Checklist
In our household, April is an extremely hectic month. It seems like each year April 1 st arrives and it immediately becomes a "hold on to your hats" month until May 1 st . And then, we breathe. Oh sure, I know every household is different. But for me, May 1 st means I'll be spending more time in my flower beds and vegetable garden.
If you are also anticipating the arrival of May, let's start a checklist before the new month hits and we overlook critical items to accomplish. Here is a list to assist in your brainstorming:
Vegetables and Fruits
- Plant tomato, pepper, and eggplant transplants in early May
- Seed sweet corn, cucumbers, squash, beans, and other warm season vegetables
- Lightly cultivate soil with a hoe to control weed growth
- Mound soil around potato plants to encourage tuber formation
- Harvest fresh asparagus until the spear size decreases
- Remove rhubarb seed stalks to encourage leaf growth
- Plant kitchen herbs for summer use in dishes or food preservation
- Treat fruit trees with needed pesticides to control insects and disease
- Thin heavy fruit set on apples to increase fruit size and next year's crop
Flowers
- Plant annual flowers for summer color
- Continue to plant and divide perennials
- Mulch perennial and annual gardens for weed control and moisture retention
- Begin pinching chrysanthemums for bushier plants
- Do not remove foliage from spring bulbs until it dies down naturally, this develops stronger blooms for next year
- Plant container gardens and hanging baskets using a good quality potting mix
- Keep a garden journal for permanent reference
Lawns
- Reduce thatch layers from zoysia by verticutting or core aerating
- Sod or sprig zoysia lawns to fill in bare areas
- Fertilize zoysia lawns with high nitrogen to promote green up and summer growth
- Mow zoysia at 1 to 2 inches tall
- Apply slow release nitrogen fertilizer to bluegrass and tall fescue to promote summer growth if watering during the summer. Lower maintenance lawns skip this application
- Mow bluegrass and tall fescue at 3 inches
- Spot treat broadleaf weeds
- Withhold early summer watering until needed to promote more drought tolerant lawns
Trees and Shrubs
- Plant new trees and shrubs
- Prune spring flowering shrubs after bloom to shape plant and encourage flowers next year
- Mulch around young trees and shrubs to conserve moisture and control weed growth
- Water young ornamentals as needed
- Remove tree wraps for summer growth
- Remove tree stakes that have been in place more than one growing season
- Fertilize trees to help increase growth rates
- Caution, use line trimmers around trees and shrubs so as not to damage tender bark
Houseplants
- Move plants outdoors for summer by gradually increasing the exposure to sunlight
- Fertilize plants to promote summer development
- Rotate plants to develop a well-rounded plant
- Wash dusty leaves in the shower under room temperature water
- Four to six inch cuttings are a great way to start new plants, root in potting mix under low light
- Repot plants into a one inch larger pot
- Check for insects
To access each month's Garden Calendar, visit: http://www.johnson.k-state.edu/lawngarden/gardening-calendar/may.html.
For additional information, visit the Extension Office (215 Kansas, Courthouse, Alma; email@example.com; 765-3821). For Bluestem Breezes archives, check out wabaunsee.ksu.edu. | <urn:uuid:7ed3f723-0643-443d-97f0-d641ff31ebe9> | CC-MAIN-2017-39 | http://www.wabaunsee.k-state.edu/crops-livestock/bluestem_breezes/articles/2016/4-18-2016%20May%20Garden%20Calendar.pdf | 2017-09-25T22:28:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00094.warc.gz | 597,683,014 | 794 | eng_Latn | eng_Latn | 0.994051 | eng_Latn | 0.99483 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2249,
3466
] | [
2.15625
] | 5 | 0 |
SCIENCE CLUB EXPERIMENT How to make Fizzy Sherbet
Materials:
½ cup icing sugar
1 teaspoon citric or tartaric acid
1 teaspoon bi-carb
1 teaspoon jelly crystals
Method:
In a bowl mix icing sugar, acid and bi-carb. Add the jelly crystals.
WHY??
The acid makes the icing sugar taste tangy. When the bi-carb is added, it reacts with the acid to make bubbles of carbon dioxide gas , which makes the sherbet fizzy on your | <urn:uuid:7779b356-11ff-44fa-ac56-6c5ab0d90f82> | CC-MAIN-2017-39 | http://www.maps.vic.edu.au/uploaded_files/media/fizzy_sherbert.pdf | 2017-09-25T22:08:51Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00096.warc.gz | 510,228,571 | 105 | eng_Latn | eng_Latn | 0.988994 | eng_Latn | 0.988994 | [
"eng_Latn"
] | false | docling | [
424
] | [
2.046875
] | 1 | 0 |
How does this information help teachers and parents?
Each child's performance is compared to the national average for other students in the same grade. Both parents and teachers can gain an understanding of the child's academic strengths as well as areas which require additional attention. This important information can be found at the bottom of the report to parents.
How is the national data collected?
In 2015, the Northwest Evaluation Association conducted further norm studies that involved over 2.8 million students from 6,905 schools and 1,142 school districts in 42 states. The MAP is normed in a similar fashion every three years to assure reliable information for parents and teachers.
What is a norm?
The norm is not a measure of performance, but a typical score for individuals of the same age or grade level. The norm for a test compares an individual's score against the scores of a group of people who have already taken the same test.
How is the test level determined for each student?
The MAP test is computerized. The test is developed dynamically for each student as they test. The computer system adjusts the difficulty of subsequent questions based on the pattern of correct and incorrect answers of previous questions.
How does the RIT score guide instruction?
The RIT scores are correlated to specific skills. Teachers use this information to develop instructional strategies targeted to the student's needs.
2015 Reading Status Norms (RIT Values)
2015 Mathematics Status Norms (RIT Values)
A Parents' Guide
MAP
Measures of Academic Progress
Testing
Harrison County Schools
308 Webster Avenue
Cynthiana, KY 41031
(859) 234-7110
Introduction
It takes more than a single test to measure a child's academic progress. This year our district adopted the Measures of Academic Progress (MAP) test to assess student achievement in reading and mathematics in Kindergarten through twelfth grade. This brochure is designed to help parents understand the MAP test and their child's individual test report.
Currently, students in grades K-8 take the MAP test in reading and mathematics during the fall, winter and spring of each year. Students in grades 4-8 are tested in science.
Your child's testing report is enclosed and is designed to provide you with an overall picture of your child's performance in the areas assessed. As your child continues through school, the MAP reports will show progress over time.
The enclosed report provides information from your child's testing session. Perhaps the most useful part of the report is the "Goals Performance" section (left side, middle), which shows the learner's level of mastery for particular skills from this current assessment.
The RIT Score
Each child's report gives teachers and parents a RIT (Rausch Unit) score in each subject area tested. This score is a measure of a child's individual achievement. As students take MAP tests over a period of time, the RIT scores will show academic growth.
RIT scores create an equal-interval scale. Equal interval means that the difference between scores is the same regardless of whether a student is at the top, bottom or middle of the RIT scale; it has the same meaning regardless of grade level or age. One way to understand this is to picture a yard stick. Each of the RIT scores can be assigned to an inch. Any student in any grade can score anywhere along the yard stick or along the RIT continuum. A second grader and a fifth grader could score the same and need to learn the same next steps.
You will see your child's actual RIT score and percentile range in bold face type. That score is contained within a RIT score range. The range includes the standard error of measurement which allows for a variance of performance. In other words, if a child were to be tested on any given day close to the actual test date, their score would most likely fall somewhere within that range.
Although any student can score anywhere along the continuum, RIT norms have been developed as a typical score for individuals of the same age or grade level. This score is listed as the "Norm Group
Average" on your child's report. These norms are revised every three years and are based on a sample of almost three million students. Current norms are reported on the back of this brochure. A district average also appears on the report indicating an average score of all students taking a test at a particular grade level. While district averages and norm group averages provide important information, the real value of the MAP test is the ability to track the progress of an individual student over time.
The Percentile Score
Your child's report also provides a second score. This is the percentile rank. It also falls within a range which includes a standard error of measurement. This score tells you how your child is doing compared to other students in the same grade. For example, if your child has a percentile score of 81, your child scored better than 81% of students nationally who have taken the MAP test.
Growth Information
MAP reports show your child's test scores over time. Using this information a student's growth can be charted each time the child takes the test. This enables teachers and parents to see whether students are making adequate progress. Typically less progress or even a decline is noted over the summer (spring to fall) when no instruction is given. On the reverse side of your parent report you will find a graph such as the one below which shows a student's scores, the district average RIT and the norm group average.
Sample Graph
Another aspect of the test report given to parents is "Student Growth" and "Typical Growth". After testing, students are assigned a number indicating the individual "Student's Growth". "Typical Growth" is the number assigned by the Northwest Education Association (NWEA), the group that constructed the MAP test. This number is statistically determined taking into consideration the child's score, age and grade level. The score shows typical growth from fall to spring of a given year.
If you have any questions concerning MAP information, please feel free to contact your child's classroom teacher.
***For more information on resources for parents, download the Parent Toolkit at www.nwea.org, Students & Parents / Review the Parent's Guide / Download Parent Toolkit.
If you have additional questions about MAP testing and how it can help your child grow academically contact:
Jenny Lynn Varner Hatter Chief Academic Officer Supervisor of Instruction K-12 859-234-7110 ext. 3240
firstname.lastname@example.org | <urn:uuid:fc13dba5-01f8-4afc-af30-a03046387481> | CC-MAIN-2017-39 | http://harrison.kyschools.us/westside/MAP_Parent_Brochure_2015.pdf | 2017-09-25T22:07:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00095.warc.gz | 148,352,160 | 1,359 | eng_Latn | eng_Latn | 0.998515 | eng_Latn | 0.99888 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2219,
6652
] | [
2.984375
] | 5 | 1 |
OKL AHOMA COOPERATIVE EXTENSION SERVICE
2014 Highlights
The Family & Consumer Sciences Extension Educators work through statewide issue teams to address Health, Financial Readiness, Safety, Hunger, Family Resilience, Jobs and Employment, Risky Behaviors and Environmental Degradation.
HEALTH
The Health Issue Team addresses Oklahoma's ranking as 6 th most obese state in the nation with a variety of programs to help youth and adults adopt behavior changes such as increased fruit, vegetable, whole grain, and dairy food consumption; increased meal preparation at home, and increased physical activity.
Improving lives in Oklahoma – After attending the Journey Through Health program at their retirement community, a group of residents requested a change to their meal service to include less salt, fewer fried foods, and more fruits and vegetables. The dining service now includes a fruit and vegetable bar at each meal and alternative seasonings are being used in place of salt.
A youth in the middle school Family & Consumer Sciences Food Showdown lessons came to class and said "I made the dish we cooked in our food showdown last week at home this weekend and it was good! I don't usually eat vegetables, but I even added some to my recipe." The teacher of the food science classes said that the hands-on learning elements of the food showdown had engaged some of her usual problem students who learned the importance of planning and team work.
FAMILY RESILIENCE
Oklahoma Cooperative Extension provided expertise during the legislative process to ensure a new statewide law included appropriate education for divorcing parents with minor children.
Co-Parenting for Resilience
- A 3-4 hour program providing parents with strategies and skills to help them reduce conflict, keep their children out of the middle of their divorce, and promote resilience in their children
- In 2014, classes were provided in 30 counties
- Over half of participants who completed evaluations were motivated to change their behavior toward their co-parent; 64% learned new ways to be an effective parent during and after their divorce.
Improving lives in Oklahoma – A Co-Parenting for Resilience participant commented: "I've been trying to figure out how to be a better parent to my children during our divorce and help them through it, but wasn't quite sure how…this helped tremendously!"
FINANCIAL READINESS
Money Habitudes
-
Fun, easy tool incorporated into finance education programs which helps individuals understand their money personality and spending habits
-
Participants in evaluation show an increase in plans to regularly track income and spending, and intent to have an emergency savings fund
Improving lives in Oklahoma – Through using Money Habitudes, a Head Start parent learned how much money she would have in a year by saving $4.00 a week, and started taking leftovers for her lunch instead of eating out or using vending machines. When her car had a flat tire, she had the money to buy a tire, and did not have to miss work.
OKL AHOMA COOPERATIVE EXTENSION SERVICE
SAFETY
Arthritis Foundation Exercise Program
- A series of six classes that provide low impact exercises to build strength and relieve arthritis symptoms
-
Evaluations showed a 62% increase in those who are able to move without risk of injury in spite of their current health , as well as a 67% increase in those who are able to perform common activities of daily living
Improving lives in Oklahoma - An Arthritis Foundation Exercise Program participant had recently broken her wrist and her doctor had recommended gentle movements with her fingers to regain full usage and strength. She was forgetting to do this at home and was thankful for the opportunity this class provided. After only two sessions, she was already experiencing better feeling and movement.
HUNGER
The Learn to Grow gardening project was presented to 82% of Child Care facilities and Head Start programs in five northeastern Oklahoma counties. In 2014, 222 garden beds were put in 102 child care facilities reaching over 3,249 children and impacting approximately 11,721 family members. Evaluation data shows that 81% of participants plan to grow food for the children in their care.
Improving lives in Oklahoma – The educational garden at the Cherokee County Extension office provided food and education to county residents. Fresh vegetables from the garden were provided to a food pantry and retirement community along with information on safe food handling practices, and also used in a food preservation workshop. Junior Master Gardener participants learned to transplant tomato plants which were then sold to community members.
MULTICULTURAL AND COMMUNITY ENGAGEMENT
-
OCES - Family & Consumer Sciences has designed a comprehensive plan to improve Intercultural Competence of extension personnel.
-
Extension factsheets have been translated to Spanish and Chinese, and extension curriculum is being translated to and provided in Spanish.
-
The training challenges Extension professionals to think outside their comfort zone, explore their core beliefs, and adapt the way they work with individuals in a diverse society.
Improving lives in Oklahoma - Hispanic participants in the Dining with Diabetes series said they did not realize the tortillas, beans and rice which make up a large part of their diet were not healthy for persons with diabetes and were very interested in learning new techniques and foods to incorporate. As the series progressed, they reported that they are eating more fruits and vegetables and making an effort to limit their carbohydrates.
ADDITIONAL INITIATIVES
-
Preparing Oklahomans to enter or re-enter the workforce and maintain employment through life changes are part of the scope of work for the Jobs & Employment Issue Team.
-
-
Recycling, home food preservation and home energy management are part of the scope of work for the Environment Issue Team.
Parenting, bullying, character development, and high school graduation rates are part of the scope of work for the Risky Behaviors and Resilience Issue Teams.
For more information about Family & Consumer Sciences, visit
www.fcs.okstate.edu
To learn more about Cooperative Extension in Oklahoma, visit
www.oces.okstate.edu
Oklahoma State University, U.S. Department of Agriculture, State and Local Governments cooperating. Oklahoma Cooperative Extension Service offers its programs to all eligible persons regardless of race, color, national origin, religion, gender, age or disability and is an Equal Opportunity Employer. | <urn:uuid:1d2cc8df-2e8f-45b5-b3c4-482056c0b6ba> | CC-MAIN-2017-39 | https://humansciences.okstate.edu/fcs/publications-resources/pdfs/2014_DidYouKnow_Updated.pdf | 2017-09-25T22:25:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00094.warc.gz | 673,592,967 | 1,280 | eng_Latn | eng_Latn | 0.997517 | eng_Latn | 0.997599 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3049,
6609
] | [
2.515625
] | 2 | 0 |
A Best Practices Success Story
Melissa, a Student with Autism
In the Putnam County School System in Cookeville, Tennessee the number of children diagnosed on the Autism Spectrum continues to rise. Educators there are servicing 102 students with autism who are on Individual Education Programs (IEP's). Their implementation of best practices to increase the academic and social skills of these children has resulted in repeated stories of success.
Melissa's Story: Melissa moved to Putnam County School System when she was in first grade with a diagnosis of autism. At that time she had some functional language, but no detail within her sentences. She exhibited behaviors such as refusal to do work, tantrums, and inability to focus. She was placed in a Comprehensive Classroom for children with lower IQ's.
Melissa's teacher noticed quickly that she was reading and understanding at a higher level than the other students, so an IEP team meeting was held and she was placed in a resource class for reading. The autism consultant observed her and found she was capable of performing at or above grade level, but her behaviors remained the same. The team met again.
Melissa was moved to a more structured classroom for children with autism. The structured teaching model was used, along with creating boundaries for her and reinforcing her positive behavior. She was taught how to use a break card and given a safe place to go when she felt out of control. She made such gains that her teacher sent her with an assistant to the regular classroom for science and social studies. Initially this placement was for socialization, but the teacher discovered Melissa could complete the work at grade level with little assistance.
Given successful academic data, the team came together again, discussed Melissa's progress, and asked for a full evaluation because Melissa had never been administered an IQ test. In addition, the school psychologist completed a full battery of assessments. The results confirmed the team's expectations! Not only did Melissa have an IQ of 98 – the assessments showed distinct academic gains. The assessments provided reason for the team to focus on Melissa's attention issues and recommend an ADHD screening. Melissa's mother took the school reports to Melissa's medical doctor, and the doctor placed her on medication which helped her focus and changed some of her other behaviors. From that time on, Melissa thrived.
Today Melissa is a middle school student in regular classes with an assistant for support only when required. The above account of her success happened between her first- and fourth-grade years. The journey for her IEP team involved the county autism consultant, the special education teachers, the paraprofessional, the parents, the regular education teachers, and the administrators. It's the story of a team that knows every child's IEP is dynamic – not static.
Melissa's story also demonstrates schools must never give up on any kid! Without language, a child may appear intellectually disabled and seem to function lower than expectations, but the IEP team must push forward and raise the expectations so the child can receive a regular diploma and be a functioning citizen in our society. If Putnam County had left Melissa in the CDC classroom, she would have never progressed to where she is today.
The educators in Putnam County walk the walk – they don't just talk the talk. They work together as a team for all children with autism and do not take the easy way out. Their walk is not easy, but their results are amazing and rewarding for all!
BEST PRACTICES -- A wide variety of best practices are implemented by Putnam County with each student with autism, including Melissa. They understand improving the academic performance of students with autism requires improvement of their social skills. The earlier the social skills are improved, the better are the educational and life opportunities for all students on the autism spectrum. Melissa's story illustrates several selected best practices for helping improve social skills: use of the behavioral package, self-management, and structured teaching.
Behavioral Package [231 studies]. These interventions are designed to reduce problem behavior and teach functional alternative behaviors or skills through the application of basic principles of behavior change. Treatments falling into this category reflect research representing the fields of applied behavior analysis, behavioral psychology, and positive behavior supports. Examples include but are not restricted to: behavioral sleep package; behavioral toilet training/dry bed training; chaining; contingency contracting; contingency mapping; delayed contingencies; differential reinforcement strategies; discrete trial teaching; functional communication training; generalization training; non-contingent escape with instructional fading; progressive relaxation; reinforcement; scheduled awakenings; shaping; stimulus-stimulus pairing with reinforcement; successive approximation; task analysis; and token economy.*
Self-management [21 studies]. These interventions involve promoting independence by teaching individuals with ASD to regulate their behavior by recording the occurrence/non-occurrence of the target behavior, and securing reinforcement for doing so. Initial skills development may involve other strategies and may include the task of setting one's own goals. In addition, reinforcement is a component of this intervention with the individual with ASD independently seeking and/or delivering reinforcers.*
Structured Teaching – This method of "structured teaching" is often less intensive than Applied Behavior Analysis or Verbal Behavior programs in the preschool years. A TEACCH classroom is usually very structured, with separate, defined areas for each task, such as individual work, group activities, and play. It relies heavily on visual learning, a strength for many children with autism and PDD.**
Three key philosophies have made Putnam County successful. First, they recognize training LEA personnel and peers how to improve the opportunities of students with autism is critical; second, they encourage and expect team commitment; and finally, they communicate openly and actively with each other and with the parents. These three philosophies supported by best practices, have made all the difference.
*Reference: National Autism Center. 2009. Evidence-Based Practice and Autism in the Schools. National Autism Center Educator Manual.
**Reference: Autism Web. A Parent's Guide to Autism Spectrum Disorders; www.autismweb.com/teacch.htm
IDEAS -- Improving the Development and Education of Autistic Students Implementing Research-Based Best Practices for Children with Autism
Learn how Putnam County's success can become your own program of success. Find out how to make the difference for children with autism!
IDEAS will provide you with knowledge, practical teaching strategies and support materials you can apply immediately in your classroom and your community.
Call JP Associates at 516-561-7803 or email us at firstname.lastname@example.org. | <urn:uuid:67fef08a-ab73-40e6-9b3f-b68212d73b96> | CC-MAIN-2017-39 | http://jponline.com/documents/BestPracticesSuccessStoryAboutMelissa.pdf | 2017-09-25T22:09:38Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00096.warc.gz | 184,534,910 | 1,322 | eng_Latn | eng_Latn | 0.997074 | eng_Latn | 0.998266 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3617,
7152
] | [
3.125
] | 1 | 0 |
Introduction
The elements of thought are the basic building blocks of thinking, the essential dimensions of all reasoning whenever and wherever it occurs. There is, in other words, a general logic to the use of reason. These terms are the fundamental language of reasoning. Consider each term from the perspective of the sender and the receiver.
1. Purpose, Goal, or End in View
2. Question at issue (or problem to be solved)
3. Frame of Reference
a. Roles
b. World View
4. The Empirical Dimension of Our Reasoning
5. The Conceptual Dimension of Our Reasoning
6. Assumptions
7. Implications
8. Inferences
9. Consequences – Where our reasoning takes us | <urn:uuid:49ac9120-85e6-4d27-a6f8-de149ab8feed> | CC-MAIN-2017-39 | http://logicstudent.com/logic/Elements%20of%20Thought.pdf | 2017-09-25T22:27:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00094.warc.gz | 210,709,588 | 150 | eng_Latn | eng_Latn | 0.989627 | eng_Latn | 0.989627 | [
"eng_Latn"
] | false | docling | [
663
] | [
2.171875
] | 2 | 0 |
1.3 Transforming Linear Functions
Objectives: Students will transform linear functions. Students will solve problems involving linear transformations.
Parent Function: the simplest function in the family of functions.
Theparent functionfor a linear function
Every linear function is atranslationof the parent function.
A translation moves the graphright, left, up or down. The translation can alsoflip, stretch or compressthe graph.
General form of a linear equation:
1
Ex. 1 Letg(x) be the indicated transformation off(x). Write the rule forg(x). Graph both functions and compare.
f
(
x
) =
x
– 2 , horizontal translation right 3 units
2
Ex. 3 Letg(x) be the indicated transformation off(x). Write the rule forg(x). Graph both functions and compare.
Ex. 4 Letg(x) be the indicated transformation of f(x) = 3x 4. Write the rule forg(x). Graph both functions and compare.
3
Ex. 5
The golf team is selling Tshirts as a fundraiser. The function R(n) = 7.5nrepresents the team's revenue in dollars, andnis the number of tshirts sold.
The team paid $60 for the Tshirts. Write a new functionP(n) for the team's profit. Describe the translation from R(n) to P(n).
Given f(x) and g(x), state the translation from f(x) to g(x).
Ex. 6
Write the equation for each function.
4 | <urn:uuid:5b1585a6-bea8-448d-8574-040b7ecbe9cf> | CC-MAIN-2017-39 | http://stevewillott.com/algebra%202%20items/notes%20and%20worksheets/Alg%202%201.3%20notes.pdf | 2017-09-25T22:09:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00096.warc.gz | 328,852,422 | 486 | eng_Latn | eng_Latn | 0.919521 | eng_Latn | 0.973358 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
476,
653,
893,
1296
] | [
2.8125
] | 1 | 1 |
Gamify Literacy: Boost Comprehension, Collaboration and Learning
Editor(s): Michele Haiken
Date Available: August 2017
ISBN:
978 1 76056 368 4
Code/SKU:
IST3684
RRP:
$35.95
Format/Page No.: B5, 160 pages
Year Level:
Teachers and Administrators,
Other
Focus Area:
Professional Development,
Classroom Practice and Direct
Instruction, Critical and
Creative Thinking,
Differentiated Learning
Key Learning
Area:
Media, English
Summary
Literacy is at the heart of education – and what better way to teach this important subject than through the motivational techniques built into gamifaction?
With Gamify Literacy, teacher Michele Haiken brings together top educators and gaming professionals to share gamifaction strategies, demonstrating how teachers can use gaming tools and activities to improve literacy and content learning.
This friendly, accessible guide provides classroom educators and tech coaches with tips and inspiration on how to apply gaming techniques to improve literacy and deepen student collaboration and critical thinking.
This book includes:
* Tips for implementing gaming techniques to engage and motivate students.
* Fun and engaging design to complement a game-based approach to learning.
* Examples that can easily be modified for different grade levels.
About the Author:
Michele Haiken is a literacy teacher at Rye Middle School and an adjunct professor at Manhattanville College in Harrison, New York. She is also a frequent speaker and a contributor to the book Teaching Literacy in the Digital Age. For Gamify Literacy, Haiken collaborated with a range of game and literacy experts, including top game developers, teachers, librarians and technology coordinators.
Other Resources
* Teach the Australian Curriculum: Mathematics with the Wii: Engage Your F–8 Students through Gaming Technology (IST1963)
* Creating a Digital-Rich Classroom: Teaching & Learning in a Web 2.0 World (SOT8020)
* Make, Learn, Succeed: Building a Culture of Creativity in Your School (IST0874)
* Teaching Literacy in the Digital Age: Inspiration for All Levels and Literacies (IST1970)
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400 | <urn:uuid:82174485-8d72-4352-9748-96fceedc7db9> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/IST3684.pdf | 2017-09-25T22:21:45Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00099.warc.gz | 116,605,299 | 464 | eng_Latn | eng_Latn | 0.975238 | eng_Latn | 0.975238 | [
"eng_Latn"
] | false | docling | [
2162
] | [
2.203125
] | 1 | 1 |
At Middleham CE (VA) Primary School we follow the National and Early Years Foundation Stage curriculum. This includes the core subjects of English, Mathematics, Science, Computing, Religious Education and the additional areas of Design Technology, Art and Design, Geography, History, Physical Education, Music and Personal, Social, Health Education (PSHE). In the EYFS these areas are all
covered under the headings of Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
Our approach aims to provide a stimulating environment which encourages proactive learning and inspires each child. We do this by developing a child-centred curriculum that is innovative, broad and varied, using a variety of teaching methods and learning styles. Examples of topics explored recently are: Hedgerow Harvest, In the Bleak Midwinter and Space exploration. Using cross-curricular topics like these enables our children to learn creatively.
In EYFS and Key Stage 1, we follow the Letters and Sounds Teaching Program to deliver high quality phonics lessons. The children are taught to use the correct vocabulary to describe phonics; phoneme=speech sound; grapheme=spelling choice; digraph=2 letter spelling choice. They are also taught the letter names as well as synthetic phonic sounds. Blending and segmenting skills are taught as an important basis for reading and spelling.
At school pupils are given access to a wide range of reading material and books are regularly taken home. Pupils will read a mixture of 'real' books and those from our reading schemes (including some Oxford Reading Tree books and songbirds phonic readers). We are currently using a range of books which are "colour banded". This is a well used system of grading books on the difficultly of their text and content. We allow children to select a home reading book of their choice from a selection within a colour band. We may sometimes "guide" choices to ensure children are reading a variety of texts and not repeating books.
Your child will read at least once per week to their teacher and we aim to read with children twice a week. This focused teaching of reading skills will be as part of group guided reading sessions once per week. If your child needs additional reading support, your child's class teacher will inform you of this and your child will read more often during the week.
As children become more confident with reading they will select their own books beyond colour book banding, some schools call this "free reading". The teachers and teaching assistants will, however, use their professional knowledge to ensure that the reading matter is appropriate.
We emphasise first hand experiences and benefit from the rich history and geography of our local area, by embedding our curriculum in the children's own environment. Exciting and memorable experiences are developed for each topic, such as residential visits, enrichment days and activities including a Diwali day, Harvest day and our stall at Leyburn Market.
Wherever and whenever possible, we take our learning outdoors, engaging in fieldwork, outdoor pursuits and hands-on scientific and mathematical enquiry. We plan opportunities to practice and consolidate mathematical knowledge and writing through our cross-curricular approach to learning.
As a Church of England School, our curriculum is distinctive in promoting Christian values and the teachings of the Anglican Church. Lessons are supported by first hand experiences such as visiting our local village church and visits to other places of worship to widen pupil's knowledge and understanding of the wider world.
Additional information can be obtained by contacting us at school. | <urn:uuid:0070916e-00b0-4149-a98d-a51515432543> | CC-MAIN-2017-39 | http://www.middleham.n-yorks.sch.uk/Portals/0/Documents/Middleham%20Curriculum.pdf | 2017-09-25T22:16:50Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00100.warc.gz | 509,751,675 | 714 | eng_Latn | eng_Latn | 0.997541 | eng_Latn | 0.997884 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2757,
3802
] | [
3.546875
] | 1 | 0 |
The Forest Speaks
Amphibian love is in the air
The South East Properties in Windham are home to over a dozen vernal pools of various sizes. Maybe you've heard of vernal pools. Maybe you've seen some in the woods. You might have seen one and thought it was just a big puddle. But a vernal pool is a unique and important ecosystem. So what's so special about a vernal pool?
Vernal pools form in shallow depressions in the woods. Little or no vegetation grows in them. To be considered a vernal pool, the pool can't have a permanently flowing outlet and must hold water for at least two months after the ice is gone in the spring. Vernal pools dry out from year to year, or every few years. Although this might seem like it's not the most hospitable environment, it is ideal for species that can develop to small adults quickly since there are no fish in vernal pools to eat little tadpoles.
One thing that defines a pool as vernal are the species that are found there. There are several species that only reproduce in vernal pools, so their presence helps to define a pool as vernal. One species is the fairy shrimp. These .5"-1.5" long crustaceans spend their entire lives (which are only a few weeks long) in vernal pools. The eggs hatch in late winter or early spring. The females eventually drop an egg case that will remain in the pool bottom until the next year. Wood frogs also utilize vernal pools for mating and reproduction and are the most noticeable species. Although you will see them swimming about in a vernal pool during the breeding season, wood frogs are terrestrial frogs. Adults only use water for breeding and spend the rest of their year in the woods. Once they are 2-3 years old, they gather at vernal pools where the males engage in lots of croaking and quacking noises to attract females. This makes vernal pools much easier to find! A walk at the town forest this time of year is accompanied by the sounds of romance. The females lay eggs in gelatinous clumps which are usually attached to sticks in the water. Usually by mid to late April (probably later this year), tiny black tadpoles emerge and begin their race to maturity before the pool dries up. Spotted salamanders & blue spotted salamanders (part of a group called mole salamanders) also utilize vernal pools for breeding. They will often converge on the pools on rainy nights during the breeding season. They will also deposit gelatinous egg masses which also hatch into tiny tadpoles. The tadpoles can be distinguished from the frog tadpoles by the presence of feathery gills. They also tend to grow slower than the frogs.
Many amphibians return to the pools where they hatched for breeding, so the loss of a pool can mean the loss of a population. The vernal pool habitat can be protected by leaving a wide forest buffer between the pools and development or roads. It is also important to leave trees near them that can provide shade which inhibits evaporation and keeps the water temperature cool. If you are lucky enough to have a vernal pool on your own property, you have a wonderful opportunity to care for a delicate habitat. Avoid filling in vernal pools and avoid allowing run off from fertilizers, driveways, etc. To learn more about vernal pools in New Hampshire, we invite you to visit www.extension.unh.edu/Vernal-Pools.
Submitted by the Windham Forestry Committee | <urn:uuid:6fe883e4-6c77-42dd-81b9-4f9295c0677f> | CC-MAIN-2017-39 | http://windhamnewhampshire.com/sites/default/files/WFC_Article_VernalPools.pdf | 2017-09-25T22:29:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00098.warc.gz | 372,561,248 | 765 | eng_Latn | eng_Latn | 0.999396 | eng_Latn | 0.999396 | [
"eng_Latn"
] | false | docling | [
3401
] | [
2.984375
] | 1 | 0 |
MTA's ADOPT-A-STOP SAFETY GUIDELINES
Welcome to MTA's Adopt-A-Stop program. While you are making a difference picking up litter, please make sure you are doing it safely. These guidelines were developed with your safety in mind. Please follow the safety guidelines at all times and make your workday a safe one!
Please do not:
Pick up litter in the road, close to the edge of a road, or on the shoulder of the roadway.
Pick up hazardous litter which can be objects containing corrosive chemicals (e.g., car batteries), or objects that may carry harmful bacteria or disease (e.g., needles, used condoms, dead animals, items with blood). Call (615) 862-5950 to have these items properly disposed of.
Pick up broken glass, razor blades, or other anything that might cause a cut or injury to your hands. We sug gest you use a broom or litter tongs to safely pick-up dangerous litter.
Work in the dark or during inclement weather.
Try to pick up or move heavy tree limbs and objects.
Over exert yourself. Take rest breaks and drink plenty of fluids.
Horseplay especially near the roadway.
Wear headsets while cleaning the roadside.
Over-stuff litter bags or compact them. When bags feels heavy (about 10 pounds average),secure it and get another bag.
Please do:
Review the safety guidelines prior to every litter pick-up.
Obey all traffic rules if crossing the street to get to your designated bus stop for the pick-up.
Wear safety vest when participating in the pick-up
Wear proper clothing, shoes and gloves when picking up litter.
Bring garbage bags, broom and dust pan to dispose of litter.
Call Customer Care at (615) 862-5950 to report damaged signs, shelters or dangerous conditions.
Carpool to minimize number of vehicles at the cleanup site.
Stay alert and well away for the road.
Recycle any plastic, paper or metal that you choose by keeping recyclables separate from other litter picked up.
Checklist Prior to Cleanup Effort
1. DISCUSS THE STOP TO BE CLEANED
2. SUPERVISE MINORS
Note any areas of concern or potential danger. For example, high traffic areas.
Make sure there is a responsible adult to supervise minor children.
Make sure you have all the tools and materials you need to complete your work safely and efficiently (e.g.,gloves, shovels, brooms, dust pans, trash bags, etc.).
3. GATHER TOOLS
GO OVER SAFETY INSTRUCTIONS:
Volunteers should watch out for vehicles in the area they are cleaning. Sometimes drivers may not expect to see volunteers.
a. Watch for cars and other vehicles
b. Obey Traffic and Signal Lights
Volunteers should obey traffic and signal devices and take caution in crossing streets. For example, members in your group should cross the street at the intersection and through marked cross walks, if these are available.
c. Handling Dangerous Litter
Dangerous litter can be defined as objects that must be handled carefully to avoid cuts or injury, e.g.. broken glass, razor blades, etc. These items should only be handled with "litter tongs" or swept with a broom and picked up with a dust pan.
d. Hazardous Items
Hazardous materials MUST NOT be handled by volunteers. Hazardous materials can be defined as objects that contain harmful and/or corrosive chemicals (e.g., car batteries) or objects that may carry harmful bacteria or disease (e.g., dead animals, syringes, used condoms, etc.). For disposal of these items please contact Customer Care at (615) 862-5950. Customer Care will make arrangements to dispose of the hazardous objects.
e. Access to a phone
If possible have a cellular phone available and/or know where accessible phones are along the cleanup route in case of an emergency.
f. Wear safety vests
Safety vests are available and required while working at a bus stop. Call us for safety vests.
Litter Pick-Up Safety Tips
* Always use a tool to pick up dangerous litter. Dangerous litter should be swept with a broom and picked up with a dustpan.
* Never reach blindly to pick up an item. Use a tool such as a rake or stick to "identify" the item before grabbing or picking it up. Members of the cleanup team should wear gloves.
* Dangerous or unsafe litter should be picked up by a designated person. You may want to designate one person to pick up dangerous litter, especially if minor age children are in your group.
* Pair up in teams. Working in pairs is generally safer than working alone. Doing so allows volunteers to look out for each other and for changes in their immediate environment.
This program is funded under an agreement with the State of Tennessee | <urn:uuid:42a10d89-0b3f-426c-8169-ccd56f1e7e35> | CC-MAIN-2017-39 | http://nashvillemta.org/PDF/Adopt-A-Stop-Safety-Guidelines.pdf | 2017-09-25T22:16:24Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00101.warc.gz | 226,597,132 | 988 | eng_Latn | eng_Latn | 0.997768 | eng_Latn | 0.99774 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1919,
4568
] | [
2.078125
] | 2 | 0 |
What if...
What if your language abilities prevented you from answering the phone?
Sometimes students are reluctant to answer the phone because it is more diffi cult than face-to-face communication. They will either wait until someone else is home or call the person back so they have time to formulate their answers. Some students save messages for their teachers to explain and differentiate between important messages and those from solicitors. Volunteers help make students more comfortable answering the phone and making phone calls. Students practice so they can call their teachers to schedule changes and manage their appointments independently.
What if you could not seek the proper assistance if your child had an emergency?
What if you could not read to your children at night?
As 41% of our students have limited or no schooling, IRWP offers their fi rst opportunity for literacy. We provide children's books for story time. Volunteers can help students practice new words and comprehend stories. Mothers take pride in using their new skills to teach their children English. Their children gain a love of books and are better prepared to excel in school. Students with school-aged children can help with homework and communicate with their children's teachers. Students with higher reading skills have started reading for fun, with some making vocabulary lists to ask their teacher about in class.
What if you needed computer skills, but you could not attend a class?
Students typically know to dial 911, but often cannot handle what comes next. Some have diffi culty responding to the operator. Volunteers practice with students to memorize basic information, such as their name and address, and how to communicate with emergency responders. We also help students distinguish when calling 911 is necessary.
What if you did not understand how to go grocery shopping?
Some students are initially confused by American supermarkets, often having shopped only in market places. They are unfamiliar with the types of food available and cannot read the labels. Many were so intimidated that they would wait for their husbands or teachers to accompany them. Volunteers teach students about American foods and ingredients to help those with religious or dietary restrictions. They can now shop for food and cook the new dishes their children may want to eat. Field trips to Soulard Market and international stores show students additional shopping options in the community.
What if you had to constantly rely on interpreters to communicate?
Everyday communication can involve landlords, utility companies, bankers, and physicians. Frequently, children must interpret for their parents. Classes can focus on the words needed so students can handle these situations independently. Lessons include writing a check or balancing a bank statement. For students that have children with special health concerns or face many medical problems themselves, communicating with doctors without translators is a goal. Volunteers teach common and specifi c medical terminology to increase their understanding during doctor visits.
Students often have or desire jobs that require various levels of computer literacy. Several volunteers have taught students basic word processing to write letters to employers, landlords, and friends. Students wanting extra practice have learned to use online educational websites. One IRWP student works as a housekeeper at a hospital that changed its system to email for scheduling. She risked losing her job. Her teacher helped her with her computer skills and gave her the job security she needed.
Your donation today makes you a partner in empowerment, education, and independence.
Our mission is
to increase the independence and reduce the isolation of immigrant and refugee women by teaching them basic English and practical living skills in the security of their own homes.
Board of Directors
Sarah Roe Sise President
Ann Maassen
Vice President
Mark Whyte Treasurer
Natalie McIntosh
Secretary
Anne Boxberger Flaherty
Kathy Lass
Laura Sobrevilla
Sister Deanne Stratmann, SSND
From the Director
Join us in celebrating the incredible growth in the number of hours taught, students served, and volunteers participating at IRWP this past year. In all, the program has grown over 15 percent, with 150 students taught by 140 volunteers. We have now assisted students from over 50 countries! Individual accomplishments speak louder than program numbers, however, and students' hard work has paid off. They have made great strides towards independence, such as our two students who opened their own businesses. We applaud their entrepreneurial endeavors.
Even though our program has grown, so has our waiting list. Approximately 70 women have been waiting for a teacher at any given time. When matching volunteers and students, IRWP staff members consider locations, schedules, skill levels, and personalities. Although we try to pair students with teachers as quickly as possible, referrals for isolated students in need of English have continually increased. Students come to IRWP through referrals from community organizations, individual doctors, friends, family, and neighbors. Because we want every student to be successful, we make sure to pair each individual with the best teacher for them.
As IRWP is proud of this year's successes and expects to achieve even more next year, we always welcome new volunteers, giving more students the opportunity to learn. I hope that this newsletter will inspire people to donate their time, resources, or fi nances to help IRWP fl ourish in the coming years. Visit our Facebook page to learn about upcoming events and other ways you can support IRWP.
Pat Joshu - Executive Director
Famous Quote
"Your words are the greatest power you have. The words you choose and their use establish the life you experience." – Sonia Choquette
Thank you to all of our wonderful supporters who made learning fun for 150 students in the last year!
Special thank you to the foundations for their wonderful support. Daughters of Charity Foundation of St. Louis Dollar General Literacy Foundation Employees Community Fund of Boeing St. Louis
Incarnate Word Foundation
School Sisters of Notre Dame Evangela Fund School Sisters of Notre Dame, Provincial Council Subsidy Committee Sisters of St. Joseph of Carondelet Tabitha Grant Committee TJX Foundation The Trio Foundation of St. Louis
Jenny Agnew
Barb Anderson
Sr. Charleen Barta, SSND
Rev. Charles Barthel
Tricia Benker
Cynthia Biehle
Marie Brauer
Sr. Agnes Brueggen
Kristin Buck
Burlis-Lawson Group
Robert Burns
Polly Burtelow
Greg Campbell
Katherine and Charles Claggett
Leslie and Tony Corey
Kathleen Counts
Tammy and Robert Davis
Susan and James Dearing
Lisa and John Dinga
Ginnie and Jack Driscoll
Dennis Dvorachek
Mary Ann Eggleston
Dr. Tamara Ehlert
Eva Enoch
Dr. Farida Farzana
Cathy and Dan Flynn
Joseph H. & Florence A. Roblee Foundation
Norman J. Stupp Foundation -
Commerce Bank, Trustee
Rabbi Robert P. Jacobs Jewish Fund for Human Needs
School Sisters of Notre Dame
Alms Committee
Franciscan Sisters of Mary
Lillian Goodman
Sr. Jeanne Granville, BVM
Gravois Planing Mill
Sheila Greenbaum and
Dr. Gary Wasserman
Karen Heitzman and Jim Slack
Teresa Mayhew Hess
Hannah Hightower
Sr. Leah Holzum, DC
Wendy and Neil Jaffe
Japan America Society Women's
Association
Thelma Jennewein
Megan Johnson
Pat Joshu
Jackie Kaiser
Leonora and Somphone Kham
Gloria Kigo
Alan Korn and Claudia Simons
Karen and David Korn
Barbara and Daniel Kovarik
Laura Lambrix
Kathy Lass
Lynn Lauber
Sr. Mary Carol Lehmkuhl, OP
Helen Lombardo
Ann and Gary Maassen
Maggie O'Brien's Restaurant &
Irish Pub
Dr. Hisako Matsuo
Laura Mazzarese
Margaret McCalpin
Peg and Jack McCarthy
Natalie McIntosh
Jaime Meier
Midwest Bank Centre
Phyllis Mithen
Carol and Richard Mock
Angelika Mueller
Catherine and Birch Mullins
Anna and Michael Mullins
David Neiers
Sr. Miriam Nolan, RSM
Norma Ottman
Ann and Bill Paradoski
Sarah Paradoski
Sue and Jim Paradoski
Reuben Rigel
Colleen Rockers
Mike Rogger Sr. Louise Roseman, DC
Mariana Salinas
Sapaugh Motors
Session Fixture Company
Kathy Sicard
Sr. Elise Silvestri, SSND
Sarah Roe Sise
Jean Smith
Karin Smith
Laura Sobrevilla
Richard Spener
Sr. Deanne Stratmann, SSND
Tesson Roofi ng & Exteriors
Mary Tesson
Cindy Tobias
Laura Toledo
Lisa and Anthony Troglio
Judie Tucci
Washington University Student
Occupational Therapy Association
Mark Whyte
Monaca and Joe Zlatic
Mary and Tom Zlatic
Kathy Zorica
Everyone that attended events, purchased raffl e tickets, and donated to
our silent auctions.
New Language, New Experiences
Since IRWP student Kaythy began studying English with her teacher Kathleen, the two have gone on several outings. These trips exposed Kaythy to fun and educational things in St. Louis, where she resettled in 2007. When Kaythy's son later began school, she could participate in his class fi eld trips with schoolmates and other parents, but was nervous. Would she know what to do? Would she be able to talk with other parents? She expressed these worries to Kathleen.
For this new experience, Kathleen accompanied Kaythy and her son's class to Eckert's Orchards.
With Kathleen there to coach her throughout the trip, Kaythy felt comfortable participating in the day's activities. Kaythy even borrowed a Flip Camera from the IRWP offi ce and took videos of the children, speaking in English about what they saw and learned. She gained the confi dence to independently join other school trips to come.
Kaythy and her son at Eckert's
Since then, Kaythy has accompanied her son and his class on a trip to the St. Louis Science Center. She and her husband even spent a day as volunteer parents at the zoo. With her teacher's help and her dedication to learning and using English, Kaythy has become active in her new city. She is now able to share all the advantages with her family, leading the way for lots of fun and educational opportunities for them to enjoy together in the future.
Program Corner
How do you teach a student who speaks no English at all if you do not speak their language?
Are cultural differences between our teachers and students a problem?
Lesson plans are written for teaching in English, starting at each student's individual level. Those who do not speak any English will start with the very basics. Every teacher receives a picture dictionary to use, facilitating understanding. Our students and teachers can communicate relatively easily, even if the student knows only a handful of vocabulary words. Having lessons in English gives students a great opportunity to start learning and using the language.
Is a teaching background required to volunteer?
It is not! We provide lesson plans, materials, and training for all of our volunteers. Lesson plans are easy to use, and we are available to volunteers on evenings and weekends for additional support. Typically, classes are for one hour, two times per week.
Does everyone start at the same level?
No. Our lesson plans cover fi ve different levels from the most basic to the more advanced. We assess beginning levels according to students' backgrounds, profi ciency, and native language similarities to English. Classes are customized for each student.
What types of skills do you teach besides English?
Students have many challenges from going to the grocery store to reading their electric bill. Lessons include practical living skills such as how to complete forms or compare costs. In one situation, a student's face had broken out for the fi rst time and she did not know what to do. She and her teacher took a trip to Walgreen's, bought facial soap, and practiced washing their faces together! Whatever the challenge, volunteers give students the necessary tools to create their own solutions.
Students come from a variety of backgrounds. Learning about one another's cultures can be a positive and interesting learning experience for both teacher and student. Teachers receive information on their students' traditions. For example, some cultures require people to take off their shoes before entering a home. Likewise, students can ask their teachers specifi c questions regarding American customs.
What are students' goals?
The fi rst thing students usually express is the desire to communicate with others. They would like to talk to neighbors or other parents. Many hope to gain employment, improve their job skills, or obtain U.S. citizenship. All students have multiple goals, big and small, that they work diligently towards each week. Goals evolve over time as students accomplish different steps and gain confi dence.
How can I become involved in IRWP?
There are many ways to be involved!
* Volunteer to teach
* Give a fi nancial gift
* Join our Board of Directors
* Become an event sponsor
* Donate a gift certifi cate or basket for silent auctions
* Sponsor a third-party fundraiser
*
Invite us to speak at your parish or organization
* Donate supplies for our students and teachers: Dry erase boards, markers, erasers, index cards, copy paper, spiral notebooks, pencils, sharpeners
* Recycle your used ink jet cartridges with us
3672B Arsenal Street
St. Louis, MO 63116
314-771-1104
www.irwp.net
IRWP is a 501(c)3 not-for-profi t organization.
If you would like to learn more about volunteering or our services, request that your donation remain anonymous, receive news via email, or remove your name from the mailing list, please contact us at 314-771-1104, email firstname.lastname@example.org, or write us at 3672B Arsenal St., St. Louis, MO 63116.
Student Library
Moms love reading to their children. With hectic schedules, reading together gives mothers and children a chance to bond during quiet time. Wanting to foster this valuable tradition, IRWP created a library of books for students and their children to use together. Many students began borrowing books, trading them in for new titles when they had been enjoyed. Students are also encouraged to keep as their own those books that become family favorites.
The library started small, with books collected cheaply from book fairs. It gained a huge boost when the Center for International Education at Webster University held a book drive, donating over 750 books to
the program. Professors, staff members, students, and community member gave books ranging from children's books to ESL textbooks. This wide array of titles gives choices for IRWP students at all levels of literacy.
Webster's donation inspired others to make their own literary contributions. We have had an outpouring of books from retiring teachers, volunteers, and community members who acknowledge the validity of reading. Our students so enjoy this library and we welcome any book donations to keep spreading the love of reading to our mothers and their children!
Volunteer to teach today - one hour, twice a week. Lesson plans, training, and materials are waiting for you!
NONPROFIT ORG.
U.S. POSTAGE
PAID
ST. LOUIS, MO
PERMIT NO. 495
ADDRESS SERVICE REQUESTED
Save the Dates
Festival of Nations, August 25 & 26, 2012 Visit us in Tower Grove Park on Saturday and Sunday
Trivia Night, Saturday, September 29, 2012 St. Catherine Laboure, 9740 Sappington Road
Hoolie, Sunday, March 10, 2013 Maggie O'Brien's Restaurant, 2000 Market Street
Trivia Night
Join us for the 13th Annual Trivia Night/Silent Auction! Tables of 8 @ $20 per person
Can't attend? You can still purchase raffl e tickets for the $500 cash prize or enter the raffl e for a beautiful handmade quilt. Visit our website to see the quilt or to download a reservation fl yer.
Your business or group can be a Trivia Sponsor! Sponsorships start at $100 for Silver Level.
Donate a basket, item, or gift certifi cate for our silent auction.
Your support can help us attain our goal of $12,000 to help our students can reach new levels of success! Call 314-771-1104 for more information.
Visit our website at www.irwp.net to learn more. | <urn:uuid:bdce948d-d64d-43b2-af39-a388d50cbdad> | CC-MAIN-2017-39 | http://irwp.net/documents/NewsletterJune2012.pdf | 2017-09-25T22:24:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00098.warc.gz | 180,858,722 | 3,462 | eng_Latn | eng_Latn | 0.991235 | eng_Latn | 0.997466 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3716,
8739,
13302,
16110
] | [
2.171875
] | 3 | 0 |
Teardowns
THE TEARDOWN TREND
In the late 1980s, in established urban communities and inner-ring suburbs, a pattern emerged of replacing older, often historic houses with newer, larger ones. The impact of this trend is so widespread that in 2002 the National Trust for Historic Preservation listed neighborhoods where "teardowns" occur as being among "America's Eleven Most Endangered Historic Places." A variety of names are used to describe the trend, including "scrape-offs," "knockdowns," and "scrapers." The replacement houses have even more colorful names: "bigfoots," "starter castles," "monster homes," "megamansions," and "McMansions."
Behind the Trend. Homebuyers typically pursue the teardown option when drawn to an area because of proximity to employment, school quality, or aesthetic appeal (e.g., streets with mature trees), but prefer a home size larger than the area offers. While neighbors and preservationists may welcome an influx of new residents, their new houses are not greeted with the same enthusiasm when the height, width, lot coverage, and even building materials differ drastically from existing homes in the neighborhood.
Developers pursue the teardown option primarily in areas where undeveloped land is scarce and the real estate market is strong. In such areas, the value of the land exceeds the value of the house. Teardowns are likely if a developer can expect to sell a replacement home for about three times the initial cost of the target property.
IMPACTS
Teardowns affect the physical, economic, and social stability of a community. They simultaneously disrupt the physical continuity of neighborhoods, alter the economics of the housing market, and segregate the social community.
PAS QuickNotes
No. 9
Physical Impacts. Teardowns most visibly affect the character of the street. New houses are often massive and out of scale with adjacent houses. In many cases, trees and vegetation are removed during construction to accommodate the larger building footprint. Heights are maximized and backyards minimized, blocking sunlight to neighboring properties. The automobile takes precedence over the pedestrian. Driveways and garages (sometimes larger than typical two-car garages) dominate the front facade. The houses shift orientation away from the street inward around private spaces. In neighborhoods with strong historic character, each demolition erodes the qualities that make the neighborhood unique.
Economic Impacts. Teardowns threaten the economic stability of neighborhoods, although some teardown proponents cite increases in property values in areas where teardowns are common. Critics say these areas already have strong real estate markets, and after reaching a certain point, the property value of existing houses decreases. The initial increase in property value ignites a selling frenzy that floods the market.
Social Impacts. Teardowns threaten the social structure of a neighborhood by removing the housing stock typical of traditional neighborhoods, including ranch homes, small backyard houses, and those with carriage-house apartments. These starter homes have long served as affordable housing for young families. Single-parent households, moderate-income families, and retired homeowners simply cannot afford the new houses. Homeowners on fixed incomes or with low-paying jobs may be especially hurt by rapid property tax increases. They may be forced to sell, leaving the neighborhood less diverse.
(Continued on back.)
Adrian Scott Fine
Teardowns cater to the automobile.
PRESERVATION OF CHARACTER
Teardowns are not inherently problematic, but become so when no consideration is paid to outcome. To establish a teardown policy, a community first must clearly define its current, predicted (under current zoning), and ideal character. Finally, planners need to compare these visions, reconciling them where they differ.
Current Character. Character studies identify the defining features of a community. The studies include photographs taken by citizens of important subjects and cognitive maps of important places, including corridors and districts, allowing citizens to see beyond architectural character.
Replacement homes can alter the character and density of neighborhoods.
Predicted Character. Planners should evaluate the effects of existing development regulations on teardowns (e.g., what do existing zoning provisions allow for setback, side yard setback, garage orientation, and lot coverage?) Most communities under a teardown threat revise their zoning regulations—many adding design guidelines for new construction—to ensure that new houses are compatible with the community's character.
To foster community support for code revisions, citizens need to understand how current zoning codes affect development. One way to do this is through visioning workshops, where architects and planners use visual simulations to show how the neighborhood would look if fully developed under current zoning policy.
Ideal Character. Discussing the impact of teardowns should be part of a larger comprehensive planning process. Visual preference surveys and charrettes help communities define an ideal character. But citizens also should be made aware of the trade-offs associated with their preferred vision. Once a unified vision is established, the community can put out a set of non-binding guidelines and educational materials for homeowners and developers to encourage desired outcomes.
IMPLEMENTATION STRATEGIES
Planning tools to help mitigate the impacts of teardowns fall into two categories: economic incentives and context-sensitive design guidelines.
Many attribute the teardown phenomenon to economic factors that make demolition financially attractive. Regulations that limit house size through floor-to-area ratios, lot coverage requirements, setback, height and open space standards, and bulk limits prevent builders from maximizing the buildable area. The regulations ensure a smaller home size, making teardowns less profitable.
Another option is to make preservation more financially attractive. For example, incentives and zoning bonuses can include financial and technical assistance and increased square footage allowances for those who make context-sensitive additions or changes to existing property.
Context-sensitive regulations attempt to control the physical effects of teardowns. Historic and conservation overlay districts use specific development regulations to accomplish or to preserve desired characteristics such as uniform building setback or a cohesive architectural style. In these districts, a design review process helps to determine home demolition or construction approval. While effective at neighborhood preservation, design review requires a knowledgeable planning staff and administrative resources.
Nonregulatory approaches include easements, covenants, and community land trusts, which are voluntary agreements with property owners who agree to forego certain property rights or purchase properties knowing their rights are restricted. The restrictions typically govern development standards and limit sales price.
Communities must consider the consequences of each strategy. For example, a fragmented application of design districts may leave crucial areas unprotected, undermining the effects of the protected areas. Bulk limits may restrict garage or basement apartments, limiting affordable housing options. Furthermore, financial incentives cannot necessarily stop teardowns or even guarantee compatible design. Design regulation may not be politically feasible if property owners or developers feel regulation imposes on their rights without adequate compensation. Therefore, combined approaches that both guide good design and provide financial incentives are the most effective and politically feasible option. Franz Heitzer with Luis Nuñez. I
PAS QuickNotes is a publication of the American Planning Association's Planning Advisory Service (PAS). Copyright © 2007. Visit PAS online at www.planning.org/pas to find out how PAS can work you. PAS subscribers can log in for access to previous editions of PAS QuickNotes and the list of references for each topic. American Planning Association staff: W. Paul Farmer, AICP, Executive Director and CEO; William R. Klein, AICP, Director of Research; Lynn M. Ross, AICP, Planning Advisory Service Manager; Jim Hecimovich, Senior Editor; Julie Von Bergen, Assistant Editor; Susan Deegan, Senior Graphic Designer photos by Michael Davidson | <urn:uuid:851f1c04-b6c5-4793-a565-2698b95a090a> | CC-MAIN-2017-39 | http://www.law.du.edu/images/uploads/rmlui/conferencematerials/2008/friday/ScrapeoffsandMansionization/TeardownsPASQuicknotes.pdf | 2017-09-25T22:15:41Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00104.warc.gz | 483,181,182 | 1,527 | eng_Latn | eng_Latn | 0.996705 | eng_Latn | 0.997282 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3548,
8526
] | [
2.03125
] | 4 | 0 |
Beech Group Update
Dear Parent,
We hope you have had good Easter holidays. In this flyer you will find information about some of the topics we will be working on this term, and ways in which you can support your child's learning at home.
Our topic this term is Animals.
Swimming –
Maths
We will continue to improve our number
identification and we will continue to
practice counting and developing addition
skills.
Science
We will be looking at different types of
animals, we will look at the lifecycles of
animals and their habitats.
Count different objects found at home.
When in the community count the people
and cars that you see. Continue to extend
your child's awareness of time and
number value.
When you go into the community with
your child, please point out different
animals that you see, visit garden centres
and pet shops.
What we will do in school…
What you could do together at home…
Literacy
Linking to our topic we are looking at
fiction books related to animals, for the
first half term we will look at Jungle
animals then we will look at Farm animals.
Write in your child's home-school book to
let us know what they have been doing in
the evenings and weekends.
Share animal themed stories and look for
different animals and habitats.
Art and DT
We will be creating pictures around our
Animal theme, we will create pictures of
Jungle animals. We will make monkey
puppets, lion masks and many other animal
pictures.
Use different materials to create animal
themed pictures.
Support your child to prepare their own
snacks and drinks.
PSHE
We will continue to support pupils'
understanding and identification of their
own emotions.
In the second half term
we will explore healthy food and
participate in different exercises.
Support your child to recognise their own
emotions and offer them support to
communicate what they want.
Play games with your child, so they can
develop turn taking and sharing skills.
Every Thursday
Beech Group will be going swimming at Woughton Pool on Thursdays. Please send your child into school every Thursday with:
a swimming costume/trunks
a towel
in a bag that is large enough for them to put all their clothes into.
Forest School
Please send in wellington boots, a different warm coat and different trousers, top and jumper as the clothes may get muddy whilst accessing Forest School.
Please send in a set of spare clothes for your child.
We will write in your child's home school book everyday so you know what you child has been doing each day and how they have been. We will put letters in your home school book. So please look through it every day.
Please write to us regarding how your child has been at home and if you have any concerns, also inform us of any information that you think we should be aware of such as illnesses, eating and sleep patterns, bowel movements or achievements and progress that your child has made.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If there is anything I can help you with or if you have any concerns or questions then please do not hesitate to contact me.
Many thanks
Jemma and the Beech class team | <urn:uuid:1c60d9cf-31ca-4254-bfd5-e8d305822591> | CC-MAIN-2017-39 | http://walnuts.milton-keynes.sch.uk/images/docs/for_parents/supporting_learning_at_home/Summer12016/LAHSummer12016Beech.pdf | 2017-09-25T22:13:06Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00104.warc.gz | 351,943,069 | 669 | eng_Latn | eng_Latn | 0.998871 | eng_Latn | 0.999053 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1931,
3106
] | [
2.265625
] | 2 | 0 |
Forget the Zombie Apocalypse,
We're Being Invaded by Energy Vampires
This Halloween, we'll be seeing tons of spooky creatures and supernatural monsters out on the streets, but the scariest monster is lurking every day right in your own home: the energy vampire! An "energy vampire" is an electronic appliance or device that still uses energy when it's plugged in, even if it's turned off. All of these monsters can eat up more power than a trickor-treater generates after eating all of his candy!
Most energy vampires go into "standby" mode, where they continuously suck a trickle of electricity (called a "phantom load") to power features such as clocks, digital displays, timers, and LED status lights. Yes, that means your glowing microwave clock is actually a creature of the night!
Electronics that use remote controls (such as home entertainment systems and televisions) also drain power in standby mode because they need to detect when you click "on". However, devices without digital displays or clocks or that have a switch that physically breaks the circuit (such as most hair dryers and lamps) are not energy vampires.
How can a handful of energy vampires actually matter? Did you know that the typical modern household uses 20-40 energy vampire appliances? And they're hungry creatures. They account for 5-10% of a household's total electricity use. According to the U.S. Environmental Protection Agency, that adds up to about $100 per year for each household, or more than $10 billion in annual energy costs nationwide!
But it's not just your wallet that's in danger; energy vampires are sucking the environment dry, too! In fact, to generate the electricity needed to feed energy vampires in the U.S. for one year, fossil-fuel power plants produce an estimated 100 billion pounds of carbon dioxide and other air pollutants. This is equal to the emissions of almost 10 million cars!
Some energy vampires that might be draining your wallet include:
* DVRs (digital video recorders) & set-top cable and satellite boxes
* TVs (especially LCD and plasma TVs)
* Video game consoles
* Computers (desktops & notebooks)
* Microwaves
* Chargers (e.g. for cell phones, MP3 players, notebook computers, tablets, etc.)
* DVD players
* Home audio systems
The City of Moreno Valley has partnered with Southern California Edison, Southern California Gas Company and The Energy Coalition through the Community Energy Partnership* to help you defeat energy and money-wasting monsters like these. Here are some tips on how to slay energy vampires in your own home:
* Unplug devices when they're not being used. Energy vampires can't suck your home's electricity if they aren't connected to a wall outlet! Of course, it may not be feasible to unplug every energy vampire in your home, but it's easy and practical to unplug appliances in areas not frequently used, such as a guest room or garage. Finally, be sure to unplug rechargeable items as soon as they're done charging.
* Use a power strip or surge protector: While it saves energy to unplug every appliance when it's not in use, it may also be inconvenient or even difficult if the outlet is in a hard to reach place. The solution? Plug appliances into an easily accessible power strip or surge protector and simply turn the entire power strip off when the devices aren't being used. This conveniently cuts off the electricity from greedy energy vampires!
* Buy weaker energy vampires: You may not be able to completely avoid energy vampires in this digital age, but you can choose to buy and use appliances that drain less energy than others when in standby mode.
Here are some useful websites that can help you figure out how to minimize the appetites of your energy vampires:
* Southern California Edison offers a series of YouTube videos, including this one with a brief introduction to energy vampires: http://youtu.be/7EsWSz6bIEE
* ENERGY STAR's website explains in detail about energy vampires and offers tips on energy efficient products and practices: http://www.energystar.gov/index.cfm?c=about.vampires
* The U.S. Department of Energy's list of low standby power devices can help guide you on what types of appliances to buy: http://www1.eere.energy.gov/femp/technologies/standby_power.aspx
* The Lawrence Berkeley National Laboratory measured and listed the power levels of many common household devices in standby and active modes: http://standby.lbl.gov/summary-table.html
*The Community Energy Partnership is funded by California utility customers and administered by Southern California Gas Company and Southern California Edison under the auspices of the California Public Utilities Commission. | <urn:uuid:43a68455-2a5d-4ccf-bc0a-46b872d4ebe9> | CC-MAIN-2017-39 | http://ci.moreno-valley.ca.us/pdf/e-vamp1012.pdf | 2017-09-25T22:25:11Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00103.warc.gz | 62,590,451 | 960 | eng_Latn | eng_Latn | 0.998373 | eng_Latn | 0.998511 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2568,
4675
] | [
2.578125
] | 1 | 0 |
Lesson Skill: Blending and segmenting multisyllabic words
StrandOral Language
SOL K.4
Materials
* Various classroom objects
Lesson
1. Show students a common classroom object, and ask them to name the object. Say the word slowly, segmenting it so each syllable can be heard distinctly, then explain to students that they just heard the different syllables of that word. Students repeat the word slowly, paying attention to each syllable. Next have students say the entire word quickly, this time blending the syllables together.
2. Repeat this process several times with various classroom objects. Have students walk around the classroom, touch various objects, name them, then say the names slowly. As students walk around the room, follow along taking anecdotal notes.
3. Gather students back together. Call on several students to share an object whose name they are able to segment and blend back together. At this point, tell students that their teacher is now going to try and "trick" them. This time, segment a word without showing the object to students. Ask students to blend those sounds together to form the word. Repeat this several times. Ask for student volunteers to segment a word for the class to blend back together again.
Attachments, Links, or Resources
* Segmenting words into syllables then re-blending them can be practiced within all content areas.
* Segmenting words can be turned into a game while the class is waiting in line.
Strategies for Differentiation
* For students who have difficulty segmenting words, continue to provide an object for them to touch as they say the word and segment it. After giving students opportunities to practice, place three objects in front of students and segment one of them for students to select the correct object. | <urn:uuid:7c89bf42-9a25-4341-87e9-6792db345e5a> | CC-MAIN-2017-39 | http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/oral_language/k-2/1_k-2_oral%20lang_blending_and_segmenting_multisyllabic_words.pdf | 2017-09-25T22:22:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00104.warc.gz | 417,656,147 | 362 | eng_Latn | eng_Latn | 0.998708 | eng_Latn | 0.998708 | [
"eng_Latn"
] | false | docling | [
1788
] | [
4.5
] | 1 | 0 |
EZRA/NEHEMIAH SURVEY
Directions:
This is a booklet to aid you in your personal study of this book. Read through the text first, discovering God's precious truths for yourself. Write down the main point of each section of text in the space provided. The text is provided for you to mark, color, and highlight things you find interesting and important. Use the margins on each side of the text and the backside of the page to make notations of the truths you discover and passages you do not understand. When you believe you have seen all there is in text, read and answer the questions in the booklet pertaining to that section of text. The questions are not an exhaustive list of things to look for in the text. The questions are to help you consider the points that the author was trying to convey to his audience. Be prepared to share your findings in class.
Background:
Ezra-Nehemiah presents us with a theological record concerning the Hebrew people who, beginning in 538 BC, returned from the Babylonian exile to Jerusalem, rebuilt the Temple (515 BC), rebuilt Jerusalem's wall (445 BC), and continued as a community in Judah. Judah had been destroyed by the Babylonians in 586 BC and was now a small, powerless province in the vast Persian Empire. The content of Ezra-Nehemiah can be divided into two historical time periods: (1) events before the time of Ezra and Nehemiah — the Hebrews returning to Jerusalem and rebuild the temple (539-516 BC) — and (2) the ministries of Ezra and Nehemiah — the reform and restoration of Jerusalem (458-430 BC). Together, these two sections span about 120 years of historical events and theological decisions in the life of the nation. The first 33 years of the nation's liafe after its return from exile are traced in Ezra 1-6, but nothing is said about the next 60 years. Then a few selected events are recounted from the 28 years when Ezra and Nehemiah were both in Jerusalem (Ezra 7-Nehemiah 13). It is in this time gap between Ezra 6 and 7 that the events of the book of Esther occur.
Unique Features of the Book of EZRA-NEHEMIAH:
Gary V. Smith, Cornerstone Biblical Commentary.
It appears that Ezra-Nehemiah was originally one book instead of two. Masoretic scholars treated Ezra-Nehemiah as one book. The Septuagint (LXX) treats them as one unified book. Origen (third century AD) mentioned that Ezra-Nehemiah was one book in the Hebrew Bible but knew of the book's separation in certain Greek traditions. The division of the text into two books did not enter into Jewish tradition until the Middle Ages. When one reads the end of 2 Chronicles and the beginning of Ezra, it leads students to believe that one author wrote Chronicles and Ezra-Nehemiah. Though we do not know with any certainty, there is some evidence that points in the direction that Ezra was probably the author/editor/chronicler of these books.
Introduction:
Do a casual quick reading of the book in one sitting to get a feel of the overall message. It is best to use the included text so that you can make notations freely! Use colored pencils to highlight and make notations but do not dwell too long on any one text since your purpose is to get an overview. As you read, do the following exercises:
a. Write down who the main characters are in the book.
b. What other books of the Bible and biblical figures are contemporary with the book of Ezra-Nehemiah?
c. Write down the date of the three returns from captivity, the leader of that return, and what they rebuilt.
DATE
LEADER
REBUILT
EZRA
1 In the first year of Cyrus king of Persia, that the word of the LORD by the mouth of Jeremiah might be fulfilled, the LORD stirred up the spirit of Cyrus king of Persia, so that he made a proclamation throughout all his kingdom and also put it in writing:
5 Then rose up the heads of the fathers' houses of Judah and Benjamin, and the priests and the Levites, everyone whose spirit God had stirred to go up to rebuild the house of the LORD that is in Jerusalem. 6 And all who were about them aided them with vessels of silver, with gold, with goods, with beasts, and with costly wares, besides all that was freely offered. 7 Cyrus the king also brought out the vessels of the house of the LORD that Nebuchadnezzar had carried away from Jerusalem and placed in the house of his gods. 8 Cyrus king of Persia brought these out in the charge of Mithredath the treasurer, who counted them out to Sheshbazzar the prince of Judah. 9 And this was the number of them: 30 basins of gold, 1,000 basins of silver, 29 censers, 10 30 bowls of gold, 410 bowls of silver, and 1,000 other vessels; 11 all the vessels of gold and of silver were 5,400. All these did Sheshbazzar bring up, when the exiles were brought up from Babylonia to Jerusalem. (ESV)
2 "Thus says Cyrus king of Persia: The LORD, the God of heaven, has given me all the kingdoms of the earth, and he has charged me to build him a house at Jerusalem, which is in Judah. 3 Whoever is among you of all his people, may his God be with him, and let him go up to Jerusalem, which is in Judah, and rebuild the house of the LORD, the God of Israel—he is the God who is in Jerusalem. 4 And let each survivor, in whatever place he sojourns, be assisted by the men of his place with silver and gold, with goods and with beasts, besides freewill offerings for the house of God that is in Jerusalem."
Main point:_______________________________________________________________
Make additional notes at left and below:
1. Write down the text(s) that Ezra 1:1 may be referring to as the fulfillment of Jeremiah's prophecy. What does this teach us about the extent of knowledge the people had about the prophets?
2. Who is Cyrus? When did he reign? Why did Cyrus allow the Jews to return to Jerusalem?
3. Read Isaiah 44:24--45:7. Isaiah wrote nearly 200 years prior to the events of chapter one of Ezra. Jot down your observations:
4. What did the exiles take with them when they returned?
5. What lessons can learn about God from this first chapter?
EZRA
1 Now these were the people of the province who came up out of the captivity of those exiles whom Nebuchadnezzar the king of Babylon had carried captive to Babylonia. They returned to Jerusalem and Judah, each to his own town.
36 The priests: the sons of Jedaiah, of the house of Jeshua, 973. 37 The sons of Immer, 1,052. 38 The sons of Pashhur, 1,247. 39 The sons of Harim, 1,017.
2 They came with Zerubbabel, Jeshua, Nehemiah, Seraiah, Reelaiah, Mordecai, Bilshan, Mispar, Bigvai, Rehum, and Baanah. The number of the men of the people of Israel: 3 the sons of Parosh, 2,172. 4 The sons of Shephatiah, 372. 5 The sons of Arah, 775. 6 The sons of Pahath-moab, namely the sons of Jeshua and Joab, 2,812. 7 The sons of Elam, 1,254. 8 The sons of Zattu, 945. 9 The sons of Zaccai, 760. 10 The sons of Bani, 642. 11 The sons of Bebai, 623. 12 The sons of Azgad, 1,222. 13 The sons of Adonikam, 666. 14 The sons of Bigvai, 2,056. 15 The sons of Adin, 454. 16 The sons of Ater, namely of Hezekiah, 98. 17 The sons of Bezai, 323. 18 The sons of Jorah, 112. 19 The sons of Hashum, 223. 20 The sons of Gibbar, 95. 21 The sons of Bethlehem, 123. 22 The men of Netophah, 56. 23 The men of Anathoth, 128. 24 The sons of Azmaveth, 42. 25 The sons of Kiriath-arim, Chephirah, and Beeroth, 743. 26 The sons of Ramah and Geba, 621. 27 The men of Michmas, 122. 28 The men of Bethel and Ai, 223. 29 The sons of Nebo, 52. 30 The sons of Magbish, 156. 31 The sons of the other Elam, 1,254. 32 The sons of Harim, 320. 33 The sons of Lod, Hadid, and Ono, 725. 34 The sons of Jericho, 345. 35 The sons of Senaah, 3,630.
40 The Levites: the sons of Jeshua and Kadmiel, of the sons of Hodaviah, 74. 41 The singers: the sons of Asaph, 128. 42 The sons of the gatekeepers: the sons of Shallum, the sons of Ater, the sons of Talmon, the sons of Akkub, the sons of Hatita, and the sons of Shobai, in all 139.
55 The sons of Solomon's servants: the sons of Sotai, the sons of Hassophereth, the sons of Peruda, 56 the sons of Jaalah, the sons of Darkon, the sons of Giddel, 57 the sons of Shephatiah, the sons of Hattil, the sons of Pocherethhazzebaim, and the sons of Ami.
43 The temple servants: the sons of Ziha, the sons of Hasupha, the sons of Tabbaoth, 44 the sons of Keros, the sons of Siaha, the sons of Padon, 45 the sons of Lebanah, the sons of Hagabah, the sons of Akkub, 46 the sons of Hagab, the sons of Shamlai, the sons of Hanan, 47 the sons of Giddel, the sons of Gahar, the sons of Reaiah, 48 the sons of Rezin, the sons of Nekoda, the sons of Gazzam, 49 the sons of Uzza, the sons of Paseah, the sons of Besai, 50 the sons of Asnah, the sons of Meunim, the sons of Nephisim, 51 the sons of Bakbuk, the sons of Hakupha, the sons of Harhur, 52 the sons of Bazluth, the sons of Mehida, the sons of Harsha, 53 the sons of Barkos, the sons of Sisera, the sons of Temah, 54 the sons of Neziah, and the sons of Hatipha.
58 All the temple servants and the sons of Solomon's servants were 392.
64 The whole assembly together was 42,360, 65 besides their male and female servants, of whom there were 7,337, and they had 200 male and female singers. 66 Their horses were 736, their mules were 245, 67 their camels were 435, and their donkeys were 6,720.
59 The following were those who came up from Tel-melah, Tel-harsha, Cherub, Addan, and Immer, though they could not prove their fathers' houses or their descent, whether they belonged to Israel: 60 the sons of Delaiah, the sons of Tobiah, and the sons of Nekoda, 652. 61 Also, of the sons of the priests: the sons of Habaiah, the sons of Hakkoz, and the sons of Barzillai (who had taken a wife from the daughters of Barzillai the Gileadite, and was called by their name). 62 These sought their registration among those enrolled in the genealogies, but they were not found there, and so they were excluded from the priesthood as unclean. 63 The governor told them that they were not to partake of the most holy food, until there should be a priest to consult Urim and Thummim.
68 Some of the heads of families, when they came to the house of the LORD that is in Jerusalem, made freewill offerings for the house of God, to erect it on its site. 69 According to their ability they gave to the treasury of the work 61,000 darics of gold, 5,000 minas of silver, and 100 priests' garments.
70 Now the priests, the Levites, some of the people, the singers, the gatekeepers, and the temple servants lived in their towns, and all the rest of Israel in their town (ESV)
1. Why do you think this list is recorded and preserved in this book?
2. Notice how many Levites returned. How does this compare with the total number who returned?
3. In considering the total number who returned from captivity, how does this compare with the number who had gone into captivity originally? Why do you believe so many remained in foreign lands?
4. From Romans 11 what word did Paul use to describe those who returned from captivity?
5. Notice 2:59-63. Though this text mentions some who had not kept their genealogy, it is interesting that many did keep careful records. What does this tell you about these people?
EZRA
1 When the seventh month came, and the children of Israel were in the towns, the people gathered as one man to Jerusalem. 2 Then arose Jeshua the son of Jozadak, with his fellow priests, and Zerubbabel the son of Shealtiel with his kinsmen, and they built the altar of the God of Israel, to offer burnt offerings on it, as it is written in the Law of Moses the man of God. 3 They set the altar in its place, for fear was on them because of the peoples of the lands, and they offered burnt offerings on it to the LORD, burnt offerings morning and evening. 4 And they kept the Feast of Booths, as it is written, and offered the daily burnt offerings by number according to the rule, as each day required, 5 and after that the regular burnt offerings, the offerings at the new moon and at all the appointed feasts of the LORD, and the offerings of everyone who made a freewill offering to the LORD. 6 From the first day of the seventh month they began to offer burnt offerings to the LORD. But the foundation of the temple of the LORD was not yet laid. 7 So they gave money to the masons and the carpenters, and food, drink, and oil to the Sidonians and the Tyrians to bring cedar trees from Lebanon to the sea, to Joppa, according to the grant that they had from Cyrus king of Persia.
10 And when the builders laid the foundation of the temple of the LORD, the priests in their vestments came forward with trumpets, and the Levites, the sons of Asaph, with cymbals, to praise the LORD, according to the directions of David king of Israel. 11 And they sang responsively, praising and giving thanks to the LORD, "For he is good, for his steadfast love endures forever toward Israel."
8 Now in the second year after their coming to the house of God at Jerusalem, in the second month, Zerubbabel the son of Shealtiel and Jeshua the son of Jozadak made a beginning, together with the rest of their kinsmen, the priests and the Levites and all who had come to Jerusalem from the captivity. They appointed the Levites, from twenty years old and upward, to supervise the work of the house of the LORD. 9 And Jeshua with his sons and his brothers, and Kadmiel and his sons, the sons of Judah, together supervised the workmen in the house of God, along with the sons of Henadad and the Levites, their sons and brothers.
And all the people shouted with a great shout when they praised the LORD, because the foundation of the house of the LORD was laid. 12 But many of the priests and Levites and heads of fathers' houses, old men who had seen the first house, wept with a loud voice when they saw the foundation of this house being laid, though many shouted aloud for joy, 13 so that the people could not distinguish the sound of the joyful shout from the sound of the people's weeping, for the people shouted with a great shout, and the sound was heard far away. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What problems are the people encountering in the first seven verses?
2. How long before the work actually began on the temple?
3. In 3:12, why did the ancient men weep when they saw the foundation of the temple? See Zechariah 4:9-10.
EZRA
1 Now when the adversaries of Judah and Benjamin heard that the returned exiles were building a temple to the LORD, the God of Israel, 2 they approached Zerubbabel and the heads of fathers' houses and said to them, "Let us build with you, for we worship your God as you do, and we have been sacrificing to him ever since the days of Esarhaddon king of Assyria who brought us here." 3 But Zerubbabel, Jeshua, and the rest of the heads of fathers' houses in Israel said to them, "You have nothing to do with us in building a house to our God; but we alone will build to the LORD, the God of Israel, as King Cyrus the king of Persia has commanded us." 4 Then the people of the land discouraged the people of Judah and made them afraid to build 5 and bribed counselors against them to frustrate their purpose, all the days of Cyrus king of Persia, even until the reign of Darius king of Persia. 6 And in the reign of Ahasuerus, in the beginning of his reign, they wrote an accusation against the inhabitants of Judah and Jerusalem.
17 The king sent an answer: "To Rehum the commander and Shimshai the scribe and the rest of their associates who live in Samaria and in the rest of the province Beyond the River, greeting. And now 18 the letter that you sent to us has been plainly read before me. 19 And I made a decree, and search has been made, and it has been found that this city from of old has risen against kings, and that rebellion and sedition have been made in it. 20 And mighty kings have been over Jerusalem, who ruled over the whole province Beyond the River, to whom tribute, custom, and toll were paid. 21 Therefore make a decree that these men be made to cease, and that this city be not rebuilt, until a decree is made by me. 22 And take care not to be slack in this matter. Why should damage grow to the hurt of the king?"
7 In the days of Artaxerxes, Bishlam and Mithredath and Tabeel and the rest of their associates wrote to Artaxerxes king of Persia. The letter was written in Aramaic and translated. 8 Rehum the commander and Shimshai the scribe wrote a letter against Jerusalem to Artaxerxes the king as follows: 9 Rehum the commander, Shimshai the scribe, and the rest of their associates, the judges, the governors, the officials, the Persians, the men of Erech, the Babylonians, the men of Susa, that is, the Elamites, 10 and the rest of the nations whom the great and noble Osnappar deported and settled in the cities of Samaria and in the rest of the province Beyond the River. 11 (This is a copy of the letter that they sent.) "To Artaxerxes the king: Your servants, the men of the province Beyond the River, send greeting. And now 12 be it known to the king that the Jews who came up from you to us have gone to Jerusalem. They are rebuilding that rebellious and wicked city. They are finishing the walls and repairing the foundations. 13 Now be it known to the king that if this city is rebuilt and the walls finished, they will not pay tribute, custom, or toll, and the royal revenue will be impaired. 14 Now because we eat the salt of the palace and it is not fitting for us to witness the king's dishonor, therefore we send and inform the king, 15 in order that search may be made in the book of the records of your fathers. You will find in the book of the records and learn that this city is a rebellious city, hurtful to kings and provinces, and that sedition was stirred up in it from of old. That was why this city was laid waste. 16 We make known to the king that if this city is rebuilt and its walls finished, you will then have no possession in the province Beyond the River."
23 Then, when the copy of King Artaxerxes' letter was read before Rehum and Shimshai the scribe and their associates, they went in haste to the Jews at Jerusalem and by force and power made them cease. 24 Then the work on the house of God that is in Jerusalem stopped, and it ceased until the second year of the reign of Darius king of Persia. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. Why did the Jews refuse to allow the people of the land help them rebuild the temple? What lesson could we learn from this today?
2. What are the accusations against the Jews from building the temple in Jerusalem?
3. What is the historical background of these adversaries as described in 4:9-10?
4. Why does the king of Persia grant the request of these adversaries?
5. How long did the work on the temple stop?
EZRA
1 Now the prophets, Haggai and Zechariah the son of Iddo, prophesied to the Jews who were in Judah and Jerusalem, in the name of the God of Israel who was over them. 2 Then Zerubbabel the son of Shealtiel and Jeshua the son of Jozadak arose and began to rebuild the house of God that is in Jerusalem, and the prophets of God were with them, supporting them.
5
3 At the same time Tattenai the governor of the province Beyond the River and Shethar-bozenai and their associates came to them and spoke to them thus: "Who gave you a decree to build this house and to finish this structure?" 4 They also asked them this: "What are the names of the men who are building this building?" 5 But the eye of their God was on the elders of the Jews, and they did not stop them until the report should reach Darius and then an answer be returned by letter concerning it.
6 This is a copy of the letter that Tattenai the governor of the province Beyond the River and Shethar-bozenai and his associates, the governors who were in the province Beyond the River, sent to Darius the king. 7 They sent him a report, in which was written as follows: "To Darius the king, all peace. 8 Be it known to the king that we went to the province of Judah, to the house of the great God. It is being built with huge stones, and timber is laid in the walls. This work goes on diligently and prospers in their hands. 9 Then we asked those elders and spoke to them thus: 'Who gave you a decree to build this house and to finish this structure?' 10 We also asked them their names, for your information, that we might write down the names of their leaders. 11 And this was their reply to us: 'We are the servants of the God of heaven and earth, and we are rebuilding the house that was built many years ago, which a great king of Israel built and finished. 12 But because our fathers had angered the God of heaven, he gave them into the hand of Nebuchadnezzar king of Babylon, the Chaldean, who destroyed this house and carried away the people to Babylonia. 13 However, in the first year of Cyrus king of Babylon, Cyrus the king made a decree that this house of God should be rebuilt. 14 And the gold and silver vessels of the house of God, which Nebuchadnezzar had taken out of the temple that was in Jerusalem and brought into the temple of Babylon, these Cyrus the king took out of the temple of Babylon, and they were delivered to one whose name was Sheshbazzar, whom he had made governor; 15 and he said to him, "Take these vessels, go and put them in the temple that is in Jerusalem, and let the house of God be rebuilt on its site." 16 Then this Sheshbazzar came and laid the foundations of the house of God that is in Jerusalem, and from that time until now it has been in building, and it is not yet finished.' 17 Therefore, if it seems good to the king, let search be made in the royal archives there in Babylon, to see whether a decree was issued by Cyrus the king for the rebuilding of this house of God in Jerusalem. And let the king send us his pleasure in this matter." (ESV)
1. Read Haggai 1 and Zechariah 4 and record at least two reasons it was difficult to get the people involved in rebuilding the temple at this time:
Do you see a difference in the attitude of the people since the time they first returned?
2. What year did the Jews resume the rebuilding of the temple? What year was the temple completed?
3. Look up 1 Chronicles 3:16-19 and discover what famous man Zerubbabel was related to:
4. What lessons do we learn?
EZRA
1 Then Darius the king made a decree, and search was made in Babylonia, in the house of the archives where the documents were stored. 2 And in Ecbatana, the citadel that is in the province of Media, a scroll was found on which this was written: "A record. 3 In the first year of Cyrus the king, Cyrus the king issued a decree: Concerning the house of God at Jerusalem, let the house be rebuilt, the place where sacrifices were offered, and let its foundations be retained. Its height shall be sixty cubits and its breadth sixty cubits, 4 with three layers of great stones and one layer of timber. Let the cost be paid from the royal treasury. 5 And also let the gold and silver vessels of the house of God, which Nebuchadnezzar took out of the temple that is in Jerusalem and brought to Babylon, be restored and brought back to the temple that is in Jerusalem, each to its place. You shall put them in the house of God."
6
6 "Now therefore, Tattenai, governor of the province Beyond the River, Shethar-bozenai, and your associates the governors who are in the province Beyond the River, keep away. 7 Let the work on this house of God alone. Let the governor of the Jews and the elders of the Jews rebuild this house of God on its site. 8 Moreover, I make a decree regarding what you shall do for these elders of the Jews for the rebuilding of this house of God. The cost is to be paid to these men in full and without delay from the royal revenue, the tribute of the province from Beyond the River. 9 And whatever is needed—bulls, rams, or sheep for burnt offerings to the God of heaven, wheat, salt, wine, or oil, as the priests at Jerusalem require—let that be given to them day by day without fail, 10 that they may offer pleasing sacrifices to the God of heaven and pray for the life of the king and his sons. 11 Also I make a decree that if anyone alters this edict, a beam shall be pulled out of his house, and he shall be impaled on it, and his house shall be made a dunghill. 12 May the God who has caused his name to dwell there overthrow any king or people who shall put out a hand to alter this, or to destroy this house of God that is in Jerusalem. I Darius make a decree; let it be done with all diligence."
16 And the people of Israel, the priests and the Levites, and the rest of the returned exiles, celebrated the dedication of this house of God with joy. 17 They offered at the dedication of this house of God 100 bulls, 200 rams, 400 lambs, and as a sin offering for all Israel 12 male goats, according to the number of the tribes of Israel. 18 And they set the priests in their divisions and the Levites in their divisions, for the service of God at Jerusalem, as it is written in the Book of Moses.
13 Then, according to the word sent by Darius the king, Tattenai, the governor of the province Beyond the River, Shethar-bozenai, and their associates did with all diligence what Darius the king had ordered. 14 And the elders of the Jews built and prospered through the prophesying of Haggai the prophet and Zechariah the son of Iddo. They finished their building by decree of the God of Israel and by decree of Cyrus and Darius and Artaxerxes king of Persia; 15 and this house was finished on the third day of the month of Adar, in the sixth year of the reign of Darius the king.
19 On the fourteenth day of the first month, the returned exiles kept the Passover. 20 For the priests and the Levites had purified themselves together; all of them were clean. So they slaughtered the Passover lamb for all the returned exiles, for their fellow priests, and for themselves. 21 It was eaten by the people of Israel who had returned from exile, and also by every one who had joined them and separated himself from the uncleanness of the peoples of the land to worship the LORD, the God of Israel. 22 And they kept the Feast of Unleavened Bread seven days with joy, for the LORD had made them joyful and had turned the heart of the king of Assyria to them, so that he aided them in the work of the house of God, the God of Israel. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What did the royal record reveal?
2. What is the decree of King Darius?
3. What is the irony about what King Darius decrees and its effect on the opponents of the Jews?
4. Explain the celebration at the completion of the temple and the worship that came about.
EZRA
7
11 This is a copy of the letter that King Artaxerxes gave to Ezra the priest, the scribe, a man learned in matters of the commandments of the LORD and his statutes for Israel: 12 "Artaxerxes, king of kings, to Ezra the priest, the scribe of the Law of the God of heaven. Peace. And now 13 I make a decree that anyone of the people of Israel or their priests or Levites in my kingdom, who freely offers to go to Jerusalem, may go with you. 14 For you are sent by the king and his seven counselors to make inquiries about Judah and Jerusalem according to the Law of your God, which is in your hand, 15 and also to carry the silver and gold that the king and his counselors have freely offered to the God of Israel, whose dwelling is in Jerusalem, 16 with all the silver and gold that you shall find in the whole province of Babylonia, and with the freewill offerings of the people and the priests, vowed willingly for the house of their God that is in Jerusalem. 17 With this money, then, you shall with all diligence buy bulls, rams, and lambs, with their grain offerings and their drink offerings, and you shall offer them on the altar of the house of your God that is in Jerusalem. 18 Whatever seems good to you and your brothers to do with the rest of the silver and gold, you may do, according to the will of your God. 19 The vessels that have been given you for the service of the house of your God, you shall deliver before the God of Jerusalem. 20 And whatever else is required for the house of your God, which it falls to you to provide, you may provide it out of the king's treasury.
1 Now after this, in the reign of Artaxerxes king of Persia, Ezra the son of Seraiah, son of Azariah, son of Hilkiah, 2 son of Shallum, son of Zadok, son of Ahitub, 3 son of Amariah, son of Azariah, son of Meraioth, 4 son of Zerahiah, son of Uzzi, son of Bukki, 5 son of Abishua, son of Phinehas, son of Eleazar, son of Aaron the chief priest— 6 this Ezra went up from Babylonia. He was a scribe skilled in the Law of Moses that the LORD, the God of Israel, had given, and the king granted him all that he asked, for the hand of the LORD his God was on him. 7 And there went up also to Jerusalem, in the seventh year of Artaxerxes the king, some of the people of Israel, and some of the priests and Levites, the singers and gatekeepers, and the temple servants. 8 And Ezra came to Jerusalem in the fifth month, which was in the seventh year of the king. 9 For on the first day of the first month he began to go up from Babylonia, and on the first day of the fifth month he came to Jerusalem, for the good hand of his God was on him. 10 For Ezra had set his heart to study the Law of the LORD, and to do it and to teach his statutes and rules in Israel.
21 "And I, Artaxerxes the king, make a decree to all the treasurers in the province Beyond the River: Whatever Ezra the priest, the scribe of the Law of the God of heaven, requires of you, let it be done with all diligence, 22 up to 100 talents of silver, 100 cors of wheat, 100 baths of wine, 100 baths of oil, and salt without prescribing how much. 23 Whatever is decreed by the God of heaven, let it be done in full for the house of the God of heaven, lest his wrath be against the realm of the king and his sons. 24 We also notify you that it shall not be lawful to impose tribute, custom, or toll on anyone of the priests, the Levites, the singers, the doorkeepers, the temple servants, or other servants of this house of God.
27 Blessed be the LORD, the God of our fathers, who put such a thing as this into the heart of the king, to beautify the house of the LORD that is in Jerusalem, 28 and who extended to me his steadfast love before the king and his counselors, and before all the king's mighty officers. I took courage, for the hand of the LORD my God was on me, and I gathered leading men from Israel to go up with me. (ESV)
25 "And you, Ezra, according to the wisdom of your God that is in your hand, appoint magistrates and judges who may judge all the people in the province Beyond the River, all such as know the laws of your God. And those who do not know them, you shall teach. 26 Whoever will not obey the law of your God and the law of the king, let judgment be strictly executed on him, whether for death or for banishment or for confiscation of his goods or for imprisonment."
HISTORICAL NOTE: The seventh year of King Artaxerxes was 458 BC.
1. Who is Ezra? Why is his genealogy important?
2. Looking at verse 10, what is notable about the character of Ezra? What lessons do we learn from this?
3. What does Artaxerxes decree?
4. What does Artaxerxes decree to the treasurers in the province beyond the River?
5. What does Artaxerxes decree to Ezra? Besides teaching the people, what else was Ezra to lead the people to do?
EZRA
1 These are the heads of their fathers' houses, and this is the genealogy of those who went up with me from Babylonia, in the reign of Artaxerxes the king: 2 Of the sons of Phinehas, Gershom. Of the sons of Ithamar, Daniel. Of the sons of David, Hattush. 3 Of the sons of Shecaniah, who was of the sons of Parosh, Zechariah, with whom were registered 150 men. 4 Of the sons of Pahath-moab, Eliehoenai the son of Zerahiah, and with him 200 men. 5 Of the sons of Zattu, Shecaniah the son of Jahaziel, and with him 300 men. 6 Of the sons of Adin, Ebed the son of Jonathan, and with him 50 men. 7 Of the sons of Elam, Jeshaiah the son of Athaliah, and with him 70 men. 8 Of the sons of Shephatiah, Zebadiah the son of Michael, and with him 80 men. 9 Of the sons of Joab, Obadiah the son of Jehiel, and with him 218 men. 10 Of the sons of Bani, Shelomith the son of Josiphiah, and with him 160 men. 11 Of the sons of Bebai, Zechariah, the son of Bebai, and with him 28 men. 12 Of the sons of Azgad, Johanan the son of Hakkatan, and with him 110 men. 13 Of the sons of Adonikam, those who came later, their names being Eliphelet, Jeuel, and Shemaiah, and with them 60 men. 14 Of the sons of Bigvai, Uthai and Zaccur, and with them 70 men.
21 Then I proclaimed a fast there, at the river Ahava, that we might humble ourselves before our God, to seek from him a safe journey for ourselves, our children, and all our goods. 22 For I was ashamed to ask the king for a band of soldiers and horsemen to protect us against the enemy on our way, since we had told the king, "The hand of our God is for good on all who seek him, and the power of his wrath is against all who forsake him." 23 So we fasted and implored our God for this, and he listened to our entreaty.
15 I gathered them to the river that runs to Ahava, and there we camped three days. As I reviewed the people and the priests, I found there none of the sons of Levi. 16 Then I sent for Eliezer, Ariel, Shemaiah, Elnathan, Jarib, Elnathan, Nathan, Zechariah, and Meshullam, leading men, and for Joiarib and Elnathan, who were men of insight, 17 and sent them to Iddo, the leading man at the place Casiphia, telling them what to say to Iddo and his brothers and the temple servants at the place Casiphia, namely, to send us ministers for the house of our God. 18 And by the good hand of our God on us, they brought us a man of discretion, of the sons of Mahli the son of Levi, son of Israel, namely Sherebiah with his sons and kinsmen, 18; 19 also Hashabiah, and with him Jeshaiah of the sons of Merari, with his kinsmen and their sons, 20; 20 besides 220 of the temple servants, whom David and his officials had set apart to attend the Levites. These were all mentioned by name.
24 Then I set apart twelve of the leading priests: Sherebiah, Hashabiah, and ten of their kinsmen with them. 25 And I weighed out to them the silver and the gold and the vessels, the offering for the house of our God that the king and his counselors and his lords and all Israel there present had offered. 26 I weighed out into their hand 650 talents of silver, and silver vessels worth 200 talents, and 100 talents of gold, 27 20 bowls of gold worth 1,000 darics, and two vessels of fine bright bronze as precious as gold. 28 And I said to them, "You are holy to the LORD, and the vessels are holy, and the silver and the gold are a freewill offering to the LORD, the God of your fathers. 29 Guard them and keep them until you weigh them before the chief priests and the Levites and the heads of fathers' houses in Israel at Jerusalem, within the chambers of the house of the LORD." 30 So the priests and the Levites took over the weight of the silver and the gold and the vessels, to bring them to Jerusalem, to the house of our God.
35 At that time those who had come from captivity, the returned exiles, offered burnt offerings to the God of Israel, twelve bulls for all Israel, ninety-six rams, seventy-seven lambs, and as a sin offering twelve male goats. All this was a burnt offering to the LORD. 36 They also delivered the king's commissions to the king's satraps and to the governors of the province Beyond the River, and they aided the people and the house of God. (ESV)
31 Then we departed from the river Ahava on the twelfth day of the first month, to go to Jerusalem. The hand of our God was on us, and he delivered us from the hand of the enemy and from ambushes by the way. 32 We came to Jerusalem, and there we remained three days. 33 On the fourth day, within the house of our God, the silver and the gold and the vessels were weighed into the hands of Meremoth the priest, son of Uriah, and with him was Eleazar the son of Phinehas, and with them were the Levites, Jozabad the son of Jeshua and Noadiah the son of Binnui. 34 The whole was counted and weighed, and the weight of everything was recorded.
1. How many people came back with Ezra? What is your reaction about the number of people that came with him?
2. What do the people do in verses 21-23? What do we learn from this?
3. Determine how much money they brought with them? A little or a lot?
EZRA
1 After these things had been done, the officials approached me and said, "The people of Israel and the priests and the Levites have not separated themselves from the peoples of the lands with their abominations, from the Canaanites, the Hittites, the Perizzites, the Jebusites, the Ammonites, the Moabites, the Egyptians, and the Amorites. 2 For they have taken some of their daughters to be wives for themselves and for their sons, so that the holy race has mixed itself with the peoples of the lands. And in this faithlessness the hand of the officials and chief men has been foremost." 3 As soon as I heard this, I tore my garment and my cloak and pulled hair from my head and beard and sat appalled. 4 Then all who trembled at the words of the God of Israel, because of the faithlessness of the returned exiles, gathered around me while I sat appalled until the evening sacrifice. 5 And at the evening sacrifice I rose from my fasting, with my garment and my cloak torn, and fell upon my knees and spread out my hands to the LORD my God,
9
6 saying: "O my God, I am ashamed and blush to lift my face to you, my God, for our iniquities have risen higher than our heads, and our guilt has mounted up to the heavens. 7 From the days of our fathers to this day we have been in great guilt. And for our iniquities we, our kings, and our priests have been given into the hand of the kings of the lands, to the sword, to captivity, to plundering, and to utter shame, as it is today. 8 But now for a brief moment favor has been shown by the LORD our God, to leave us a remnant and to give us a secure hold within his holy place, that our God may brighten our eyes and grant us a little reviving in our slavery. 9 For we are slaves. Yet our God has not forsaken us in our slavery, but has extended to us his steadfast love before the kings of Persia, to grant us some reviving to set up the house of our God, to repair its ruins, and to give us protection in Judea and Jerusalem.
13 10 "And now, O our God, what shall we say after this? For we have forsaken your commandments, 11 which you commanded by your servants the prophets, saying, 'The land that you are entering, to take possession of it, is a land impure with the impurity of the peoples of the lands, with their abominations that have filled it from end to end with their uncleanness. 12 Therefore do not give your daughters to their sons, neither take their daughters for your sons, and never seek their peace or prosperity, that you may be strong and eat the good of the land and leave it for an inheritance to your children forever.' 13 And after all that has come upon us for our evil deeds and for our great guilt, seeing that you, our God, have punished us less than our iniquities deserved and have given us such a remnant as this, 14 shall we break your commandments again and intermarry with the peoples who practice these abominations? Would you not be angry with us until you consumed us, so that there should be no remnant, nor any to escape? 15 O LORD, the God of Israel, you are just, for we are left a remnant that has escaped, as it is today. Behold, we are before you in our guilt, for none can stand before you because of this." (ESV)
1. What is the problem that Ezra has to deal with? Why is it a problem? What was Ezra's reaction to this problem?
2. Explain Ezra's prayer in verses 6-9. What is the purpose of this part of the prayer? What lessons do we learn?
3. Explain Ezra's prayer in verses 10-15. What is the purpose of this part of the prayer? What lessons do we learn?
4. What does Ezra expect God will do about their sins?
EZRA
1 While Ezra prayed and made confession, weeping and casting himself down before the house of God, a very great assembly of men, women, and children, gathered to him out of Israel, for the people wept bitterly. 2 And Shecaniah the son of Jehiel, of the sons of Elam, addressed Ezra: "We have broken faith with our God and have married foreign women from the peoples of the land, but even now there is hope for Israel in spite of this. 3 Therefore let us make a covenant with our God to put away all these wives and their children, according to the counsel of my lord and of those who tremble at the commandment of our God, and let it be done according to the Law. 4 Arise, for it is your task, and we are with you; be strong and do it." 5 Then Ezra arose and made the leading priests and Levites and all Israel take an oath that they would do as had been said. So they took the oath.
10
6 Then Ezra withdrew from before the house of God and went to the chamber of Jehohanan the son of Eliashib, where he spent the night, neither eating bread nor drinking water, for he was mourning over the faithlessness of the exiles. 7 And a proclamation was made throughout Judah and Jerusalem to all the returned exiles that they should assemble at Jerusalem, 8 and that if anyone did not come within three days, by order of the officials and the elders all his property should be forfeited, and he himself banned from the congregation of the exiles.
16 Then the returned exiles did so. Ezra the priest selected men, heads of fathers' houses, according to their fathers' houses, each of them designated by name. On the first day of the tenth month they sat down to examine the matter; 17 and by the first day of the first month they had come to the end of all the men who had married foreign women.
9 Then all the men of Judah and Benjamin assembled at Jerusalem within the three days. It was the ninth month, on the twentieth day of the month. And all the people sat in the open square before the house of God, trembling because of this matter and because of the heavy rain. 10 And Ezra the priest stood up and said to them, "You have broken faith and married foreign women, and so increased the guilt of Israel. 11 Now then make confession to the LORD, the God of your fathers and do his will. Separate yourselves from the peoples of the land and from the foreign wives." 12 Then all the assembly answered with a loud voice, "It is so; we must do as you have said. 13 But the people are many, and it is a time of heavy rain; we cannot stand in the open. Nor is this a task for one day or for two, for we have greatly transgressed in this matter. 14 Let our officials stand for the whole assembly. Let all in our cities who have taken foreign wives come at appointed times, and with them the elders and judges of every city, until the fierce wrath of our God over this matter is turned away from us." 15 Only Jonathan the son of Asahel and Jahzeiah the son of Tikvah opposed this, and Meshullam and Shabbethai the Levite supported them.
18 Now there were found some of the sons of the priests who had married foreign women: Maaseiah, Eliezer, Jarib, and Gedaliah, some of the sons of Jeshua the son of Jozadak and his brothers. 19 They pledged themselves to put away their wives, and their guilt offering was a ram of the flock for their guilt. 20 Of the sons of Immer: Hanani and Zebadiah. 21 Of the sons of Harim: Maaseiah, Elijah, Shemaiah, Jehiel, and Uzziah. 22 Of the sons of Pashhur: Elioenai, Maaseiah, Ishmael, Nethanel, Jozabad, and Elasah.
25 And of Israel: of the sons of Parosh: Ramiah, Izziah, Malchijah, Mijamin, Eleazar, Hashabiah, and Benaiah. 26 Of the sons of Elam: Mattaniah, Zechariah, Jehiel, Abdi, Jeremoth, and Elijah. 27 Of the sons of Zattu: Elioenai, Eliashib, Mattaniah, Jeremoth, Zabad, and Aziza. 28 Of the sons of Bebai were Jehohanan, Hananiah, Zabbai, and Athlai. 29 Of the sons of Bani were Meshullam, Malluch, Adaiah, Jashub, Sheal, and Jeremoth. 30 Of the sons of Pahath-moab: Adna, Chelal, Benaiah, Maaseiah, Mattaniah, Bezalel, Binnui, and Manasseh. 31 Of the sons of Harim: Eliezer, Isshijah, Malchijah, Shemaiah, Shimeon, 32 Benjamin, Malluch, and Shemariah. 33 Of the sons of Hashum: Mattenai, Mattattah, Zabad, Eliphelet, Jeremai, Manasseh, and Shimei. 34 Of the sons of Bani: Maadai, Amram, Uel, 35 Benaiah, Bedeiah, Cheluhi, 36 Vaniah, Meremoth, Eliashib, 37 Mattaniah, Mattenai, Jaasu. 38 Of the sons of Binnui: Shimei, 39 Shelemiah, Nathan, Adaiah, 40 Machnadebai, Shashai, Sharai, 41 Azarel, Shelemiah, Shemariah, 42 Shallum, Amariah, and Joseph. 43 Of the sons of Nebo: Jeiel, Mattithiah, Zabad, Zebina, Jaddai, Joel, and Benaiah. 44 All these had married foreign women, and some of the women had even borne children. (ESV)
23 Of the Levites: Jozabad, Shimei, Kelaiah (that is, Kelita), Pethahiah, Judah, and Eliezer. 24 Of the singers: Eliashib. Of the gatekeepers: Shallum, Telem, and Uri.
1. Why are the people weeping? What lessons can we learn from this?
2. What did the people do once they were convicted of their sins?
3. Since the Law never commanded that couples separate if they sinned by marrying the people of the land, why do Ezra and the people conclude in chapter 10 that they must separate from their foreign wives? What lessons do we learn?
4. What does Ezra expect God will do about their sins?
NEHEMIAH
1 The words of Nehemiah the son of Hacaliah. Now it happened in the month of Chislev, in the twentieth year, as I was in Susa the citadel, 2 that Hanani, one of my brothers, came with certain men from Judah. And I asked them concerning the Jews who escaped, who had survived the exile, and concerning Jerusalem. 3 And they said to me, "The remnant there in the province who had survived the exile is in great trouble and shame. The wall of Jerusalem is broken down, and its gates are destroyed by fire."
11 O Lord, let your ear be attentive to the prayer of your servant, and to the prayer of your servants who delight to fear your name, and give success to your servant today, and grant him mercy in the sight of this man." Now I was cupbearer to the king. (ESV)
4 As soon as I heard these words I sat down and wept and mourned for days, and I continued fasting and praying before the God of heaven. 5 And I said, "O LORD God of heaven, the great and awesome God who keeps covenant and steadfast love with those who love him and keep his commandments, 6 let your ear be attentive and your eyes open, to hear the prayer of your servant that I now pray before you day and night for the people of Israel your servants, confessing the sins of the people of Israel, which we have sinned against you. Even I and my father's house have sinned. 7 We have acted very corruptly against you and have not kept the commandments, the statutes, and the rules that you commanded your servant Moses. 8 Remember the word that you commanded your servant Moses, saying, 'If you are unfaithful, I will scatter you among the peoples, 9 but if you return to me and keep my commandments and do them, though your outcasts are in the uttermost parts of heaven, from there I will gather them and bring them to the place that I have chosen, to make my name dwell there.' 10 They are your servants and your people, whom you have redeemed by your great power and by your strong hand.
Main point:_______________________________________________________________
Make additional notes at left and below:
1. Explain Nehemiah's reaction to the news concerning Jerusalem.
2. Write down a summary of the contents of Nehemiah's prayer. What do we learn from this?
3. What is a cupbearer (vs. 11)?
4. Nehemiah displays excellent leadership qualities throughout this book. Write down what characteristics we see in Nehemiah in this chapter that displays such leadership skills.
NEHEMIAH
1 In the month of Nisan, in the twentieth year of King Artaxerxes, when wine was before him, I took up the wine and gave it to the king. Now I had not been sad in his presence. 2 And the king said to me, "Why is your face sad, seeing you are not sick? This is nothing but sadness of the heart." Then I was very much afraid. 3 I said to the king, "Let the king live forever! Why should not my face be sad, when the city, the place of my fathers' graves, lies in ruins, and its gates have been destroyed by fire?" 4 Then the king said to me, "What are you requesting?" So I prayed to the God of heaven. 5 And I said to the king, "If it pleases the king, and if your servant has found favor in your sight, that you send me to Judah, to the city of my fathers' graves, that I may rebuild it." 6 And the king said to me (the queen sitting beside him), "How long will you be gone, and when will you return?" So it pleased the king to send me when I had given him a time. 7 And I said to the king, "If it pleases the king, let letters be given me to the governors of the province Beyond the River, that they may let me pass through until I come to Judah, 8 and a letter to Asaph, the keeper of the king's forest, that he may give me timber to make beams for the gates of the fortress of the temple, and for the wall of the city, and for the house that I shall occupy." And the king granted me what I asked, for the good hand of my God was upon me.
2
9 Then I came to the governors of the province Beyond the River and gave them the king's letters. Now the king had sent with me officers of the army and horsemen. 10 But when Sanballat the Horonite and Tobiah the Ammonite servant heard this, it displeased them greatly that someone had come to seek the welfare of the people of Israel.
17 Then I said to them, "You see the trouble we are in, how Jerusalem lies in ruins with its gates burned. Come, let us build the wall of Jerusalem, that we may no longer suffer derision." 18 And I told them of the hand of my God that had been upon me for good, and also of the words that the king had spoken to me. And they said, "Let us rise up and build." So they strengthened their hands for the good work. 19 But when Sanballat the Horonite and Tobiah the Ammonite servant and Geshem the Arab heard of it, they jeered at us and despised us and said, "What is this thing that you are doing? Are you rebelling against the king?" 20 Then I replied to them, "The God of heaven will make us prosper, and we his servants will arise and build, but you have no portion or right or claim in Jerusalem." (ESV)
11 So I went to Jerusalem and was there three days. 12 Then I arose in the night, I and a few men with me. And I told no one what my God had put into my heart to do for Jerusalem. There was no animal with me but the one on which I rode. 13 I went out by night by the Valley Gate to the Dragon Spring and to the Dung Gate, and I inspected the walls of Jerusalem that were broken down and its gates that had been destroyed by fire. 14 Then I went on to the Fountain Gate and to the King's Pool, but there was no room for the animal that was under me to pass. 15 Then I went up in the night by the valley and inspected the wall, and I turned back and entered by the Valley Gate, and so returned. 16 And the officials did not know where I had gone or what I was doing, and I had not yet told the Jews, the priests, the nobles, the officials, and the rest who were to do the work.
Main point:_______________________________________________________________
Make additional notes at left and below:
1. In chapter one we learned that Nehemiah received the report on the condition of Jerusalem in the month of Chislev (December). Chapter two opens in the month of Nisan (April). Why has Nehemiah allowed this much time to go by before he approached the king? (What was Nehemiah doing during these months?)
2. What are some reasons Nehemiah found favor in the sight of this king?
3. List more examples of great leadership qualities from this section:
4. Though Nehemiah is entering the city of Jerusalem as a stranger to the citizens dwelling there, he is able to stir them up to work. As a wise leader, what are the things that Nehemiah did in order to get the people on his side and willing to labor?
5. Verse 19 gives us the first example of how opposition to a good work operates. How is this incident similar to the way a good work is opposed today?
NEHEMIAH
1 Then Eliashib the high priest rose up with his brothers the priests, and they built the Sheep Gate. They consecrated it and set its doors. They consecrated it as far as the Tower of the Hundred, as far as the Tower of Hananel. 2 And next to him the men of Jericho built. And next to them Zaccur the son of Imri built.
6 Joiada the son of Paseah and Meshullam the son of Besodeiah repaired the Gate of Yeshanah.They laid its beams and set its doors, its bolts, and its bars. 7 And next to them repaired Melatiah the Gibeonite and Jadon the Meronothite, the men of Gibeon and of Mizpah, the seat of the governor of the province Beyond the River. 8 Next to them Uzziel the son of Harhaiah, goldsmiths, repaired. Next to him Hananiah, one of the perfumers, repaired, and they restored Jerusalem as far as the Broad Wall. 9 Next to them Rephaiah the son of Hur, ruler of half the district of Jerusalem, repaired. 10 Next to them Jedaiah the son of Harumaph repaired opposite his house. And next to him Hattush the son of Hashabneiah repaired. 11 Malchijah the son of Harim and Hasshub the son of Pahath-moab repaired another section and the Tower of the Ovens. 12 Next to him Shallum the son of Hallohesh, ruler of half the district of Jerusalem, repaired, he and his daughters.
3 The sons of Hassenaah built the Fish Gate. They laid its beams and set its doors, its bolts, and its bars. 4 And next to them Meremoth the son of Uriah, son of Hakkoz repaired. And next to them Meshullam the son of Berechiah, son of Meshezabel repaired. And next to them Zadok the son of Baana repaired. 5 And next to them the Tekoites repaired, but their nobles would not stoop to serve their Lord.
13 Hanun and the inhabitants of Zanoah repaired the Valley Gate. They rebuilt it and set its doors, its bolts, and its bars, and repaired a thousand cubits of the wall, as far as the Dung Gate.
15 And Shallum the son of Col-hozeh, ruler of the district of Mizpah, repaired the Fountain Gate. He rebuilt it and covered it and set its doors, its bolts, and its bars. And he built the wall of the Pool of Shelah of the king's garden, as far as the stairs that go down from the city of David. 16 After him Nehemiah the son of Azbuk, ruler of half the district of Beth-zur, repaired to a point opposite the tombs of David, as far as the artificial pool, and as far as the house of the mighty men. 17 After him the Levites repaired: Rehum the son of Bani. Next to him Hashabiah, ruler of half the district of Keilah, repaired for his district. 18 After him their brothers repaired: Bavvai the son of Henadad, ruler of half the district of Keilah. 19 Next to him Ezer the son of Jeshua, ruler of Mizpah, repaired another section opposite the ascent to the armory at the buttress. 20 After him Baruch the son of Zabbai repaired another section from the buttress to the door of the house of Eliashib the high priest. 21 After him Meremoth the son of Uriah, son of Hakkoz repaired another section from the door of the house of Eliashib to the end of the house of Eliashib. 22 After him the priests, the men of the surrounding area, repaired. 23 After them Benjamin and Hasshub repaired opposite their house. After them Azariah the son of Maaseiah, son of Ananiah repaired beside his own house. 24 After him Binnui the son of Henadad repaired another section, from the house of Azariah to the buttress 25 and to the corner. Palal the son of Uzai repaired opposite the buttress and the tower projecting from the upper house of the king at the court of the guard. After him Pedaiah the son of Parosh 26 and the temple servants living on Ophel repaired to a point opposite the Water Gate on the east and the projecting tower. 27 After him the Tekoites repaired another section opposite the great projecting tower as far as the wall of Ophel.
14 Malchijah the son of Rechab, ruler of the district of Beth-haccherem, repaired the Dung Gate. He rebuilt it and set its doors, its bolts, and its bars.
28 Above the Horse Gate the priests repaired, each one opposite his own house. 29 After them Zadok the son of Immer repaired opposite his own house. After him Shemaiah the son of Shecaniah, the keeper of the East Gate, repaired. 30 After him Hananiah the son of Shelemiah and Hanun the sixth son of Zalaph repaired another section. After him Meshullam the son of Berechiah repaired opposite his chamber. 31 After him Malchijah, one of the goldsmiths, repaired as far as the house of the temple servants and of the merchants, opposite the Muster Gate, and to the upper chamber of the corner. 32 And between the upper chamber of the corner and the Sheep Gate the goldsmiths and the merchants repaired. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
NEHEMIAH
1 Now when Sanballat heard that we were building the wall, he was angry and greatly enraged, and he jeered at the Jews. 2 And he said in the presence of his brothers and of the army of Samaria, "What are these feeble Jews doing? Will they restore it for themselves? Will they sacrifice? Will they finish up in a day? Will they revive the stones out of the heaps of rubbish, and burned ones at that?" 3 Tobiah the Ammonite was beside him, and he said, "Yes, what they are building—if a fox goes up on it he will break down their stone wall!" 4 Hear, O our God, for we are despised. Turn back their taunt on their own heads and give them up to be plundered in a land where they are captives. 5 Do not cover their guilt, and let not their sin be blotted out from your sight, for they have provoked you to anger in the presence of the builders.
4
6 So we built the wall. And all the wall was joined together to half its height, for the people had a mind to work.
10 In Judah it was said, "The strength of those who bear the burdens is failing. There is too much rubble. By ourselves we will not be able to rebuild the wall." 11 And our enemies said, "They will not know or see till we come among them and kill them and stop the work." 12 At that time the Jews who lived near them came from all directions and said to us ten times, "You must return to us." 13 So in the lowest parts of the space behind the wall, in open places, I stationed the people by their clans, with their swords, their spears, and their bows. 14 And I looked and arose and said to the nobles and to the officials and to the rest of the people, "Do not be afraid of them. Remember the Lord, who is great and awesome, and fight for your brothers, your sons, your daughters, your wives, and your homes."
7 But when Sanballat and Tobiah and the Arabs and the Ammonites and the Ashdodites heard that the repairing of the walls of Jerusalem was going forward and that the breaches were beginning to be closed, they were very angry. 8 And they all plotted together to come and fight against Jerusalem and to cause confusion in it. 9 And we prayed to our God and set a guard as a protection against them day and night.
15 When our enemies heard that it was known to us and that God had frustrated their plan, we all returned to the wall, each to his work. 16 From that day on, half of my servants worked on construction, and half held the spears, shields, bows, and coats of mail. And the leaders stood behind the whole house of Judah, 17 who were building on the wall. Those who carried burdens were loaded in such a way that each labored on the work with one hand and held his weapon with the other. 18 And each of the builders had his sword strapped at his side while he built. The man who sounded the trumpet was beside me. 19 And I said to the nobles and to the officials and to the rest of the people, "The work is great and widely spread, and we are separated on the wall, far from one another. 20 In the place where you hear the sound of the trumpet, rally to us there. Our God will fight for us."
21 So we labored at the work, and half of them held the spears from the break of dawn until the stars came out. 22 I also said to the people at that time, "Let every man and his servant pass the night within Jerusalem, that they may be a guard for us by night and may labor by day." 23 So neither I nor my brothers nor my servants nor the men of the guard who followed me, none of us took off our clothes; each kept his weapon at his right hand. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. How would you describe the method of opposition by Tobiah and his gang in verses 2-3?
--What is the wisdom of Nehemiah's response?
2. How would you describe their method of opposition in verses 7-8, 11?
--What is the wisdom of Nehemiah's response?
3. How would you describe the problem in verse 10?
--How did Nehemiah solve the problem?
4. What did the people have to do to continue to build the wall?
5. What principles of leadership has Nehemiah taught us in this chapter?
NEHEMIAH
1 Now there arose a great outcry of the people and of their wives against their Jewish brothers. 2 For there were those who said, "With our sons and our daughters, we are many. So let us get grain, that we may eat and keep alive." 3 There were also those who said, "We are mortgaging our fields, our vineyards, and our houses to get grain because of the famine." 4 And there were those who said, "We have borrowed money for the king's tax on our fields and our vineyards. 5 Now our flesh is as the flesh of our brothers, our children are as their children. Yet we are forcing our sons and our daughters to be slaves, and some of our daughters have already been enslaved, but it is not in our power to help it, for other men have our fields and our vineyards."
14 Moreover, from the time that I was appointed to be their governor in the land of Judah, from the twentieth year to the thirty-second year of Artaxerxes the king, twelve years, neither I nor my brothers ate the food allowance of the governor. 15 The former governors who were before me laid heavy burdens on the people and took from them for their daily ration forty shekels of silver. Even their servants lorded it over the people. But I did not do so, because of the fear of God. 16 I also persevered in the work on this wall, and we acquired no land, and all my servants were gathered there for the work. 17 Moreover, there were at my table 150 men, Jews and officials, besides those who came to us from the nations that were around us. 18 Now what was prepared at my expense for each day was one ox and six choice sheep and birds, and every ten days all kinds of wine in abundance. Yet for all this I did not demand the food allowance of the governor, because the service was too heavy on this people. 19 Remember for my good, O my God, all that I have done for this people. (ESV)
6 I was very angry when I heard their outcry and these words. 7 I took counsel with myself, and I brought charges against the nobles and the officials. I said to them, "You are exacting interest, each from his brother." And I held a great assembly against them 8 and said to them, "We, as far as we are able, have bought back our Jewish brothers who have been sold to the nations, but you even sell your brothers that they may be sold to us!" They were silent and could not find a word to say. 9 So I said, "The thing that you are doing is not good. Ought you not to walk in the fear of our God to prevent the taunts of the nations our enemies? 10 Moreover, I and my brothers and my servants are lending them money and grain. Let us abandon this exacting of interest. 11 Return to them this very day their fields, their vineyards, their olive orchards, and their houses, and the percentage of money, grain, wine, and oil that you have been exacting from them." 12 Then they said, "We will restore these and require nothing from them. We will do as you say." And I called the priests and made them swear to do as they had promised. 13 I also shook out the fold of my garment and said, "So may God shake out every man from his house and from his labor who does not keep this promise. So may he be shaken out and emptied." And all the assembly said "Amen" and praised the LORD. And the people did as they had promised.
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What are the reasons why the Jews were in need?
2. What two things had the Jewish lenders done wrong?
3. How much interest were the lenders charging?
4. How would we make application of this text today?
5. How were the problems dealt with in this chapter different from the problems Nehemiah has had to deal with before?
6. What sacrifices did Nehemiah make?
7. What principles of leadership has Nehemiah taught us in this chapter?
NEHEMIAH
1 Now when Sanballat and Tobiah and Geshem the Arab and the rest of our enemies heard that I had built the wall and that there was no breach left in it (although up to that time I had not set up the doors in the gates), 2 Sanballat and Geshem sent to me, saying, "Come and let us meet together at Hakkephirim in the plain of Ono." But they intended to do me harm. 3 And I sent messengers to them, saying, "I am doing a great work and I cannot come down. Why should the work stop while I leave it and come down to you?" 4 And they sent to me four times in this way, and I answered them in the same manner. 5 In the same way Sanballat for the fifth time sent his servant to me with an open letter in his hand. 6 In it was written, "It is reported among the nations, and Geshem also says it, that you and the Jews intend to rebel; that is why you are building the wall. And according to these reports you wish to become their king. 7 And you have also set up prophets to proclaim concerning you in Jerusalem, 'There is a king in Judah.' And now the king will hear of these reports. So now come and let us take counsel together." 8 Then I sent to him, saying, "No such things as you say have been done, for you are inventing them out of your own mind." 9 For they all wanted to frighten us, thinking, "Their hands will drop from the work, and it will not be done." But now, O God, strengthen my hands.
6
10 Now when I went into the house of Shemaiah the son of Delaiah, son of Mehetabel, who was confined to his home, he said, "Let us meet together in the house of God, within the temple. Let us close the doors of the temple, for they are coming to kill you. They are coming to kill you by night." 11 But I said, "Should such a man as I run away? And what man such as I could go into the temple and live? I will not go in." 12 And I understood and saw that God had not sent him, but he had pronounced the prophecy against me because Tobiah and Sanballat had hired him. 13 For this purpose he was hired, that I should be afraid and act in this way and sin, and so they could give me a bad name in order to taunt me. 14 Remember Tobiah and Sanballat, O my God, according to these things that they did, and also the prophetess Noadiah and the rest of the prophets who wanted to make me afraid.
15 So the wall was finished on the twenty-fifth day of the month Elul, in fifty-two days. 16 And when all our enemies heard of it, all the nations around us were afraid and fell greatly in their own esteem, for they perceived that this work had been accomplished with the help of our God. 17 Moreover, in those days the nobles of Judah sent many letters to Tobiah, and Tobiah's letters came to them. 18 For many in Judah were bound by oath to him, because he was the sonin-law of Shecaniah the son of Arah: and his son Jehohanan had taken the daughter of Meshullam the son of Berechiah as his wife. 19 Also they spoke of his good deeds in my presence and reported my words to him. And Tobiah sent letters to make me afraid. (ESV)
1. How would you describe the method of opposition by Tobiah and his group in verses 1-4?
--What wisdom do you see in Nehemiah's response?
2. How would you describe the method of opposition in verses 5-9?
--What is the wisdom of Nehemiah's response?
3. How would you describe the method of opposition in verses 10-14?
--What is the wisdom of Nehemiah's response?
4. How would you characterize the nature of the problem in verses 17-19?
5. How long did it take to rebuild the walls? What lessons do we learn from this?
NEHEMIAH
1 Now when the wall had been built and I had set up the doors, and the gatekeepers, the singers, and the Levites had been appointed, 2 I gave my brother Hanani and Hananiah the governor of the castle charge over Jerusalem, for he was a more faithful and God-fearing man than many. 3 And I said to them, "Let not the gates of Jerusalem be opened until the sun is hot. And while they are still standing guard, let them shut and bar the doors. Appoint guards from among the inhabitants of Jerusalem, some at their guard posts and some in front of their own homes." 4 The city was wide and large, but the people within it were few, and no houses had been rebuilt.
7
5 Then my God put it into my heart to assemble the nobles and the officials and the people to be enrolled by genealogy. And I found the book of the genealogy of those who came up at the first, and I found written in it:
39 The priests: the sons of Jedaiah, namely the house of Jeshua, 973. 40 The sons of Immer, 1,052. 41 The sons of Pashhur, 1,247. 42 The sons of Harim, 1,017.
6 These were the people of the province who came up out of the captivity of those exiles whom Nebuchadnezzar the king of Babylon had carried into exile. They returned to Jerusalem and Judah, each to his town. 7 They came with Zerubbabel, Jeshua, Nehemiah, Azariah, Raamiah, Nahamani, Mordecai, Bilshan, Mispereth, Bigvai, Nehum, Baanah. The number of the men of the people of Israel: 8 the sons of Parosh, 2,172. 9 The sons of Shephatiah, 372. 10 The sons of Arah, 652. 11 The sons of Pahath-moab, namely the sons of Jeshua and Joab, 2,818. 12 The sons of Elam, 1,254. 13 The sons of Zattu, 845. 14 The sons of Zaccai, 760. 15 The sons of Binnui, 648. 16 The sons of Bebai, 628. 17 The sons of Azgad, 2,322. 18 The sons of Adonikam, 667. 19 The sons of Bigvai, 2,067. 20 The sons of Adin, 655. 21 The sons of Ater, namely of Hezekiah, 98. 22 The sons of Hashum, 328. 23 The sons of Bezai, 324. 24 The sons of Hariph, 112. 25 The sons of Gibeon, 95. 26 The men of Bethlehem and Netophah, 188. 27 The men of Anathoth, 128. 28 The men of Beth-azmaveth, 42. 29 The men of Kiriath-jearim, Chephirah, and Beeroth, 743. 30 The men of Ramah and Geba, 621. 31 The men of Michmas, 122. 32 The men of Bethel and Ai, 123. 33 The men of the other Nebo, 52. 34 The sons of the other Elam, 1,254. 35 The sons of Harim, 320. 36 The sons of Jericho, 345. 37 The sons of Lod, Hadid, and Ono, 721. 38 The sons of Senaah, 3,930.
43 The Levites: the sons of Jeshua, namely of Kadmiel of the sons of Hodevah, 74. 44 The singers: the sons of Asaph, 148. 45 The gatekeepers: the sons of Shallum, the sons of Ater, the sons of Talmon, the sons of Akkub, the sons of Hatita, the sons of Shobai, 138.
57 The sons of Solomon's servants: the sons of Sotai, the sons of Sophereth, the sons of Perida, 58 the sons of Jaala, the sons of Darkon, the sons of Giddel, 59 the sons of Shephatiah, the sons of Hattil, the sons of Pochereth-hazzebaim, the sons of Amon. 60 All the temple servants and the sons of Solomon's servants were 392.
46 The temple servants: the sons of Ziha, the sons of Hasupha, the sons of Tabbaoth, 47 the sons of Keros, the sons of Sia, the sons of Padon, 48 the sons of Lebana, the sons of Hagaba, the sons of Shalmai, 49 the sons of Hanan, the sons of Giddel, the sons of Gahar, 50 the sons of Reaiah, the sons of Rezin, the sons of Nekoda, 51 the sons of Gazzam, the sons of Uzza, the sons of Paseah, 52 the sons of Besai, the sons of Meunim, the sons of Nephushesim, 53 the sons of Bakbuk, the sons of Hakupha, the sons of Harhur, 54 the sons of Bazlith, the sons of Mehida, the sons of Harsha, 55 the sons of Barkos, the sons of Sisera, the sons of Temah, 56 the sons of Neziah, the sons of Hatipha.
61 The following were those who came up from Tel-melah, Tel-harsha, Cherub, Addon, and Immer, but they could not prove their fathers' houses nor their descent, whether they belonged to Israel: 62 the sons of Delaiah, the sons of Tobiah, the sons of Nekoda, 642. 63 Also, of the priests: the sons of Hobaiah, the sons of Hakkoz, the sons of Barzillai (who had taken a wife of the daughters of Barzillai the Gileadite and was called by their name). 64 These sought their registration among those enrolled in the genealogies, but it was not found there, so they were excluded from the priesthood as unclean. 65 The governor told them that they were not to partake of the most holy food until a priest with Urim and Thummim should arise.
66 The whole assembly together was 42,360, 67 besides their male and female servants, of whom there were 7,337. And they had 245 singers, male and female. 68 Their horses were 736, their mules 245, 69 their camels 435, and their donkeys 6,720. 70 Now some of the heads of fathers' houses gave to the work. The governor gave to the treasury 1,000 darics of gold, 50 basins, 30 priests' garments and 500 minas of silver. 71 And some of the heads of fathers' houses gave into the treasury of the work 20,000 darics of gold and 2,200 minas of silver. 72 And what the rest of the people gave was 20,000 darics of gold, 2,000 minas of silver, and 67 priests' garments. 73 So the priests, the Levites, the gatekeepers, the singers, some of the people, the temple servants, and all Israel, lived in their towns. And when the seventh month had come, the people of Israel were in their towns (ESV)
1. What is the purpose of this chapter?
NEHEMIAH
1 And all the people gathered as one man into the square before the Water Gate. And they told Ezra the scribe to bring the Book of the Law of Moses that the LORD had commanded Israel. 2 So Ezra the priest brought the Law before the assembly, both men and women and all who could understand what they heard, on the first day of the seventh month. 3 And he read from it facing the square before the Water Gate from early morning until midday, in the presence of the men and the women and those who could understand. And the ears of all the people were attentive to the Book of the Law. 4 And Ezra the scribe stood on a wooden platform that they had made for the purpose. And beside him stood Mattithiah, Shema, Anaiah, Uriah, Hilkiah, and Maaseiah on his right hand, and Pedaiah, Mishael, Malchijah, Hashum, Hashbaddanah, Zechariah, and Meshullam on his left hand. 5 And Ezra opened the book in the sight of all the people, for he was above all the people, and as he opened it all the people stood. 6 And Ezra blessed the LORD, the great God, and all the people answered, "Amen, Amen," lifting up their hands. And they bowed their heads and worshiped the LORD with their faces to the ground. 7 Also Jeshua, Bani, Sherebiah, Jamin, Akkub, Shabbethai, Hodiah, Maaseiah, Kelita, Azariah, Jozabad, Hanan, Pelaiah, the Levites,helped the people to understand the Law, while the people remained in their places. 8 They read from the book, from the Law of God, clearly, and they gave the sense, so that the people understood the reading.
8
9 And Nehemiah, who was the governor, and Ezra the priest and scribe, and the Levites who taught the people said to all the people, "This day is holy to the LORD your God; do not mourn or weep." For all the people wept as they heard the words of the Law. 10 Then he said to them, "Go your way. Eat the fat and drink sweet wine and send portions to anyone who has nothing ready, for this day is holy to our Lord. And do not be grieved, for the joy of the LORD is your strength." 11 So the Levites calmed all the people, saying, "Be quiet, for this day is holy; do not be grieved." 12 And all the people went their way to eat and drink and to send portions and to make great rejoicing, because they had understood the words that were declared to them.
13 On the second day the heads of fathers' houses of all the people, with the priests and the Levites, came together to Ezra the scribe in order to study the words of the Law. 14 And they found it written in the Law that the LORD had commanded by Moses that the people of Israel should dwell in booths during the feast of the seventh month, 15 and that they should proclaim it and publish it in all their towns and in Jerusalem, "Go out to the hills and bring branches of olive, wild olive, myrtle, palm, and other leafy trees to make booths, as it is written." 16 So the people went out and brought them and made booths for themselves, each on his roof, and in their courts and in the courts of the house of God, and in the square at the Water Gate and in the square at the Gate of Ephraim. 17 And all the assembly of those who had returned from the captivity made booths and lived in the booths, for from the days of Jeshua the son of Nun to that day the people of Israel had not done so. And there was very great rejoicing. 18 And day by day, from the first day to the last day, he read from the Book of the Law of God. They kept the feast seven days, and on the eighth day there was a solemn assembly, according to the rule. (ESV)
1. What did the people do to prepare themselves for the word of the Lord? What lessons do we learn?
2. How did the teachers present the word of the Lord? What lessons do we learn?
3. Explain verses 9-12.
4. What did the heads of families, Levities, priests, and Ezra do together?
5. What was the purpose of the Feast of Tabernacles?
6. What did Ezra do every day?
NEHEMIAH
1 Now on the twenty-fourth day of this month the people of Israel were assembled with fasting and in sackcloth, and with earth on their heads. 2 And the Israelites separated themselves from all foreigners and stood and confessed their sins and the iniquities of their fathers. 3 And they stood up in their place and read from the Book of the Law of the LORD their God for a quarter of the day; for another quarter of it they made confession and worshiped the LORD their God. 4 On the stairs of the Levites stood Jeshua, Bani, Kadmiel, Shebaniah, Bunni, Sherebiah, Bani, and Chenani; and they cried with a loud voice to the LORD their God. 5 Then the Levites, Jeshua, Kadmiel, Bani, Hashabneiah, Sherebiah, Hodiah, Shebaniah, and Pethahiah, said, "Stand up and bless the LORD your God from everlasting to everlasting. Blessed be your glorious name, which is exalted above all blessing and praise.
9
6 "You are the LORD, you alone. You have made heaven, the heaven of heavens, with all their host, the earth and all that is on it, the seas and all that is in them; and you preserve all of them; and the host of heaven worships you. 7 You are the LORD, the God who chose Abram and brought him out of Ur of the Chaldeans and gave him the name Abraham. 8 You found his heart faithful before you, and made with him the covenant to give to his offspring the land of the Canaanite, the Hittite, the Amorite, the Perizzite, the Jebusite, and the Girgashite. And you have kept your promise, for you are righteous.
16 "But they and our fathers acted presumptuously and stiffened their neck and did not obey your commandments. 17 They refused to obey and were not mindful of the wonders that you performed among them, but they stiffened their neck and appointed a leader to return to their slavery in Egypt. But you are a God ready to forgive, gracious and merciful, slow to anger and abounding in steadfast love, and did not forsake them. 18 Even when they had made for themselves a golden calf and said, 'This is your God who brought you up out of Egypt,' and had committed great blasphemies, 19 you in your great mercies did not forsake them in the wilderness. The pillar of cloud to lead them in the way did not depart from them by day, nor the pillar of fire by night to light for them the way by which they should go. 20 You gave your good Spirit to instruct them and did not withhold your manna from their mouth and gave them water for their thirst. 21 Forty years you sustained them in the wilderness, and they lacked nothing. Their clothes did not wear out and their feet did not swell.
9 "And you saw the affliction of our fathers in Egypt and heard their cry at the Red Sea, 10 and performed signs and wonders against Pharaoh and all his servants and all the people of his land, for you knew that they acted arrogantly against our fathers. And you made a name for yourself, as it is to this day. 11 And you divided the sea before them, so that they went through the midst of the sea on dry land, and you cast their pursuers into the depths, as a stone into mighty waters. 12 By a pillar of cloud you led them in the day, and by a pillar of fire in the night to light for them the way in which they should go. 13 You came down on Mount Sinai and spoke with them from heaven and gave them right rules and true laws, good statutes and commandments, 14 and you made known to them your holy Sabbath and commanded them commandments and statutes and a law by Moses your servant. 15 You gave them bread from heaven for their hunger and brought water for them out of the rock for their thirst, and you told them to go in to possess the land that you had sworn to give them.
22 "And you gave them kingdoms and peoples and allotted to them every corner. So they took possession of the land of Sihon king of Heshbon and the land of Og king of Bashan. 23 You multiplied their children as the stars of heaven, and you brought them into the land that you had told their fathers to enter and possess. 24 So the descendants went in and possessed the land, and you subdued before them the inhabitants of the land, the Canaanites, and gave them into their hand, with their kings and the peoples of the land, that they might do with them as they would. 25 And they captured fortified cities and a rich land, and took possession of houses full of all good things, cisterns already hewn, vineyards, olive orchards and fruit trees in abundance. So they ate and were filled and became fat and delighted themselves in your great goodness.
26 "Nevertheless, they were disobedient and rebelled against you and cast your law behind their back and killed your prophets, who had warned them in order to turn them back to you, and they committed great blasphemies. 27 Therefore you gave them into the hand of their enemies, who made them suffer. And in the time of their suffering they cried out to you and you heard them from heaven, and according to your great mercies you gave them saviors who saved them from the hand of their enemies. 28 But after they had rest they did evil again before you, and you abandoned them to the hand of their enemies, so that they had dominion over them. Yet when they turned and cried to you, you heard from heaven, and many times you delivered them according to your mercies. 29 And you warned them in order to turn them back to
your law. Yet they acted presumptuously and did not obey your commandments, but sinned against your rules, which if a person does them, he shall live by them, and they turned a stubborn shoulder and stiffened their neck and would not obey. 30 Many years you bore with them and warned them by your Spirit through your prophets. Yet they would not give ear. Therefore you gave them into the hand of the peoples of the lands. 31 Nevertheless, in your great mercies you did not make an end of them or forsake them, for you are a gracious and merciful God.
38 "Because of all this we make a firm covenant in writing; on the sealed document are the names of our princes, our Levites, and our priests. (ESV)
32 "Now, therefore, our God, the great, the mighty, and the awesome God, who keeps covenant and steadfast love, let not all the hardship seem little to you that has come upon us, upon our kings, our princes, our priests, our prophets, our fathers, and all your people, since the time of the kings of Assyria until this day. 33 Yet you have been righteous in all that has come upon us, for you have dealt faithfully and we have acted wickedly. 34 Our kings, our princes, our priests, and our fathers have not kept your law or paid attention to your commandments and your warnings that you gave them. 35 Even in their own kingdom, and amid your great goodness that you gave them, and in the large and rich land that you set before them, they did not serve you or turn from their wicked works. 36 Behold, we are slaves this day; in the land that you gave to our fathers to enjoy its fruit and its good gifts, behold, we are slaves. 37 And its rich yield goes to the kings whom you have set over us because of our sins. They rule over our bodies and over our livestock as they please, and we are in great distress.
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What did all the people do on the 24th day of the month?
2. What is the point of the prayer from verse 6 to verse 31? Why do they pray this?
3. What is the point of the prayer from verse 32 to verse 37? Why do they pray this?
4. Explain verse 38.
NEHEMIAH
1 "On the seals are the names of Nehemiah the governor, the son of Hacaliah, Zedekiah, 2 Seraiah, Azariah, Jeremiah, 3 Pashhur, Amariah, Malchijah, 4 Hattush, Shebaniah, Malluch, 5 Harim, Meremoth, Obadiah, 6 Daniel, Ginnethon, Baruch, 7 Meshullam, Abijah, Mijamin, 8 Maaziah, Bilgai, Shemaiah; these are the priests. 9 And the Levites: Jeshua the son of Azaniah, Binnui of the sons of Henadad, Kadmiel; 10 and their brothers, Shebaniah, Hodiah, Kelita, Pelaiah, Hanan, 11 Mica, Rehob, Hashabiah, 12 Zaccur, Sherebiah, Shebaniah, 13 Hodiah, Bani, Beninu. 14 The chiefs of the people: Parosh, Pahath-moab, Elam, Zattu, Bani, 15 Bunni, Azgad, Bebai, 16 Adonijah, Bigvai, Adin, 17 Ater, Hezekiah, Azzur, 18 Hodiah, Hashum, Bezai, 19 Hariph, Anathoth, Nebai, 20 Magpiash, Meshullam, Hezir, 21 Meshezabel, Zadok, Jaddua, 22 Pelatiah, Hanan, Anaiah, 23 Hoshea, Hananiah, Hasshub, 24 Hallohesh, Pilha, Shobek, 25 Rehum, Hashabnah, Maaseiah, 26 Ahiah, Hanan, Anan, 27 Malluch, Harim, Baanah.
10
28 "The rest of the people, the priests, the Levites, the gatekeepers, the singers, the temple servants, and all who have separated themselves from the peoples of the lands to the Law of God, their wives, their sons, their daughters, all who have knowledge and understanding, 29 join with their brothers, their nobles, and enter into a curse and an oath to walk in God's Law that was given by Moses the servant of God, and to observe and do all the commandments of the LORD our Lord and his rules and his statutes. 30 We will not give our daughters to the peoples of the land or take their daughters for our sons. 31 And if the peoples of the land bring in goods or any grain on the Sabbath day to sell, we will not buy from them on the Sabbath or on a holy day. And we will forego the crops of the seventh year and the exaction of every debt.
32 "We also take on ourselves the obligation to give yearly a third part of a shekel for the service of the house of our God: 33 for the showbread, the regular grain offering, the regular burnt offering, the Sabbaths, the new moons, the appointed feasts, the holy things, and the sin offerings to make atonement for Israel, and for all the work of the house of our God. 34 We, the priests, the Levites, and the people, have likewise cast lots for the wood offering, to bring it into the house of our God, according to our fathers' houses, at times appointed, year by year, to burn on the altar of the LORD our God, as it is written in the Law. 35 We obligate ourselves to bring the firstfruits of our ground and the firstfruits of all fruit of every tree, year by year, to the house of the LORD; 36 also to bring to the house of our God, to the priests who minister in the house of our God, the firstborn of our sons and of our cattle, as it is written in the Law, and the firstborn of our herds and of our flocks; 37 and to bring the first of our dough, and our contributions, the fruit of every tree, the wine and the oil, to the priests, to the chambers of the house of our God; and to bring to the Levites the tithes from our ground, for it is the Levites who collect the tithes in all our towns where we labor. 38 And the priest, the son of Aaron, shall be with the Levites when the Levites receive the tithes. And the Levites shall bring up the tithe of the tithes to the house of our God, to the chambers of the storehouse. 39 For the people of Israel and the sons of Levi shall bring the contribution of grain, wine, and oil to the chambers, where the vessels of the sanctuary are, as well as the priests who minister, and the gatekeepers and the singers. We will not neglect the house of our God." (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What do the people do in this chapter? Why do you think it is important that they did this?
2. What lessons do we learn from this? Is there a time that we should do something like what these people did?
NEHEMIAH
1 Now the leaders of the people lived in Jerusalem. And the rest of the people cast lots to bring one out of ten to live in Jerusalem the holy city, while nine out of ten remained in the other towns. 2 And the people blessed all the men who willingly offered to live in Jerusalem.
11
3 These are the chiefs of the province who lived in Jerusalem; but in the towns of Judah everyone lived on his property in their towns: Israel, the priests, the Levites, the temple servants, and the descendants of Solomon's servants. 4 And in Jerusalem lived certain of the sons of Judah and of the sons of Benjamin. Of the sons of Judah: Athaiah the son of Uzziah, son of Zechariah, son of Amariah, son of Shephatiah, son of Mahalalel, of the sons of Perez; 5 and Maaseiah the son of Baruch, son of Col-hozeh, son of Hazaiah, son of Adaiah, son of Joiarib, son of Zechariah, son of the Shilonite. 6 All the sons of Perez who lived in Jerusalem were 468 valiant men.
10 Of the priests: Jedaiah the son of Joiarib, Jachin, 11 Seraiah the son of Hilkiah, son of Meshullam, son of Zadok, son of Meraioth, son of Ahitub, ruler of the house of God, 12 and their brothers who did the work of the house, 822; and Adaiah the son of Jeroham, son of Pelaliah, son of Amzi, son of Zechariah, son of Pashhur, son of Malchijah, 13 and his brothers, heads of fathers' houses, 242; and Amashsai, the son of Azarel, son of Ahzai, son of Meshillemoth, son of Immer, 14 and their brothers, mighty men of valor, 128; their overseer was Zabdiel the son of Haggedolim.
7 And these are the sons of Benjamin: Sallu the son of Meshullam, son of Joed, son of Pedaiah, son of Kolaiah, son of Maaseiah, son of Ithiel, son of Jeshaiah, 8 and his brothers, men of valor, 928. 9 Joel the son of Zichri was their overseer; and Judah the son of Hassenuah was second over the city.
15 And of the Levites: Shemaiah the son of Hasshub, son of Azrikam, son of Hashabiah, son of Bunni; 16 and Shabbethai and Jozabad, of the chiefs of the Levites, who were over the outside work of the house of God; 17 and Mattaniah the son of Mica, son of Zabdi, son of Asaph, who was the leader of the praise, who gave thanks, and Bakbukiah, the second among his brothers; and Abda the son of Shammua, son of Galal, son of Jeduthun. 18 All the Levites in the holy city were 284.
22 The overseer of the Levites in Jerusalem was Uzzi the son of Bani, son of Hashabiah, son of Mattaniah, son of Mica, of the sons of Asaph, the singers, over the work of the house of God. 23 For there was a command from the king concerning them, and a fixed provision for the singers, as every day required. 24 And Pethahiah the son of Meshezabel, of the sons of Zerah the son of Judah, was at the king's side in all matters concerning the people.
19 The gatekeepers, Akkub, Talmon and their brothers, who kept watch at the gates, were 172. 20 And the rest of Israel, and of the priests and the Levites, were in all the towns of Judah, every one in his inheritance. 21 But the temple servants lived on Ophel; and Ziha and Gishpa were over the temple servants.
25 And as for the villages, with their fields, some of the people of Judah lived in Kiriath-arba and its villages, and in Dibon and its villages, and in Jekabzeel and its villages, 26 and in Jeshua and in Moladah and Beth-pelet, 27 in Hazarshual, in Beersheba and its villages, 28 in Ziklag, in Meconah and its villages, 29 in En-rimmon, in Zorah, in Jarmuth, 30 Zanoah, Adullam, and their villages, Lachish and its fields, and Azekah and its villages. So they encamped from Beersheba to the Valley of Hinnom. 31 The people of Benjamin also lived from Geba onward, at Michmash, Aija, Bethel and its villages, 32 Anathoth, Nob, Ananiah, 33 Hazor, Ramah, Gittaim, 34 Hadid, Zeboim, Neballat, 35 Lod, and Ono, the valley of craftsmen. 36 And certain divisions of the Levites in Judah were assigned to Benjamin. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. What do the people do in this chapter? Why do you think this is an issue?
2. Why are these people recorded to be remembered? What is the purpose of this?
NEHEMIAH
1 These are the priests and the Levites who came up with Zerubbabel the son of Shealtiel, and Jeshua: Seraiah, Jeremiah, Ezra, 2 Amariah, Malluch, Hattush, 3 Shecaniah, Rehum, Meremoth, 4 Iddo, Ginnethoi, Abijah, 5 Mijamin, Maadiah, Bilgah, 6 Shemaiah, Joiarib, Jedaiah, 7 Sallu, Amok, Hilkiah, Jedaiah. These were the chiefs of the priests and of their brothers in the days of Jeshua.
12
8 And the Levites: Jeshua, Binnui, Kadmiel, Sherebiah, Judah, and Mattaniah, who with his brothers was in charge of the songs of thanksgiving. 9 And Bakbukiah and Unni and their brothers stood opposite them in the service. 10 And Jeshua was the father of Joiakim, Joiakim the father of Eliashib, Eliashib the father of Joiada, 11 Joiada the father of Jonathan, and Jonathan the father of Jaddua.
22 In the days of Eliashib, Joiada, Johanan, and Jaddua, the Levites were recorded as heads of fathers' houses; so too were the priests in the reign of Darius the Persian. 23 As for the sons of Levi, their heads of fathers' houses were written in the Book of the Chronicles until the days of Johanan the son of Eliashib. 24 And the chiefs of the Levites: Hashabiah, Sherebiah, and Jeshua the son of Kadmiel, with their brothers who stood opposite them, to praise and to give thanks, according to the commandment of David the man of God, watch by watch. 25 Mattaniah, Bakbukiah, Obadiah, Meshullam, Talmon, and Akkub were gatekeepers standing guard at the storehouses of the gates. 26 These were in the days of Joiakim the son of Jeshua son of Jozadak, and in the days of Nehemiah the governor and of Ezra, the priest and scribe.
12 And in the days of Joiakim were priests, heads of fathers' houses: of Seraiah, Meraiah; of Jeremiah, Hananiah; 13 of Ezra, Meshullam; of Amariah, Jehohanan; 14 of Malluchi, Jonathan; of Shebaniah, Joseph; 15 of Harim, Adna; of Meraioth, Helkai; 16 of Iddo, Zechariah; of Ginnethon, Meshullam; 17 of Abijah, Zichri; of Miniamin, of Moadiah, Piltai; 18 of Bilgah, Shammua; of Shemaiah, Jehonathan; 19 of Joiarib, Mattenai; of Jedaiah, Uzzi; 20 of Sallai, Kallai; of Amok, Eber; 21 of Hilkiah, Hashabiah; of Jedaiah, Nethanel.
27 And at the dedication of the wall of Jerusalem they sought the Levites in all their places, to bring them to Jerusalem to celebrate the dedication with gladness, with thanksgivings and with singing, with cymbals, harps, and lyres. 28 And the sons of the singers gathered together from the district surrounding Jerusalem and from the villages of the Netophathites; 29 also from Beth-gilgal and from the region of Geba and Azmaveth, for the singers had built for themselves villages around Jerusalem. 30 And the priests and the Levites purified themselves, and they purified the people and the gates and the wall.
38 The other choir of those who gave thanks went to the north, and I followed them with half of the people, on the wall, above the Tower of the Ovens, to the Broad Wall, 39 and above the Gate of Ephraim, and by the Gate of Yeshanah, and by the Fish Gate and the Tower of Hananel and the Tower of the Hundred, to the Sheep Gate; and they came to a halt at the Gate of the Guard. 40 So both choirs of those who gave thanks stood in the house of God, and I and half of the officials with me; 41 and the priests Eliakim, Maaseiah, Miniamin, Micaiah, Elioenai, Zechariah, and Hananiah, with trumpets; 42 and Maaseiah, Shemaiah, Eleazar, Uzzi, Jehohanan, Malchijah, Elam, and Ezer. And the singers sang with Jezrahiah as their leader. 43 And they offered great sacrifices that day and rejoiced, for God had made them rejoice with great joy; the women and children also rejoiced. And the joy of Jerusalem was heard far away.
31 Then I brought the leaders of Judah up onto the wall and appointed two great choirs that gave thanks. One went to the south on the wall to the Dung Gate. 32 And after them went Hoshaiah and half of the leaders of Judah, 33 and Azariah, Ezra, Meshullam, 34 Judah, Benjamin, Shemaiah, and Jeremiah, 35 and certain of the priests' sons with trumpets: Zechariah the son of Jonathan, son of Shemaiah, son of Mattaniah, son of Micaiah, son of Zaccur, son of Asaph; 36 and his relatives, Shemaiah, Azarel, Milalai, Gilalai, Maai, Nethanel, Judah, and Hanani, with the musical instruments of David the man of God. And Ezra the scribe went before them. 37 At the Fountain Gate they went up straight before them by the stairs of the city of David, at the ascent of the wall, above the house of David, to the Water Gate on the east.
44 On that day men were appointed over the storerooms, the contributions, the firstfruits, and the tithes, to gather into them the portions required by the Law for the priests and for the Levites according to the fields of the towns, for Judah rejoiced over the priests and the Levites who ministered. 45 And they performed the service of their God and the service of purification, as did the singers and the gatekeepers, according to the command of David and his son Solomon. 46 For long ago in the days of David and Asaph there were directors of the singers, and there were songs of praise and thanksgiving to God. 47 And all Israel in the days of Zerubbabel and in the days of Nehemiah gave the daily portions for the singers and the gatekeepers; and they set apart that which was for the Levites; and the Levites set apart that which was for the sons of Aaron. (ESV)
1. Why are these people recorded to be remembered? What is the purpose of this?
2. What did the people do?
NEHEMIAH
1 On that day they read from the Book of Moses in the hearing of the people. And in it was found written that no Ammonite or Moabite should ever enter the assembly of God, 2 for they did not meet the people of Israel with bread and water, but hired Balaam against them to curse them—yet our God turned the curse into a blessing. 3 As soon as the people heard the law, they separated from Israel all those of foreign descent.
13
4 Now before this, Eliashib the priest, who was appointed over the chambers of the house of our God, and who was related to Tobiah, 5 prepared for Tobiah a large chamber where they had previously put the grain offering, the frankincense, the vessels, and the tithes of grain, wine, and oil, which were given by commandment to the Levites, singers, and gatekeepers, and the contributions for the priests. 6 While this was taking place, I was not in Jerusalem, for in the thirty-second year of Artaxerxes king of Babylon I went to the king. And after some time I asked leave of the king 7 and came to Jerusalem, and I then discovered the evil that Eliashib had done for Tobiah, preparing for him a chamber in the courts of the house of God. 8 And I was very angry, and I threw all the household furniture of Tobiah out of the chamber. 9 Then I gave orders, and they cleansed the chambers, and I brought back there the vessels of the house of God, with the grain offering and the frankincense.
15 In those days I saw in Judah people treading winepresses on the Sabbath, and bringing in heaps of grain and loading them on donkeys, and also wine, grapes, figs, and all kinds of loads, which they brought into Jerusalem on the Sabbath day. And I warned them on the day when they sold food. 16 Tyrians also, who lived in the city, brought in fish and all kinds of goods and sold them on the Sabbath to the people of Judah, in Jerusalem itself! 17 Then I confronted the nobles of Judah and said to them, "What is this evil thing that you are doing, profaning the Sabbath day? 18 Did not your fathers act in this way, and did not our God bring all this disaster on us and on this city? Now you are bringing more wrath on Israel by profaning the Sabbath."
10 I also found out that the portions of the Levites had not been given to them, so that the Levites and the singers, who did the work, had fled each to his field. 11 So I confronted the officials and said, "Why is the house of God forsaken?" And I gathered them together and set them in their stations. 12 Then all Judah brought the tithe of the grain, wine, and oil into the storehouses. 13 And I appointed as treasurers over the storehouses Shelemiah the priest, Zadok the scribe, and Pedaiah of the Levites, and as their assistant Hanan the son of Zaccur, son of Mattaniah, for they were considered reliable, and their duty was to distribute to their brothers. 14 Remember me, O my God, concerning this, and do not wipe out my good deeds that I have done for the house of my God and for his service.
19 As soon as it began to grow dark at the gates of Jerusalem before the Sabbath, I commanded that the doors should be shut and gave orders that they should not be opened until after the Sabbath. And I stationed some of my servants at the gates, that no load might be brought in on the Sabbath day. 20 Then the merchants and sellers of all kinds of wares
lodged outside Jerusalem once or twice. 21 But I warned them and said to them, "Why do you lodge outside the wall? If you do so again, I will lay hands on you." From that time on they did not come on the Sabbath. 22 Then I commanded the Levites that they should purify themselves and come and guard the gates, to keep the Sabbath day holy. Remember this also in my favor, O my God, and spare me according to the greatness of your steadfast love.
28 And one of the sons of Jehoiada, the son of Eliashib the high priest, was the son-in-law of Sanballat the Horonite. Therefore I chased him from me. 29 Remember them, O my God, because they have desecrated the priesthood and the covenant of the priesthood and the Levites.
23 In those days also I saw the Jews who had married women of Ashdod, Ammon, and Moab. 24 And half of their children spoke the language of Ashdod, and they could not speak the language of Judah, but only the language of each people. 25 And I confronted them and cursed them and beat some of them and pulled out their hair. And I made them take an oath in the name of God, saying, "You shall not give your daughters to their sons, or take their daughters for your sons or for yourselves. 26 Did not Solomon king of Israel sin on account of such women? Among the many nations there was no king like him, and he was beloved by his God, and God made him king over all Israel. Nevertheless, foreign women made even him to sin. 27 Shall we then listen to you and do all this great evil and act treacherously against our God by marrying foreign women?"
30 Thus I cleansed them from everything foreign, and I established the duties of the priests and Levites, each in his work; 31 and I provided for the wood offering at appointed times, and for the firstfruits. Remember me, O my God, for good. (ESV)
Main point:_______________________________________________________________
Make additional notes at left and below:
1. Why was no Ammonite or Moabit allowed into the assembly? Explain what happened to cause this.
2. What happened while Nehemiah was away? List all the sins that are noted in this chapter.
3. How could this happen? What application can you make from the people sinning in Nehemiah's absence?
4. For each of the sins, write down what Nehemiah did?
EZRA & NEHEMIAH
Restoring The Hearts, Rebuilding The Walls, and Renewing The Covenant
by: Brent Kercheville
36 | <urn:uuid:4b7061dc-85d0-4379-b091-1daee6bfb73b> | CC-MAIN-2017-39 | http://westpalmbeachchurchofchrist.com/wp-content/uploads/booklets/EzraNehemiah.pdf | 2017-09-25T22:26:16Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00102.warc.gz | 353,818,358 | 26,851 | eng_Latn | eng_Latn | 0.995433 | eng_Latn | 0.999187 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
3564,
6068,
10576,
11212,
14437,
18749,
22013,
22472,
26729,
31279,
31732,
36597,
40068,
40471,
45414,
45839,
48296,
52195,
52747,
57549,
61203,
61689,
65189,
68552,
69080,
74456,
78027,
78397,
83747,
85934,
89917,
94097,
99486,
102944,
105232,
1... | [
3.328125,
2.0625
] | 1 | 0 |
The Battle at Kettle Creek
The victory of the Patriots at Kettle Creek, in Wilkes County on February 17, 1779, unquestionably turned the tide of warfare in the South. When the glad news reached the other colonies new determination was the result. Although this action has never received its proper place among the battles of the Revolution it was one of the major engagements and will, in time, be recognized as such.
In February, 1779, Colonel Boyd crossed the Savannah River at the Cherokee ford, the place of crossing between South Carolina and Elbert County, with a command exceeding more than 800 able and well equipped men. Here he encountered a vastly inferior force of Americans and a heated skirmish took place with the result that he lost in killed and wounded approximately 100 men. This was not his only loss for 25 of his men deserted to the Patriots. The fighting was of short duration and when the Americans had retired Boyd continued his march towards the present town of Washington. On the morning of St. Valentine's Day he halted at a farm near Kettle Creek.
In the meantime, February 12th, Pickens, Dooley, Clark, and Heard learning of his whereabouts from, it is said, the redoubtable Nancy Hart, cautiously pursued him and camped the following night within four miles of the enemy.
Early on the morning of the 14th, Boyd, with astounding carelessness, allowed his men to disperse in various directions for the purposes of gathering food supplies and fire wood. It was the universal practice of the Tories to forage the country through which they passed and confiscate all food supplies and live stock in the area. Order was exceedingly lax and few, if any, sentries had been posted. The Tories army, realizing their greater numerical strength, and foolishly discounting the determination and bravery of the Americans, had no inkling of the fact that they were closely pursued.
Under Colonel Pickens command the Patriots advanced in three divisions: the right wing under Colonel Dooley; the left under Colonel Clark, and the center led by Pickens. Strict orders were given not to fire a gun until within 25 paces of the enemy. Boyd, by this time, having learned of the impending attack, took command of dl the available men and met with bravery the center under Pickens. His line was partially protected by a fence of fallen rails which gave him no small advantage over the Americans entirely in the open.
Colonel Pickens, at once recognizing this disadvantage, drew off at double-quick to a small hill on his right and in this manner flanked the troops of Boyd.
On the first sustained fire by the Americans, Colonel Boyd fell mortally wounded and his men fled in disorder across the creek. Major Spurgen, who now assumed command of the British forces, gallantly rallied them and the battle again became fierce.
After Spurgen had assumed command it appeared that the British, so superior in numbers, were destined to force the Americans to retire, but such was not the case for the invincible Clark rallied his men showing superb military genius.
Seeing the Patriots were about to be overcome he followed a path leading to a ford across the creek and under a sustained fire from the enemy gained a hill in the rear of the Tories. The troops under his command at this time numbered about 60 and all of them were Georgians. Among this number were: Major Barnard Heard, Captain Drury Cade, Benjamin Hart, Austin Dabney, William Bailey, William Harper, Ambrose Beasley, Captain John Cunningham and Thomas A. Carter. During the greater part of the engagement Colonel Boyd, suffering acutely from his wounds, lay within the line of fire watching the outcome.
The enemy was now between two balling fires and was forced to flee in complete disorder.
At the close of the action, and when order had to some measure been restored, Colonel Pickens went to Boyd and offered to serve him in any possible manner.
Colonel Boyd thanked him and raising himself slightly from the ground said, "Had I not fallen your victory would have been defeat." According to Captain Hugh McCall, who was actively engaged in the battle, Boyd said, "I marched from my rendezvous with 800 men of which number 100 were killed and wounded or deserted at the Savannah River; and on the morning of this action I had 700, men under my command. Colonel Campbell had promised that McGirth would join me with 500 men at Little River, but this he failed to do."
After talking to Captain McCall for a few moments he requested that someone be left to give him water and bury him in a decent manner after his death. He then turned to Colonel Pickens, who stood looking down at him, and requested that he write a letter to Mrs. Boyd and send her certain articles about his person. He died early in the night and all of' his request mere complied with. Many men who resided in what is now Elbert County were engaged in this battle. The following named undoubtedly were actively engaged and, perhaps, many others of which this is no record : Colonel Stephen Heard, Major Barnard Heard, Benjamin Hart, Austin Dabney, Dionysins Oliver, William Bailey, William Harper, William Allen, Robert Harper, Captain Drury Cade, Captain John Cunningham, Thomas A. Carter, Mr. Easter, Ambrose Beasley, Mr. Arnold, and Mr. Cosby. The R. T. Cosby mentioned in all likelihood was Richmond T. Cosby who in after years served in the Georgia Legislature from Elbert County. | <urn:uuid:f04b6a72-445d-45b9-8da9-b96995f1a456> | CC-MAIN-2017-39 | http://hartcountyhistoricalsociety.org/Battle_of_Kettle_Creek.pdf | 2017-09-25T22:16:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00102.warc.gz | 144,240,061 | 1,141 | eng_Latn | eng_Latn | 0.998651 | eng_Latn | 0.999087 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2431,
4450,
5437
] | [
2.765625
] | 1 | 0 |
DATA PREPARATION FOR GEPHI: STEP BY STEP
What You Need to Accomplish
Here is what you have created from the short story Kung I-Chi: spreadsheet of character interactions (henceforth, the "Character Interaction" worksheet).
For Gephi to read this data, you will need to transform it into two separate datasheets: a "nodes" sheet and an "edges" sheet. The "nodes" sheet will look like this. You must name the first column "Id," but you may name the other columns anything you wish. You may also add as many columns as you wish. These are attribute columns, which describe the properties of each Id. All Ids must be unique.
Here is the "edges" sheet. All edges sheet must have the following columns: Source, Target, Type, and Weight.
How To Do It?
The data transformation consists of two stages. In the first stage, you will need to create a nodes sheet, where each node is assigned a unique Id. In the second stage, you will create an edges sheet, where all relations between nodes are expressed as relations between Ids.
Before you start, you need to make sure that each character in your "Character Interaction" sheet has a unique name and this unique name is used consistently in each reference to the character in your sheet.
Stage 1: Create the nodes sheet
1. Create a new worksheet in Excel and name it "Nodes" (or anything of your choice).
2. Copy & paste all characters from the "Character Interaction" sheet to a single column in the Nodes sheet you have just created. This gives you a list of all characters in the short story.
3. Click any non-empty cell in the Nodes sheet. Then click Remove Duplicates to remove duplicate values in the "Name" column.
4. This gives you a list of unique characters in the short story.
5. In the Id column, assign each character a unique Id.
6. Save your Nodes sheet as a csv file and give it a new name (e.g., Kung I-Chi_Nodes).
1. Create a new worksheet in Excel and name it "Edges" (or anything of your choice).
2. Name the columns as follows.
3. To prepare for the use of Vlookup function in the next step, copy the Ids to a column on the right of the Name column.
4. In the "Character Interaction" sheet, use the Vlookup function to convert all characters in the first column to Ids. For more on the Vlookup function, consult the following links:
http://www.gcflearnfree.org/excel-tips/how-to-use-excels-vlookup-function ; https://support.office.com/en-us/article/VLOOKUP-function-0bbc8083-26fe-4963-8ab893a18ad188a1 ; https://www.google.com/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=UTF-8#q=vlookup+excel&tbm=vid .
6.
7. Paste them as values to the Edges sheet you have created earlier.
8. Fill in the appropriate values for the Type and Weight columns.
7. Save your Edges sheet as a csv file and give it a new name (e.g., Kung I-Chi_Edges).
Import the CSV Files into Gephi
1. Click "Data Laboratory." Then click on "Import Spreadsheet" under the Data Table tab.
2. Choose the Kung I-Chi_Nodes.csv file to import. Make sure you choose "Nodes table" in the "As table" dropdown list. Follow the prompts to finish importing.
3. Choose the Kung I-Chi_Edges.csv file to import. Make sure you choose "Edges table" in the "As table" dropdown list. Follow the prompts to finish importing. | <urn:uuid:ac70ace0-2a1d-460c-a4b7-6258e8f85ff2> | CC-MAIN-2017-39 | http://humnviz.blogs.bucknell.edu/files/2015/11/Data-Preparation-for-Gephi.pdf | 2017-09-25T22:14:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818693459.95/warc/CC-MAIN-20170925220350-20170926000350-00102.warc.gz | 153,047,951 | 795 | eng_Latn | eng_Latn | 0.987292 | eng_Latn | 0.995093 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
734,
1736,
1966,
2577,
2651,
2719,
2808,
3090,
3250
] | [
2.21875
] | 1 | 0 |
There are many reasons why aeration is a smart addition to your pond or lake. Here's how implementing aeration can create a healthier and more beautiful body of water.
Destratification
Stratification, or the separation of water into layers by temperature, can negatively affect water quality/fish health. The surface layer of water generally contains more oxygen, while the cooler bottom layer contains less. Aeration helps reduce the effects of stratification by mixing the layers of water to create a more uniform temperature and oxygen level throughout the body of water.
Algae Control
Having too much algae in your pond or lake can be unattractive to look at as well as create an unhealthy environment for the fish living there. Excess algae growth in ponds can be prevented by increasing oxygen levels. The higher levels of oxygen create more aerobic bacteria, which feed on the organic matter throughout the body of water.
Reduced Mosquito Populations
Mosquitoes require calm water to lay eggs upon. By agitating the surface of your pond with aeration, mosquitoes are unable to lay eggs. In addition, aeration promotes healthy fish populations who in turn feed on the remaining unwanted insects.
Preventing Fish Kills
Fish kills oftentimes occur because of low oxygen levels in the water as well as swiftly changing quantities of oxygen. Aeration increases oxygen levels as well as helps keep levels less volatile, mitigating the possibility of your pond suffering a large loss of life.
Reducing Unpleasant Odors
Smelly ponds are a symptom of pond stagnation or 'dead' water, and a buildup of pond sludge/bottom muck. This muck is made of slowly decomposing organic matter. Increasing the aerobic bacteria with higher levels of dissolved oxygen speeds up the decomposition process, lowering the amount of unpleasant-smelling organic matter.
De-Icing during Winter Months
Aeration can keep your pond open during the winter months, which will assist in preventing winter fish kills as well as attracting waterfowl. In addition, dock and boat damage can occur in ice-covered ponds. By adding aeration, costly winter repairs can be avoided. | <urn:uuid:6759a97e-4384-4654-a76e-6ae22182d974> | CC-MAIN-2021-49 | https://practicalpreppers.com/wp-content/uploads/2019/05/benefits-of-aeration.pdf | 2021-11-28T08:04:35+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00196.warc.gz | 542,399,907 | 425 | eng_Latn | eng_Latn | 0.996374 | eng_Latn | 0.996374 | [
"eng_Latn"
] | false | docling | [
2154
] | [
3.515625
] | 1 | 2 |
II
Understanding Sentences
Exercise 12a: Subject and Predicate, Noun and Verb
Compose five two-word sentences similar to those in the example on page 57. Each will need a single-word noun or a pronoun as its subject and a single-word verb as its predicate.
Exercise 12b: Articles and Other Modifiers
Rewrite the sentences you wrote for Exercise 12a, adding articles and single-word adjectives and adverbs to them as you think appropriate.
Exercise 12c–k: Basic Sentence Patterns
Identify the pattern of each of the following sentences (pp. 59–64).
1. Food nourishes. Pattern ____
2. Bruce finds gardening relaxing. Pattern ____
3. The Schmidts are excellent cooks. Pattern ____
4. I love lasagna. Pattern ____
5. There are nine modules in our oceanography course. Pattern ____
6. Poor Stephen was hit by a bus. Pattern ____
7. Jacques brought me luck. Pattern ____
8. Certain music can affect one's emotions. Pattern ____
9.
The group elected Jo spokesperson. Pattern ____
10. Some people are superstitious. Pattern ____
11. Helen was nearly late for her interview. Pattern ____
12. The team thanked the coach. Pattern ____
13.
Yesterday, Helen bought Eric a new dictionary. Pattern ____
Exercise 12c: Sentence Pattern 1
Return to the sentences you wrote for Exercises 12a and 12b, or compose new ones, this time adding a few more modifiers to some of the nouns and verbs.
Exercise 12d: Sentence Pattern 2A
Compose five sentences following Pattern 2A on page 59, some with modifiers and some without.
Exercise 12d: Sentence Pattern 2B (passive voice)
Convert each sentence you wrote for Exercise 12d into Pattern 2B. How many now seem to be sentences you could use in effective writing? Try to include them in contexts where they would be preferable to the versions you wrote for Pattern 2A. Then compose a few new sentences using Pattern 2B, ones that make clear sense in the passive voice.
Exercise 12f: Sentence Pattern 3
Compose five sentences in Pattern 3, then rewrite two of them using a prepositional phrase, with to or for, instead of an indirect object.
Exercise 12g: Sentence Pattern 4A
Compose three sentences following Pattern 4A.
Exercise 12h: Sentence Pattern 4B
Compose three sentences following Pattern 4B.
Exercise 12i: Sentence Pattern 5A
Compose three sentences following Pattern 5A.
Exercise 12j: Sentence Pattern 5B
Compose three sentences following Pattern 5B.
Exercise 12k (1): Sentence Pattern 6 (expletive)
Try converting the eight examples below into a different pattern (for example, Several protesters were waiting to heckle the premier). In what kinds of contexts might the alternative—and more direct— versions be preferable?
1. There were several protesters waiting to heckle the premier.
2. It is easy to follow this recipe.
3. It is challenging to study Sanskrit.
4. There wasn't a cloud in the sky.
5. There were many people who disagreed with the speaker.
6. It is disappointing to learn of the team's defeat.
7. It was frustrating to wait so long for the test results.
8. There was a crowd at the airport waiting for the soldiers to return.
Exercise 12k (2): Sentence Pattern 6 (expletive)
Convert the following sentences into Pattern 6:
1. Ten mugs of hot tea are on the table.
2. No way around the obstacle exists.
3. To look directly at a solar eclipse is dangerous.
4. A magnificent celebration occurred.
5. People were everywhere!
6. Waiter, a fly is in my soup.
Do some seem better in the expletive form? Why? How might context determine one's choice?
Exercise 12m–r: Clauses and Phrases
Indicate whether each of the following groups of words is an independent clause, a subordinate clause, or a phrase. Label the subject (S) and the verb (V) in each clause. In the case of a subordinate
clause, circle the subordinator.
1. not only BC but PEI as well _______________
2. rarely have we witnessed such a performance _____________
3. for the first time in her life she was speechless ___________
4. since no one was paying attention _______________
5. down the hall from my office _______________
6. but interest rates are rising _______________
7. while looking for his cell phone _______________
8. his bubble burst _______________
9. after the conference was over _______________
10. according to the overly complicated directions in the guidebook _______________
Exercise 12q (1): Appositives
Combine each of the following pairs of sentences into a single sentence by reducing one of each pair to an appositive. Construct one or two so that the appositive comes first.
1. Joe is an amateur astronomer. He uses his telescope to scan the skies every night.
2. Diana Krall is a talented jazz singer. She turns old standards into memorable contemporary pieces.
3. I must thank my teachers for encouraging me in my education. They inspired me with their confidence about the future.
4. My grandfather believes in hard work. He tends to his vegetable garden for hours every day.
5. You can save time by preparing carefully. That is, you can take careful notes and draft a clear plan for your argument.
Exercise 12q (2): Appositives
Combine each of the following pairs of sentences into a single sentence by reducing all or part of one of them to an appositive. You may drop some words and rearrange others, but don't change the
basic meaning. For practice, try to write some sentences in more than one way. In each case, identify the appositive phrase you have created by underlining it.
Example: Hong Kong is one of Asia's busiest ports. It is a major Pacific commercial centre.
(a) Hong Kong, one of Asia's busiest ports, is a major Pacific commercial centre.
(b) One of Asia's busiest ports, Hong Kong, is a major Pacific commercial centre.
(c) One of Asia's busiest ports, Hong Kong is a major Pacific commercial centre.
1. The book I read last weekend was The Golden Compass. It is the first volume of Philip Pullman's His Dark Materials trilogy.
2. To become a fine architect is not easy. It takes many years of study and apprenticeship.
3. I always look forward to April. It is the month when the cherry blossoms appear.
4. Team sports more than occupy her spare time. She plays volleyball, field hockey, and soccer.
5. Tabloid newspapers seem to go in for sensationalism. They are the smaller, easier-to-hold newspapers.
6. Canada has a larger land mass than any other country except Russia. It is a country with a small population.
7. She was relaxed and confident when she began the competition. She was sure she could win.
8. The word hamburger is one of the common words we take for granted. It comes from the name of a German city.
9. Dr Snyder is our family physician. She is a dedicated person who works long hours.
10. Running marathons is not something everyone should try. It is a potentially dangerous sport.
11. Michael is a young composer. He writes music for the local youth orchestra.
12. My Grade 5 teacher was a big baseball fan. He let us listen to the World Series games while we wrote our geography notes.
13. The essay is due on Friday. Remember that it must include a cover page and a bibliography.
Exercise 12r: Absolute Phrases
Compose five sentences using absolute phrases. In each of your sentences, underline the absolute phrase. You may want to start with pairs of sentences or with sentences containing a with-phrase. Exercise 12s: Order of Elements in Declarative Sentences
Try composing four or five declarative sentences that vary the standard order of elements in one way or another.
Exercise 12t: Order of Elements in Interrogative Sentences
Select a representative variety of ten sentences from those you've written for earlier exercises in this chapter and rewrite them as questions. Try using two or more different forms of question for some of the sentences.
Exercise 12w–y: Minor Sentences, Fragments, and Major Sentences
Indicate whether the italicized group of words in each of the following is a minor sentence or a fragment. In examples where the italicized words constitute a fragment, suggest a revision to correct the problem.
1. We stayed at the picnic. Until the sun went down.
2. Just look at the way they play together. How rare!
3. You say you've never seen this man? Never?
4. We chose to eat at this restaurant. It having a vegetarian menu, after all.
5. The coach praised his team for the win. A very proud moment.
6. Jill challenged Jack to climb the hill. Sooner rather than later.
Exercise 12z (1): Kinds of Major Sentences
Label each of the following sentences as simple, compound, complex, or compound-complex.
1. If you read this novel, you will find yourself questioning the narrator's credibility.
_______________
2. Everybody is going to laugh on cue. _______________
3. The trombonist who performed so well at this concert is the same one we saw last summer at the Montreal Jazz Festival. _______________
4. The groom mumbled a bit; the bride spoke her vows in a clear, strong voice. _______________
5. Few things are more pleasant than a lovingly prepared and carefully presented elegant meal consisting of several courses, consumed in good company, with soft background music, and accompanied by noble wines. _______________
6. They chose the stocks they judged to be safest, but they lost money in the recession nevertheless. _______________
7. Our classmates concluded a heated debate of the issue, and then we all voted in favour of lowering the voting age to sixteen. _______________
8. A philosophy major will learn to think clearly and will acquire a sense of cultural history, and so when she graduates she should probably have the critical thinking skills and knowledge base to make herself employable. _______________
9. After Chris finished his medieval history course, he decided to spend the summer writing a novel based on the life of Charlemagne. _______________
10. Mystery novels challenge readers with a puzzle, and a good mystery writer will make sure that the reader doesn't know the answer until the very end. _______________
11. Helen loves writing horror stories. _______________
Exercise 12z (2): Kinds of Major Sentences
Recycle one or more of the original simple sentences you composed for question 12a as you go on to write the following more complicated sentences. Use as many other modifiers—words and phrases—as you want.
1. Compose three simple sentences.
2. Compose two compound sentences, each with two independent clauses.
3. Compose a compound sentence with three independent clauses.
4. Compose two complex sentences, each with one independent and one subordinate clause.
5. Compose a complex sentence with one independent and two subordinate clauses.
6. Compose three compound-complex sentences. | <urn:uuid:b5c23794-4e0e-442a-a7ec-ff46c7b82709> | CC-MAIN-2021-49 | https://learninglink.oup.com/protected/files/content/file/1495725270971-01_Part-2_Online-Exercises.pdf | 2021-11-28T08:09:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00196.warc.gz | 439,602,003 | 2,380 | eng_Latn | eng_Latn | 0.990584 | eng_Latn | 0.998962 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1142,
2420,
3776,
5328,
7531,
9337,
10734
] | [
4.25
] | 1 | 0 |
Key Stage 5 Worksheet
Earth LIVE Lessons: Chernobyl & How to Think About the Future
What is it about?
In this Live Lesson, marine biologist, documentary filmmaker, and storyteller Rob Nelson:
* Introduces a brief history of the Chernobyl nuclear disaster.
* Shares his story and discusses how he became a science communicator.
* Tells us about life after Chernobyl and what happened to the plants and animals that humans left behind.
Background
* Looking at the past helps us understand the future.
* Many organisms can adapt to radiation, often the biggest threat to nature is the presence of humans.
About the presenter:
In this video, Rob starts by sharing his story and how he found his calling as a science communicator.
In 2003, he bought 6 plane tickets, a 1976 Chevy van, and drove 7000 miles through Mexico, with no air conditioning or seats, to film "The Biodiversity of Mexico".
Rob became passionate about documentary film making when he went to Australia and found out about the Great Barrier Reef, "all you have to do is take a video camera and tell every story you can." He went "all in" to becoming a marine biologist.
Watch video here: youtu.be/ZstugIBWo2c
Open file in your web browser to click on the links.
About the presenter continued...
In his own words, 'broke and poor', Rob lived on a sailboat (that cost $900) off the coast of Hawaii, and studied behavioral ecology at the University of Hawaii. One day, without checking the forecast, he took his boat and sailed into the "storm of a decade". He lost everything; his research, scuba gear, clothes, and was rescued by the coastguard. "How am I ever going to get through this?" he thought. In the end, it gave him time to stop and think; "what is really important to me?" Rob decided to use his video camera to learn and communicate his findings to everyone else.
Chernobyl
The main topic of this video is looking at a past disaster to try and help us understand what we are currently experiencing in 2020. Chernobyl is now synonymous with nuclear disaster. In 1986, in modern-day Ukraine, the Chernobyl nuclear reactor emitted hundreds of times more radiation than an atomic bomb. The residents of nearby towns were evacuated from what to this day is known as the 'exclusion zone', and an army of half a million 'liquidators' were sent in to clean up the radiation.
* In the early morning hours of April 26, 1986, the Chernobyl Nuclear Power Plant in Ukraine (formerly the Soviet Union) exploded, during a routine maintenance check, creating a nuclear disaster
* Details on the explosion are complicated and its precise cause is an ongoing source of debate. What is known is that critical power control systems were switched off, against regulations, causing the reactor to become unstable. Two explosions occurred, the first involving an excess of steam and the second involving hydrogen.
* The explosions destroyed one reactor (reactor 4) and started a very large fire.
* Toxic fumes and dust were spread by the fire and carried on the wind.
* The Chernobyl Nuclear Power Plant is located about 81 miles (130 kilometers) north of the city of Kiev, Ukraine and about 12 miles (20 km) south of the border with Belarus.
* You can find out more about the long term health implications of the disaster in a World Health Authority report here.
Life after Chernobyl
Rob visited Chernobyl to record a documentary called "Life After Chernobyl". He wore a personal dosimeter on his body – to measure the cumulative dose of radiation he received, and a Geiger counter – a device that is used to give a reading of radiation being emitted by an object or a person.
Thanks to the site clean up scientists can now visit most of the site, for short periods of time, providing their radiation exposure is monitored.
Rob's team were seeking answers to a number of questions:
* What would we find in Chernobyl?
* What had happened to the wildlife?
* How had the site been affected?
The team were taken aback at the level of wildlife in the area, the grass and forested areas had regrown across the site and the impact of humans was almost invisible. He remarked on how wild it looked, and how many animals had come back.
Rob showed us radioactive leaves from an aspen (Populus tremula) tree. Aspens grow in stands of 'clones' and grow back from the extensive root system.
All the animals they expected to find were still there, or had come back:
* Brown bears (Ursos arctos)
* Otters (Lutra lutra)
* Lynx (Lynx lynx)
* Przewalski's horses (Equus przewalskii) (Endangered, IUCN)
* Fox (Vulpes vulpes) - "Simone" in Pripyat
* Moose, known as Elk in Eurasia (Alces alces)
* Wolves (Canis lupus lupus)
Rob found mixed results when looking at bird populations. Some birds had higher rates of cancers, cataracts, dull feathers, showed a high rate of albinism and had 5% smaller brains. Birds seemed to be gaining radiation doses from two sources, both from the ground and from the fruits they eat (bioaccumulation). However, not all bird species were impacted in the same way. Rob's study found that 16 species of birds were doing better inside the zone.
Rob's research questioned how that might occur. For example, the Great tit (Parus major) produces compounds in its body that help make antioxidants to fight free-radicals – which can help to combat radiation exposure. It seems possible that some species had adapted to the conditions inside the radiation zone.
Activities – practical science you can do from a window
* Find a place to sit every day and learn about local wildlife. See the daily rhythms of life. Try sketching or scientific drawing.
* Try to identify some of the plant species growing in your garden or an outside space nearby. You can use apps on a phone to help you, such as this app from Woodland Trust.
* If you want to take species identification further, you could register on the INaturalist platform which is a place where everyone can share observations of wildlife across the globe and get help from experts in identifying species.
* Listen to a bird's song, you can used this site to try to identify the bird from its song.
Find out more about it
* Follow Rob on Social Media here.
* Rob's book: Tips to how to become a good science filmmaker, tips & tricks. Book, How to Make Science and Nature Films here.
* Or Read up on Facts About Chernobyl here.
* Further study: search UCAS for courses on Natural History, Marine Biology, Documentary Filmmaking and other subjects.
Questions
Interactive: Click on box to start typing
What is coral bleaching? How is it affecting the Great Barrier Reef, and what can we do about it?
Coral bleaching is the process by which corals lose their colour and become white. This happens when they expel their Zooxanthellae, algae they normally have within their structures in a symbiotic relationship. Corals expel the algae as a result of increasing ocean temperatures, which change the algae's metabolism such that they start producing toxins. Warming ocean temperatures are being caused by increasing concentrations of greenhouse gases like carbon dioxide in the atmosphere, so we need to reduce our emissions and capture more carbon dioxide, for example by planting more trees (reforestation and afforestation).
What is biodiversity? Mexico is one of the most biodiverse nations in the World, why do you think that is? Do you know any other countries with high biodiversity?
What do you think, are the wolves more dangerous after the incident at Chernobyl? What was Rob's view?
Define 'species' and describe how species are named using the binomial naming system?
Biodiversity is the variety of species (plants, animals, fungi and others) living in a particular ecosystem. Mexico has high biodiversity because of its latitude and climate, and the fact that the country supports a wide range of different ecosystems to which different species are adapted, for example tropical forests, temperate forests, cloud forests, coastal wetlands, freshwater wetlands, grasslands and dry forests. Other countries with high biodiversity include Brazil, Peru, China and Indonesia.
Rob found no increase in aggression in the wolves after the incident at Chernobyl, but did find their population size increasing.
A species is a group of organisms that share a very large proportion of their DNA and are able to interbreed with each other to produce fertile offspring. Each species is given a binomial name, which is a Latin name including the name of the Genus the species belongs to and then another word, which defines the species. These two words together form a unique name for each species.
Rob said that all fauna that would naturally be present at the site have returned to the area now. We refer to the natural, evolved fauna of a region as 'native' to that area.
a. Choose one (or more) species from the video, look up those species' natural geographical range,
b. where else do those species occur?
c. Some of the species are listed as 'endangered', what does that mean and how is it defined?
One of the species Rob talked about in the video is the red fox (Vulpes vulpes).
a/b. The red fox has an extensive natural range covering most of the northern hemisphere including North America, Europe, Asia and northern Africa.
c. "Endangered" species are those that are at risk of becoming extinct because their numbers have reduced dramatically and their survival is threatened, for example by habitat loss, environmental damage (like radiation and pollution) and climate change. Species are classified into different categories (e.g. Near Threatened, Vulnerable, Endangered and Critically Endangered) according to how at risk they are of becoming extinct in the near future, which is evaluated by the IUCN.
Another Kingdom of organisms, the Fungi, are very useful, from antibiotics to cleaning up oil spills. How can fungi help us clean up radiation?
Although we normally think of fungi as mushrooms or toadstools, these are just the "fruiting bodies" of the fungi, which pop up to enable the fungus to reproduce by releasing spores. The majority of the fungus is actually made up of underground threads called the mycellium. The mycellium of some fungi is actually able to absorb radioactive compounds from the soil and neutralise them.
Keywords list
Many keywords relevant to Biology were introduced in this podcast.
Make a definitions list here and have a go at learning some of them.
Habitat
The environment in which a species lives
Biodiversity
The variety of species in a habitat
Adaptation
A feature of a species' form or behaviour that helps them to survive in their habitat
Radiation
The emission of energy as waves or subatomic particles
Native Flora and Fauna
The animals and plants naturally found in an area
Mutation
A change in an organism's DNA sequence
Endangered
A species that is at high risk of extinction
Natural range (for a species)
The geographical area a species naturally covers (e.g. the whole of Europe and Asia)
For teachers and home schoolers
This video encompasses a broad range of topics. Here are some ideas on how to link it to the curriculum, with a focus on biology.
Biology AS
Over time, biologists have categorized the vast array of living organisms by their similarities – this is called Taxonomy. This is an ongoing process that is now being aided by DNA 'genetic fingerprinting'. Using the scientific name, or binomial nomenclature, of a species prevents confusion when discussing plants and animals. Rob gave us the example of the plant Artemisia (Artemisia absinthium), also known as wormwood and Chernobyl, in fact the town and then the power-plant were both named after the plant that is used to make absinthe.
There are several competing theories on how life has divided, and it is an ongoing area of research. One of these theories divides life into three domains: Archaea, Bacteria, and Eukarya, the latter with five kingdoms (see Table below).
The Five kingdoms of Eukarya:
Biology – A2
Energy, Homeostasis and the Environment.
* Human Impact on the Environment.
* Population Size and Ecosystems.
Variation, Inheritance & Options
e.g. the effect of mutagens, carcinogens & oncogenes.
* Inheritance
* Variation & Evolution
Geography AS
Compare Chernobyl with the more recent disaster at Fukishima. How did a tsunami lead to nuclear disaster? How might the marine ecosystems be affected?
* Coasts
Geography A2
* Global Governance: Change & Challenges
* Changing Places
Physics
* Nuclear energy
* Nuclear decay
Tourism
* Dark Tourism Where else can I go with a Geiger counter?
History
* Cold War/Former USSR/Gorbachev Did Chernobyl signal the beginning of the end of the USSR?
Modern Foreign Languages (& Welsh)
e.g. discussion on wildlife, environmental issues, and nuclear energy in your target language. (can you say, "where are the wolves?")
Swansea University
Science for
Schools Scheme | <urn:uuid:1def67b7-223f-4b6a-984c-a89850a00968> | CC-MAIN-2021-49 | https://s4science.co.uk/wp-content/uploads/2020/07/F-KS5-Chernobyl-How-to-Think-About-the-Future-Earth-Live-Lessons-Worksheet-ANSWERS.pdf | 2021-11-28T08:19:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00196.warc.gz | 576,580,242 | 2,803 | eng_Latn | eng_Latn | 0.995112 | eng_Latn | 0.998409 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1239,
3333,
5447,
7268,
8643,
10299,
11020,
12261,
12942
] | [
4.15625
] | 3 | 0 |
Occlusion Therapy
(Patching)
Occlusion therapy, commonly called patching, is the treatment for an Amblyopic or 'lazy' eye. It affects 1-5% of the population.
How does it work?
By covering up the good eye you are encouraging your child's brain to use the lazy eye and the vision should improve. You are in fact stimulating the brain cells corresponding to the lazy eye, this then causes the brain cells to develop and hence the vision should improve.
Why do it?
We want your child to have the best possible sight in both eyes. Sight develops from birth up to about the age of 8 years – the sight your child has at 8 will technically be the sight they have for the rest of their lives. A lazy eye will not correct itself, so if we are going to achieve this aim of the best possible sight, then we need to undertake treatment.
Can we leave it until they are older?
Patching is more successful if done when younger. The older the child is the harder the vision is to improve and the results are often not as good as in younger children.
Is it successful?
Patching is a very successful form of treatment, but it is only successful as your child will allow – if they will not wear their patch then the vision will not improve. We fully understand the difficulties you may encounter in getting your child to wear the patch- but unfortunately there are no easy answers. It is often a case of perseverance.
How do we patch?
The patch is put over the good eye, for a certain time period each day. If your child wears glasses it is important that the patch and the glasses are worn together. It is better to stick the patch on the face rather than on the glasses as this prevents the temptation to cheat by peering over the top of the glasses.
Things to do when patching
It is believed that patching whilst doing periods of close activities, such as drawing, reading, close play, television or computer games encourages the vision to improve at a quicker rate. School/nursery is an ideal place for your child to wear the patch as long as your child and the teacher are willing. Keeping a diary of patching success may help.
Things to avoid when patching
Your child should be supervised whilst wearing their patch, therefore we suggest that they do not play out when wearing a patch and avoid such activities as bicycle riding, footballs, etc.
If you encounter any problems or have any concerns, remember that you can always ring for advice or reassurance.
Patching will not correct a squint, or straighten an eye.
It is done to correct defective vision only.
A note to parents,
The last page of this information sheet is a diary that we suggest you put on the refrigerator or study area as a reminder to you and your child.
Please encourage your child by placing a sticker in his or her successful patching days, try and also write how long your child managed to patch that day.
As an extra incentive please encourage your child to bring in this diary at the next appointment where their successful patching will be rewarded.
…….…………………………………………..….'s Patching Diary
Eye to be patched RIGHT / LEFT Length of time…………………………………………
Keep a record of the patching you have managed. | <urn:uuid:c334be13-3ea5-4945-b333-d5af6155892e> | CC-MAIN-2021-49 | http://clearsight.com.au/images/pdf/Occlusion%20Therapy.pdf | 2021-11-28T07:59:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00196.warc.gz | 19,237,728 | 672 | eng_Latn | eng_Latn | 0.96402 | eng_Latn | 0.999081 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1407,
3038,
3196
] | [
2.359375
] | 2 | 0 |
October Science challenge
Weather: Make a jelly scab *You will need adult help for this*
Resources:
Please bring your work into school and give it to your teacher. Each entry will get a sticker and a certificate!
* Red Jelly
* Crushed weetabix/ or other cereal
* Baking paper
* Spoon
Instructions:
1. Make the jelly according to the instructions and leave to cool until it is just starting to set (ask an adult to help you with this).
2. Lay the baking paper on a flat surface and use the spoon to drop the jelly onto it.
3. Sprinkle the crushed cereal on top of the scab and put it in the fridge to set.
4. Once the scab is hard, gently peel it off the baking paper and place it onto your arm/leg.
Please bring in/send a photo on Dojo to your teacher. All entries will receive a certificate and a sticker!
The Science: As soon as you cut your skin, platelets jump to the rescue. They stick together around the damaged skin to form a clot. The clot becomes a scab and it stops harmful bacteria getting into the opening of your skin. It's important not to pick scabs as new skin cells are being made and damaged vessels repaired.
Science of the month:
Human body
Choose one of the following topics to investigate:
1. Can you find out 5 facts about the human body? Here is one to get you started….You lose around 4kg of skin cells every year!
2. Using different types of pasta, can you make a human skeleton?
3. Record your resting heart rate and then exercise for 2 minutes. Record your heart rate for three minutes after exercising to see how long it takes to return to its normal rate. Can you make a graph to show your results? | <urn:uuid:129450fa-093a-482f-a94d-a11b51152ce5> | CC-MAIN-2021-49 | https://valenceprimaryschool.com/images/PDF/ScienceChallenge/October%202021%20Science%20Challenge.pdf | 2021-11-28T09:14:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00195.warc.gz | 651,642,745 | 374 | eng_Latn | eng_Latn | 0.998546 | eng_Latn | 0.998546 | [
"eng_Latn"
] | false | docling | [
1641
] | [
3.71875
] | 1 | 0 |
Climate change is altering the lives of Alaska's natives
25 October 2011, By Joel N. Shurkin
Winter snow blankets southwest Alaska on January 12, 2011, bringing the varied topography of the region into sharp relief. The Moderate Resolution Imaging Spectroradiometer (MODIS) aboard the Aqua satellite captured this true-color image at 23:20 UTC that same day. Near the upper edge of the image, just left of center, the white arc of the Yukon River Delta protrudes into the ice-covered Bering Sea. The spreading branches of the Yukon River appear blue-white within that arc, creating a design which looks much like a stylized leafless tree on a snowy background. Credit: NASA Goddard
Climate change has altered the lives of Native Alaskans in the state's interior in dramatic, sometimes dangerous ways.
Although the effects of change are well documented along the coast, where higher tides and ferocious storms have threatened native communities, a study by the U.S. Geological Survey has found indigenous people in Alaska's interior also have felt the transformation to a warmer climate during the past several decades of their lifetimes.
The study, appearing in the October 2011 issue of the journal Human Organization, is a rare, but increasingly common kind of research that tried to match the "traditional knowledge" of people at the site -- hunters and village elders -- with scientific data.
"They pretty much agreed," said Nicole HermanMercer of the USGS in Boulder, Co.
Herman-Mercer and Paul F. Schuster, also of USGS, along with Karonhiakt'tie Bryan Maracle of the Council of Athabascan Tribal Governments in Fort Yukon, traveled to two outlying villages in the Yukon Delta, St. Mary's and Pitka's Point, to interview the people on how their lives have been affected. Like most of the villages in the delta, the population is entirely Yup'ik Eskimos who have a subsistence-based lifestyle.
The researchers interviewed 13 people, eight of them men. The number of subjects was small because of logistical and cultural difficulties, the researchers said, and they plan to go back.
All of the subjects remarked that the weather has been warmer in recent years, most notably in the winter. Temperatures once commonly fell to minus 40 degrees F for days. Now if they sink that low, it is for shorter periods of time. The weather also has become less predictable, the men said, as well as more dangerous.
The Yup'iks believe they could accurately predict the weather sometimes a week in advance by looking at the moon, but can no longer with any reliability, they said.
This makes it more likely hunters would be caught out in the tundra when the weather changes for the worse, particularly in dark winter days. They also noted a decrease in precipitation, especially snow.
"Maybe in the 80s, late 70s, there was this gradual change started, and it seemed like the winters were getting a little warmer, less snow, rain in December and January. It seemed like there's hardly any snow, frozen tundra, ice," said one of the men. (The
1 / 3
researchers did not publish the names of the interviewees.)
The Yup'ik also saw a change in the populations of animals in the area, important to subsistence hunters. Ptarmigan and ducks have disappeared, while beaver and moose, not seen before in that part of the delta, are now common.
According to lore, everything in Alaska moves east to west, so the Yup'iks are convinced the new species are coming in from the east, not just reproducing at greater rates.
Flora also has changed, with salmonberries (berries that look like orange raspberries) smaller and harder to find, they said.
Herman-Mercer said correlating what the hunters said with scientific studies wasn't solid because there are very little data on local areas that remote.
Changes to the area's rivers are even more extreme. Frozen rivers are the highways that link communities in the winter and the ice is now almost half as thick as they remember it, making travel more difficult and considerably more dangerous.
Breakup, the thunderous release of river water when the ice melts, now comes earlier in the spring and instead of a sudden, clamorous event, the ice just quietly melts.The rivers also contain much less driftwood, used by the villagers for heating, greatly upsetting the economics of living on the tundra.
The USGS researchers said almost everything the Yup'iks were telling them matched what data exists.
Since the average temperature in Alaska over the course of the year is at about the freezing point of water, warming by even a few degrees can completely alter life there.
The average temperature in the area has increased by one degree C since 1966, and Arctic temperatures are now at a 400-year high. There is less snow and more rain.
Researchers in other interior areas have found similar results. Yup'iks in Newtok, northeast of St.
Mary's, are being forced to move upriver because changes to the river are now washing away their village. Evacuation of 400 people has begun at a cost that could reach $100 million.
"Indigenous knowledge and scientific research must work in concert to further understand specific climate change impacts in specific locations in order to develop appropriate adaptation strategies," the researchers wrote.
Craig Gerlach of the Alaska Center for Climate Assessment and Policy at the University of Alaska Fairbanks said local lore was valuable to scientists because the lives of the native population in the upper latitudes is intricately linked with the climate, weather and ecosystem.
"Unexpected changes and unprecedented environmental conditions are easily noticed," Gerlach said. What the USGS survey found matches what scientists know is happening elsewhere.
Provided by Inside Science News Service
2 / 3
Powered by TCPDF (www.tcpdf.org)
APA citation: Climate change is altering the lives of Alaska's natives (2011, October 25) retrieved 28 November 2021 from https://phys.org/news/2011-10-climate-alaska-natives.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3 / 3 | <urn:uuid:8e0eb926-1b62-4337-beac-b435a6c6ca13> | CC-MAIN-2021-49 | https://phys.org/pdf238751007.pdf | 2021-11-28T09:28:23+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00196.warc.gz | 530,928,128 | 1,302 | eng_Latn | eng_Latn | 0.994468 | eng_Latn | 0.998771 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3051,
5797,
6246
] | [
2.625
] | 2 | 0 |
Purple Tuesday Quiz
1. How many people in the UK are estimated to have a disability?
A – 7.6 million
B – 2.3 million
C – 14.1 million
D – 16.5 million
2. When was the first Purple Tuesday held?
A – 2020
B – 2019
C – 2018
D – 2015
3. Roughly what percentage of the world is disabled?
A – 40%
B – 5%
C – 22%
D – 15%
4. What is the correct definition of 'disability'?
A – A person's condition with regard to their psychological and emotional well-being
B – A physical or mental condition that limits a person's movements, senses, or activities
C – A condition where an individual is unable to see because of injury, disease, or a congenital condition
D – the condition of lacking the power of hearing or having impaired hearing
5. Which of these is a disability?
A – Autism
B – Dementia
C – Dyslexia
D – All of the above
6. What is the 'Purple Pound'?
A – The spending power of disabled people and their families
B – £20 notes
C – How much disabled people spend on clothing
D – The costs of living with a disability
7. How much is the 'Purple Pound' estimated to be worth in the UK?
D – £221
A – £155 million
B – £274 billion
C – £3 billion
D – £45 million
8. As of the end of 2019, what percentage of people in the UK with a disability are employed?
A – 52.3%
B – 30.2%
C – 42.5%
D – 61.6%
9. What do the initials 'DDA' stand for in disability?
A – Decided Disability Appropriate
B – Disabled Deposit Account
C – Disability District Authority
D – Disability Discrimination Act
10. In which year was the 'International Day of Persons with Disabilities' introduced?
A – 1992
B – 2001
C – 2009
D – 1997
11. What is the purpose of Purple Tuesday?
A – For organisations to get involved in and pledge to make a change to make their business more accessible
B – To create a step change improvement in the awareness of the value and needs of disabled customers
C – To help improve the customer experience for disabled people 365 days a year
D – All of the above
12. If you're disabled, how much more on average are your outgoings per month?
A – £115
B – £583
C – £1000
13. What percentage of UK businesses have a targeted plan to access the disability market?
A – 23%
B – Over 45%
C – Less than 10%
D – 65%
14. What is a hidden disability?
A – When someone is scared of leaving their house
B – A disability that is not obvious by looking at someone
C – There are no hidden disabilities
D – When someone uses a wheelchair
15. Which of the following is an example of a hidden disability?
A – Autism
B – ADHD
C – Bipolar
D – All of the above | <urn:uuid:660b8ff9-f3b9-48a4-a97e-8cc3d0184c98> | CC-MAIN-2021-49 | https://accessible.wales/wp-content/uploads/2021/10/Purple-Tuesday-Quiz-for-pack.pdf | 2021-11-28T08:28:35+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00198.warc.gz | 166,431,605 | 697 | eng_Latn | eng_Latn | 0.998591 | eng_Latn | 0.998573 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1043,
2118,
2603
] | [
2.703125
] | 2 | 1 |
W/C: 27.09.2021
Subject: Maths
Subject: This week the Squirrels' class will be learning to count objects to 2. At home you can support the children to pair up objects, that you can find around the house that add up to 2. For example, 2 spoons, 2 toy cars or 2 cushions.
Subject: Literacy
This week the Squirrels' class will be creatively using tools to make marks in a cornflour mix. At home you can use the end of a paintbrush, spoons or even your fingers to make marks in a small tray or small plate of flour. You could also encourage the children to make straight lines or circles.
Subject: Project
In the Squirrels' class this week, the children will be drawing their own self portraits. The children will be using mark making tools to create their drawings. The children will be describing their features and their body parts using key vocabulary such as head, shoulders, knees, toes, ears, nose, eyes and mouth. At home, you can support the children by practising their tripod grip and encouraging them to point to their body parts. A great way to do this is through the rhyme "Head, Shoulders, Knees and Toes". | <urn:uuid:1ef4df32-55dc-4269-b90c-ce077e323085> | CC-MAIN-2021-49 | https://mulberryhouseschool.com/wp-content/uploads/2021/09/WALT-for-Parents-Squirrels-WC-27.9.21.pdf | 2021-11-28T08:30:33+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00197.warc.gz | 482,505,148 | 265 | eng_Latn | eng_Latn | 0.99933 | eng_Latn | 0.99933 | [
"eng_Latn"
] | false | docling | [
1123
] | [
3.359375
] | 1 | 0 |
UDC 94(430).084
PRYSIAZHNIUK Oleksii
PhD (History), Associate Professor Department of World History and Methodology of Science South Ukrainian National Pedagogical University named after K. D. Ushynsky (Odessa, Ukraine) 26, Staroportofrankivska str., Odessa, 65020 email@example.com Orcid ID: 0000-0003-3727-5350 Research ID: AAM-8025-2020
OSKAR VON MILLER'S CONTRIBUTION TO THE FORMATION OF THE GERMAN MUSEUM OF OUTSTANDING ACHIEVEMENTS IN NATURAL SCIENCE AND TECHNOLOGY
Summary
The German Museum of Outstanding Achievements in Natural Science and Technology in Munich was founded in 1903. For three years, its founder, electrical engineer Oskar von Miller (1855-1934), collected an extensive collection of historical and technical exhibits, and in 1906 the museum was opened to the public. The individual creative power of Oskar von Miller needed a certain social and cultural basis on which it could be realized. Miller's intentions were related to current problems in the country and his museum project corresponded to the interests of the national elite. The great popularity of the museum among the population and the concept of the museum itself is undoubtedly the merit of Oscar von Miller. The
German Museum in Munich demonstrated for the first time that not only artists, but also technicians created masterpieces, not only philosophers, but also inventors had ingenious ideas, not only medieval objects, but also modern technology is a relic. O. von Miller formulated the most important motives and goals of the museum as follows: documentation of the role of technology for the development of society and culture; the implementation of an educational function in the presentation of technology, the achievement of a national status. The didactic principles of organizing exhibitions in the museum served to popularize natural science laws, to visually demonstrate the functional application of technical inventions. The presentation of technical objects was qualitatively different from the exhibition principles of other technical museums. Demonstration of old technologies and historical machines in action was already the norm in museum work. O. von Miller set the task of the museum to explain the technology of manufacturing technical products, such as watches, fabrics, and so on, for which fragments of workshops and factories were reproduced in exhibitions. For the first time in a technical museum, in addition to the traditional chronological display of technical inventions, the principle of operation of machines and apparatus was explained by means of experiments conducted with exhibits by visitors and museum staff. This function was extremely new for the technical museum and was nevertheless carried out mainly by the public, mainly students and young people. The immersion into the environment and the public's participation in the technical process was Oskar von Miller's tremendous contribution to the technical exhibitions of all museums.
Keywords: natural science, technology, outstanding achievements, technical museum, technical invention, exhibition, creative power | <urn:uuid:1f7edd4c-f0b1-4cda-8dee-cdfc99ed7b60> | CC-MAIN-2021-49 | http://inb.dnsgb.com.ua/2021-2/en/10.pdf | 2021-11-28T07:47:45+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00198.warc.gz | 32,777,148 | 615 | eng_Latn | eng_Latn | 0.9844 | eng_Latn | 0.993936 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1204,
3106
] | [
2
] | 1 | 0 |
KEEPING UP WITH THE JONESES
July 2021
Welcome to this special edition of our newsletter.
Over the last two weeks we have been privileged to welcome over 120 of our newest recruits to our Summer School.
We offered places at our Summer School to all of the students who have places at Cecil Jones Academy in September. We were thrilled when so many students decided to join us.
The Summer School was designed to allow student to meet new friends, find their way around our site and, of course, enjoy lessons whilst meeting some of the key members of staff.
We hope you will enjoy reading about just some of the activities they took part in and read some of the feedback that we received from the children.
The day started at 9am so I arrived to school just before this to give me a chance to meet up with my new friends. We all went to our base rooms to drop off our bags so that we were ready for the lessons.
My first lesson of the day was Science. The teacher collected us from our base and walked us to the science lab. On the way we saw the sixth form area and the library. The library is massive with loads of books in it! During the lesson we used a Bunsen burner to heat up water before we recorded the temperature every minute to see how quickly it cools down. At the end of the lesson Miss walked us to the art room.
When we are in Art our teacher explains to us how we can produce a monoprint and showed us how we needed to have a drawing with clear lines and shapes for the printing to work. We did a pencil drawing of our shoes first and then used this to create our print. We left these to dry while we went to break.
Breaktime was outside on the playground where we were playing football or talking to our new friends. We were given some fruit and a drink to keep us going until lunch time.
My third lesson of the day was drama. We played a fun game to help us get to know each other before we worked in groups to come up with our own ending to a story which we acted out in front of everyone else. We watched all of the groups do their play and Sir told us what we had done well and how we could improve for our next lesson later in the week.
The final lesson of the day was humanities, we did an activity where we needed to work with other people – I was working with some people I did not know. This was good because I got to learn their names and it helped me make some friends from other schools.
To finish the day we all ate lunch together outside in the quad before we left for the afternoon.
Cecil Jones Academy, Eastern Avenue, Southend on Sea. Essex SS2 4BU
.
Students were showing off their ability to process data and draw bar charts. This linked really nicely with the science lessons where they needed to analyse data
Students took part in a literacy programme – they wrote a Haiku (a short Japanese poem), escribed mythical creatures, used their powers of persuasion in writing adverts for unusual items (like grass flipflop!) and finally developed their creative writing skills.
The students were able to use Bunsen burners in the laboratory for the first time. They learnt how to light them safely and how to use the different flames to heat. They then used measures temperature and analysed their results.
The students worked collaboratively to produce a grid painting and also took part in a mono-printing workshop which resulted in some fantastic work pictured here!
Great performances were seen in our theatre with students creating their own version of 'The Three Little Pigs' by Roald Dahl. | <urn:uuid:91c3d14e-f7d9-40be-969b-93d6c65cc8cc> | CC-MAIN-2021-49 | https://www.ceciljonesacademy.net/wp-content/uploads/2021/09/Summer-School-Newsletter.pdf | 2021-11-28T08:01:40+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00197.warc.gz | 759,716,009 | 745 | eng_Latn | eng_Latn | 0.99915 | eng_Latn | 0.999224 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2595,
3547
] | [
2.25
] | 1 | 0 |
Questioning Strategies Guided Reading
Thank you utterly much for downloading questioning strategies guided reading.Most likely you have knowledge that, people have look numerous times for their favorite books when this questioning strategies guided reading, but end happening in harmful downloads.
Rather than enjoying a good book in imitation of a cup of coffee in the afternoon, otherwise they juggled when some harmful virus inside their computer. questioning
strategies guided reading is available in our digital library an online admission to it is set as public so you can download it instantly. Our digital library saves in compound countries, allowing you to acquire the most less latency era to download any of our books considering this one. Merely said, the questioning strategies guided reading is universally compatible in the same way as any devices to read.
Guided Reading | How to teach Guided Reading to Early Readers Part 1 Guided Reading | Tools for Engaging and Effective Instruction Guided Reading Strategies and Activities Asking Questions Reading Comprehension Strategy (Educircles.org) Question Page 2/17
Chart: Improving Reading Comprehension through Questioning Guided Reading in a 3rd Grade Classroom Before, During and After Questions: Promoting Reading Comprehension and Critical Thinking The Power Of Effective Questioning How to Teach a Remote Guided Reading Lesson Asking and Answering Questions: Reading Literature Guided Reading with ESL Elementary Students
The Difference Between Guided Reading and Close ReadingLive Guided Reading Example | Video Conference 5 TIPS FOR Distance Learning GUIDED READING! Online learning! Guided Reading | How to teach Guided Reading to Early Readers Part 3 Guided Reading 'Must do/Can do' Part 1 Guided Reading | How Page 3/17
I Teach CLOSE READING During Small Group Instruction
Organizing My Guided Reading Binder
How I Structure my Behavior Management Plan Tutoring Tips: Reading Comprehension Strategies Guided Reading | How to teach Guided Reading to Early Readers Part 2 Fourth Grade Guided Reading Sibley Elementary - Miss Miller's Class Guided Reading
Guided Reading Groups vs Strategy Reading Groups Guided Reading | Weekly Plans Teaching Close Reading vs. Guided Reading vs Shared Reading HOW TO TEACH GUIDED READING VIRUTALLY IN REMOTE LEARNING: 4 step guided reading tutorial Page 4/17
Grades 2-3 Before, During, and After Reading Comprehension Guided Reading Comprehension Strategies Guided Reading | Fluent Readers Lesson Questioning Strategies Guided Reading Questioning is a strategy that readers use to engage with the text. Questioning techniques help the reader to clarify and comprehend what he is reading. Struggling readers tend not to ask questions of themselves or the text as they read. Teachers who model how to ask questions while reading help children to learn how to build interest with the text and become stronger readers. Questioning as an Active Reading Strategy for Strong Readers
Building Reading Comprehension through Questioning Techniques
Questioning is a reading strategy that is taught to students to help them engage with the text. It helps the reader to clarify what he or she is reading and to better understand the text. Asking good questions is a way for students to monitor their own comprehension while reading. Struggling readers approach reading as a passive experience.
Reading Comprehension Strategy Series: How To Teach ...
You can guide students through these four strategies during guided reading. Take turns letting each student Page 6/17
predict, clarify, question, and summarize. Only a few weeks is needed (depending on age). Then students can use these strategies with peers without your support. The ultimate aim would be for independent readers to use these reading strategies.
Guided Reading Strategies - TeamTom Education Questioning Strategies…Before, During, and After Reading The Power of Questions. One of the most effective ways to model questioning is with think aloud. I've shared many mentor... Organize Your Thinking. Many teachers are using interactive notebooks and graphic organizers to help students DURING ...
Questioning Strategies...Before, During, and After Reading ...
In this lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions and monitor their comprehension by using question webs in small-group reading.
Questioning: A Comprehension Strategy for SmallGroup ...
During guided reading, I may be reading with one student while the other members of the group are reading independently at the table. Here's where guided reading question cards come in handy. Students can think about or even use them to complete a written response so they are ready for discussion.
Guided Reading Prompts and Questions to Improve ... Reading comprehension strategies focus on the learners' understanding of written text. Pupils are taught a range of techniques which enable them to comprehend the meaning of what they read.
Reading comprehension strategies | Toolkit Strand ... Page 9/17
As part of my guided reading cycle I use DIAL to stretch the children's questioning. DIAL stands for Deductive, Inferential, Authorial and Literal questioning. This is best used on the interactive white board as a teacher/teaching assistant led activity.
Guided Reading Questioning PowerPoint | Teaching Resources
Working on using prediction strategies in guided reading encourages the student to read closely for inferences and other clues that will indicate the journey the text may take. It also encourages the student to pay close attention to the content of the text as they read.
How to teach guided reading (With activities) — Literacy Ideas reading discussion; The main goal of guided reading is
Guided reading sessions are made up of three parts: before reading discussion; independent reading; after to help students use reading strategies whilst reading for meaning independently. Why use guided reading
Guided reading - Department of Education and Training Have 10 questions prepared on a sheet of paper. After students listen to the read-aloud, have them answer and label the questions as either 'thin' or 'thick' and explain why. Make the test worth 30 points (one point for the correct answer, one for the label, and one for Page 11/17
answering why it is thin or thick).
Questioning: A Comprehension Strategy for SmallGroup ...
Questioning Strategies Guided Reading Questioning is a strategy that readers use to engage with the text. Questioning techniques help the reader to clarify and comprehend what he is reading. Struggling readers tend not to ask questions of themselves or the text as they read. Teachers who model how to ask questions while reading help children to ...
Questioning Strategies Guided Reading Our Reading Questions for KS1 come in a variety of Page 12/17
topics that are certain to engage and inspire children. Encouraging children to engage with reading tasks can be tricky, as their focus may be distracted if they don't feel like they can engage with the text provided. Our wide range of Reading Questions includes a selection of fun, unique and interesting reading topics.
Teaching Guided Reading - KS1 English Primary Resources
Strategy Lesson: Questioning the Text One way I help students access those inner conversations is by showing how I think when I read. I read aloud, stop, look up at them, and share my thinking. I describe my inner conversation to them.
Questioning the Text | Scholastic Download File PDF Questioning Strategies Guided Reading Dear reader, later than you are hunting the questioning strategies guided reading collection to right to use this day, this can be your referred book. Yeah, even many books are offered, this book can steal the reader heart consequently much.
Questioning Strategies Guided Reading Reciprocal Teaching Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group Page 14/17
discussions using four strategies: summarizing, question generating, clarifying, and predicting.
Reciprocal Teaching | Classroom Strategies | Reading Rockets
Questioning Strategies Guided Reading grade 10 exam paper 2 2014 , self employed analysis forms for credit unions , civil engineering pretoria , toyota 2lt engine specs, kings of colorado david e hilton , physics of everyday phenomena 7th edition answers , differential equations by zill 6th edition solutions manual , cambridge checkpoint maths 1
Questioning Strategies Guided Reading Page 15/17
aplikasidapodik.com
Summarizing Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.
Summarizing | Classroom Strategies | Reading Rockets questioning strategies guided reading, it is no question easy then, before currently we extend the partner to purchase and make bargains to download and install questioning strategies guided reading so simple! Page 16/17
Copyright : myprofile.indeonline.com
Acces PDF Questioning Strategies Guided Reading
Wikibooks is an open collection of (mostly) textbooks. Subjects
Copyright code : 8a29a44157eb53edbfab05866d699ddf | <urn:uuid:9df193e4-2112-4617-a3bf-022cc801b471> | CC-MAIN-2021-49 | http://myprofile.indeonline.com/cgi-bin/content/view.php?data=questioning_strategies_guided_reading_pdf&filetype=pdf&id=8a29a44157eb53edbfab05866d699ddf | 2021-11-28T08:23:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00198.warc.gz | 47,084,915 | 1,907 | eng_Latn | eng_Latn | 0.978113 | eng_Latn | 0.996551 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
464,
1132,
1800,
2375,
2993,
3576,
4171,
4748,
5356,
5945,
6613,
7161,
7778,
8363,
8922,
9547,
9750
] | [
2.625
] | 11 | 0 |
MANAGING RESOURCES – DRAMA: ANNOTATED SELECTION OF RESOURCES FOR TEACHERS AND LEARNING DESIGNERS
© 2013 Education Services Australia Ltd., except where indicated otherwise. This material may be copied, distributed and adapted free of charge for non-commercial educational purposes, provided all copyright notices and acknowledgements are retained.
Black Swan State Theatre Company
Belvoir St Theatre
This theatre company offers a range of education programs including performances with pre and post show talks, workshops for students in performance, production, and design and education resource kits designed to accompany individual productions. The theatre company engages with regional areas through workshops and live broadcasts, and offers professional development workshops for educators.
Belvoir St Theatre provides education programs, which include school performances, workshops, backstage tours and online archival resources such as recordings of past performances and basic information about lighting, costumes and set design.
Council of Ontario, Drama and Dance Educators
This Canadian organisation distributes lesson plans, worksheets and assessment resources to support the Ontario Dance and Drama Curriculum. Some of the resources are free, such as lesson plans and assessment ideas for drama games, skills and workshops that cover topics such as developing acting skills, drama and the environment, building a community and audience etiquette.
© 2013 Education Services Australia Ltd., except where indicated otherwise. This material may be copied, distributed and adapted free of charge for non-commercial educational purposes, provided all copyright notices and acknowledgements are retained.
Drama Australia
Drama Australia: Working Conditions for Teaching and Learning in Drama
Drama New South Wales
Drama Australia is a support organisation that provides teachers with general advice on the place of drama in the Australian Curriculum. Drama Australia also provides a list of drama education research, journals, projects and reports, and a series of guidelines for Aboriginal and Torres Strait Islander drama and education, sustainable practice, equity and diversity.
Drama Australia provides advice to teachers on the working conditions and environmental, health and safety guidelines for teaching and learning in drama in Australian schools. The document outlines a list of guiding principles in early learning, primary and secondary schools.
Drama New South Wales is a support organisation that provides educators with resources (some of which are only available to members) on vocal assistance, playing Shakespeare and enhances forum theatre, forum spaces for online discussion with members, and web links to curriculum support, drama, HSC syllabus and stage work.
© 2013 Education Services Australia Ltd., except where indicated otherwise. This material may be copied, distributed and adapted free of charge for non-commercial educational purposes, provided all copyright notices and acknowledgements are retained.
Melbourne Theatre Company
National Institute of Dramatic Art
The Melbourne Theatre Company's education program includes a range of activities for secondary students, which include summer school, the Ambassador Program, a Youth Scholarship Course and performance workshops. Educator's notes and resources are also provided on specific shows.
The National Institute of Dramatic Art (NIDA) provides programs for schools that cater to primary and secondary education. They offer HSC workshops, as well as workshops on innovative teaching strategies in English, drama, entertainment, music, design and technology. NIDA can tailor workshops to link with curriculum, and teaches practical skills to secondary school students such as performance, set, lighting and costume design.
Queensland Theatre Company
Queensland Theatre Company (QTC) provides programs and online resources for schools and educators. Program activities include teacher previews of upcoming shows, program and education resources online, play briefings, e-newsletters, professional development workshops and workshops for students on-site before or after attending a performance. The Wesfarmers Resources Regional Acting Studio provides workshops for students in regional Queensland schools.
© 2013 Education Services Australia Ltd., except where indicated otherwise. This material may be copied, distributed and adapted free of charge for non-commercial educational purposes, provided all copyright notices and acknowledgements are retained.
© 2013 Education Services Australia Ltd., except where indicated otherwise. This material may be copied, distributed and adapted free of charge for non-commercial educational purposes, provided all copyright notices and acknowledgements are retained. | <urn:uuid:b7b77f16-95c1-4742-aeaa-b282932f115c> | CC-MAIN-2021-49 | http://artspop.org.au/UserControls/ckfinder/userfiles/files/Resources/Managing-Resources-Drama_annotated_selection.pdf | 2021-11-28T08:07:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00201.warc.gz | 7,120,227 | 826 | eng_Latn | eng_Latn | 0.967924 | eng_Latn | 0.99117 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
348,
1718,
2803,
3055,
4569,
4821
] | [
2.375
] | 1 | 0 |
A huge welcome to all of our new Year 1 children and parents and a warm welcome back to our Year 2 children and parents!
Classes
Class 3 - Mrs Dargan and Miss Dinsdale Class 4 - Miss Phillips and Miss Connolly Class 5 - Mrs Collier and Mrs Jackson Class 6 - Mrs Shiels and Mrs M. Thompson
Clothing
Homework
Your help in supporting your child with his/her homework is hugely appreciated. Homework will be sent out every Thursday (starting Thursday 13th September) and returned on the following Tuesday. Reading books should be returned as soon as your child has finished reading the book.
Thank you for your support, it really does make a difference to your child's learning.
Could you please ensure that your child's name is clearly written inside all of their clothing, including PE shoes.
Please remember that if you need to speak to your child's teacher, then they are happy to talk to you either before 8.55am or after 3pm.
Library Visits
Each class will be visiting South Moor library during the Autumn term to enjoy listening to stories read to them by the librarians and choose books to share in class. Watch out for letters giving more details and asking for volunteers to help walk there.
Class 6 - Tuesday 9th October
Class 5 - Tuesday 16th October
Class 4 - Tuesday 6th November
Class 3 - Tuesday 13th November
Our topic this half term is 'The Great Fire of London'. The children will be learning about this important historical event.
Here is an overview of some of the things that you can do with your child to support them with their learning throughout this half term.
Can you find out about the Great Fire of London?
Can you find any story books with fire in the title?
Try looking for poems about fire. Can you write one of your own?
Where did it start? When did it start? How did it start?
How do we know about what happened?
Can you make a poster about staying safe around fire?
Write down your answers and bring them into school.
Can you find out about Tudor times? What were the houses like in 1666? How were they different to houses now?
Write down what you find out and bring it into school, you might get a special sticker!
Thinking Challenge!!
Pudding Lane is the answer, what is the question?
10 is the answer, what is the question?
Bring your answers into school to get your certificate. | <urn:uuid:ce60c1c5-ebc1-4ae6-a34b-de8a5faae5d0> | CC-MAIN-2021-49 | https://www.southstanley-inf.durham.sch.uk/wp-content/uploads/sites/129/2018/09/Autumn-1-Newsletter-4-new-1.pdf | 2021-11-28T08:55:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00199.warc.gz | 1,091,197,440 | 518 | eng_Latn | eng_Latn | 0.999178 | eng_Latn | 0.999181 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1337,
2345
] | [
2.21875
] | 1 | 0 |
Curriculum Burst 8: Stacking Coins
By Dr. James Tanton, MAA Mathematician in Residence
In the United States, coins have the following thicknesses:
penny, 1.55 mm;
nickel, 1.95 mm;
dime, 1.35 mm;
quarter, 1.75 mm.
If a stack of these coins is exactly 14 mm high, how many coins are in the stack?
(A) 7 (B) 8 (C) 9 (D) 10 (E) 11
SOURCE:
This is question # 13 from the 2004 MAA AMC 10b Competition.
QUICK STATS:
MAA AMC GRADE LEVEL
This question is appropriate for the 10 th grade level.
MATHEMATICAL TOPICS
Decimals
COMMON CORE STATE STANDARDS
None specific to the HS standards
5.NBT
Numbers in the K-8 standards.
MATHEMATICAL PRACTICE STANDARDS
MP1 Make sense of problems and persevere in solving them.
MP2 Reason abstractly and quantitatively.
PROBLEM SOLVING STRATEGIES
ESSAY 6: ELIMINATE INCORRECT CHOICES
ESSAY 2: DO SOMETHING
THE PROBLEM-SOLVING PROCESS:
Okay … here goes:
STEP 1: Read the question, have an emotional reaction to it, take a deep breath, and then reread the question.
I have a slight feeling of panic. I've read the question three times now and I am worried that I don't know how many coins of each type there are in that stack 14 mm high.
DO SOMETHING
Okay, I'll just pretend that I know what the coins are. We have a sum something like:
Since I made this up, it is most likely wrong!
Actually, is it wrong?
Let's add the 5 s in the hundredths place. There are eleven of them. Even with carrying, adding them up is going to give a 5 in the hundredths place … not a zero.
Ooooh! Adding up any odd number of numbers like these will give a 5 in the hundredths place. (Would I have still noticed this if I happened to choose an even number of coins in the sum?)
We can't have an odd number of coins in the stack!
This means choices (A), (C) and (E) are out.
We've eliminated more than half the options presented to us!
There are only two choices left to consider:
(B) There are 8 coins.
(D) There are 10 coins.
Can we eliminate one of these?
AVOID HARD WORK - if you can
Since it is easier to do arithmetic with the number 10 rather than the number 8 ¸ let's explore option (D) first. (If this gets hard, we'll go back and study option (B) instead!)
Can there be 10 coins in the stack?
We have ten coins whose heights are from the list 1.35 1.55 , 1.75 and 1.95 mm. So what?
DO SOMETHING
The shortest the stack can be is
×
10 1.35
13.5
=
mm and the tallest is
×
10 1.95
19.5
=
mm.
Umm. The average thickness of the coins in the stack must be 14 10 1.40 ÷ = mm. (So the stack is mostly the 1.35 mm coins?)
I don't know where this is going. I am stuck!
Can there be 8 coins in the stack?
For the sake of DOING SOMETHING, the shortest the stack can be is … 8 1.35 × . Ugh! This is too hard to calculate.
Okay... The average size of the coins in the stack is 14 8 ÷ mm. That's not too hard to calculate, we just have to halve the number 14 three times:
14
7
3.5
1.75
→
→
→
mm
Oh, we can have EIGHT QUARTERS! The answer is (B).
Extension 1: Are eight quarters the only possibility? Extension 2: We didn't actually rule out the possibility of ten coins. Look at the tenths digits. We need ten digits from the set {3,5,7,9} , plus the carry of adding the ten 5 s in the hundredths place, all to add to the zero in the tenths place of 14.00 . Possible?
Curriculum Inspirations is brought to you by the Mathematical Association of America, MAA American Mathematics Competitions, and Akamai.
, | <urn:uuid:38f29401-c1bd-4e7f-8449-86ee2649002a> | CC-MAIN-2021-49 | https://www.jamestanton.com/wp-content/uploads/2012/09/CB008_Stacking-Coins.pdf | 2021-11-28T08:42:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00201.warc.gz | 910,023,371 | 991 | eng_Latn | eng_Latn | 0.977029 | eng_Latn | 0.998226 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
854,
3476
] | [
3.359375
] | 3 | 0 |
A SELECTED BOOKLIST
How War Affects Kids, Their Families, Their Communities
Picture books for young children ( 0-5 years old)
I Miss You Every Day—Simms Taback. When you miss someone you love so much— miss them every day—there's only one thing to do: wrap yourself up, jump in a box, and send yourself for a visit. This book has great illustrations and ideas and can be used for any young child missing a loved one. (Viking, 2007)
Love Lizzie: Letters to a Military Mom—Lisa Tucker McElroy. This picture book expresses how Lizzie misses her mom, wants to remain connected to her, and wishes she could be at home with the family. It also shows how Lizzie's mom offers reassurances about safety, about keeping her child in mind and heart, and gives Lizzie information about her job without frightening her child. Colorful maps and drawings also describe Lizzie, her dad and brother doing everyday things and by sending them to mom, keep her connected to their life at home. (Albert Whitman, 2005)
Red, White and Blue Goodbye—Sarah Wones Tomp. A small child helps her soldier dad to pack, hides his books, sneaks into his duffle bag, and tells him the time ahead is "too long" for her. Her daddy scoops her up and takes her for ice cream, to the park, and finds other ways to create special memories for her to fall back on. (Walker & Co., 2005)
We Serve Too! A Child's Deployment Book—Kathleen Edick and Paula J. Johnson. This book will help small children give voice to "I don't like it" when daddy or mom is away. The child expresses and wonders about anger, sadness, distances and the meaning of war in a small person's voice. The value of service to the country and of patriotism is stressed within the context of the stresses of separation. (We Serve Too, 2007)
Books for kids 6-10 years
Baseball Saved Us--Ken Mochizuki. This picture book for ages 4-7 is about Shorty, a Japanese American boy who learns to play baseball when his family is forced into an internship camp in the desert during World War II. Another benefit is that being able to play baseball helps him overcome prejudice and racism against Japanese Americans when the war is over. (Lee & Low, 1993)
Coming on Home Soon—Jacqueline Woodson. This picture book evokes the waiting, the longing, and the sadness in everyday living while a parent is away. Ada Ruth's mother is working " Up North" cleaning railroad cards in place of men who have gone off to World War II. She finds comfort in her grandmother's company and home. (Putnam's, 2004)
100 Days and 99 Nights—Alan Madison. Being in the army is a male tradition in Esme's family. Her dad is a sergeant, and mostly he is away. Many times, the family follows him to a new base. The book, told from Esme's point of view, is full of humor and poignancy as she describes moving to strange and interesting cities, meeting new friends, going to new schools and being lonely. (Little, Brown, 2008)
The Impossible Patriotism Project—Linda Skeers. Caleb must create a school project representing patriotism. He is stumped until he thinks about his dad, fighting in a war far away, and how difficult it is to be without him. (Dial, 2007)
Almost Forever—Maria Testa. This book relates the ups and downs in a child's life during a one year deployment, including the joy of receiving and sending letters, the fear of loss when daddy is missing, and the worry that he will forget his little girl. Daddy returns and forever is finally at an end. (Candlewick, 2003)
Why? The War Years—Tomie dePaola. The author shares his memories of the WWII era in this 7 th segment of his 26 Fairmont Avenue series. He reflects on how the war changed his life and his family, especially when Cousin Blacky is killed in action. The book celebrates daily poignant and happy events and considers the bleakness of loss. ( Putnam's, 2007)
Books for middle school readers, ages 11-14
Annie's War-- Jacqueline Levering Sullivan. This is an outstanding chapter book for middle readers. Annie works out her questions about her father-missing in action; her mother-a severely grieving spouse; her uncle-an angry returning veteran -through imaginary discussions with President Truman, who is commander-in-chief. In this process, she eloquently speaks the profound concerns of her family, her neighbors, her friends, about the effects of war on each of them. (Eerdman's, 2007)
Bat 6 –Virginia Euwer Wolff. The author uses the voices of sixth grade girls, members of rival softball teams in two Oregon towns, to tell the story of their communities' attitudes and prejudices surrounding World War II, and to share their love of the game. (Scholastic, 1999)
On the Wings of Heroes --Richard Peck A tender and humorous tale of the WW II home front, a boy's love and adoration for his dad, a WWI vet who never talks about it, and his brother, who goes off to fly B-17s. This is a fine book, especially for boys who look for heroes and to their dads for guidance. (Dial, 2007)
Patrol: An American Soldier in Vietnam—Walter Dean Myers. The author joined the army on his seventeenth birthday, at the beginning of US involvement in Vietnam. In this story-poem, he takes readers into the heart and mind of a frightened young soldier coming face to face with the enemy in an alien place. Collage illustrations by Ann Grifalconi evoke the darkness and mystery of the jungle and the fragile humanity of the soldier and his foe. (Harper Collins, 2002)
Park's Quest--Katherine Paterson. Park can't figure out why his mother refuses to talk about his father who died in Vietnam when Park was a baby. He has no memory of his father but is determined to find out the answers to his questions. (Lodestar, 1988)
Amaryllis—Craig Crist-Evans. Amaryllis is a ship which ran aground near Singer Island, Florida, when Jimmy and his older brother, Frank, were bonding as adolescents, before Frank enlists and heads for Vietnam to get away from their father's alcohol-fueled rages. Jimmy is heartbroken in losing the companionship of his brother. The book revolves around his thoughts of Frank, their times surfing around the ship, and the privacy of their letters back and forth. Frank writes honestly about jungle fighting, seeing buddies die, terrorizing villagers, and using drugs to kill his pain. (Candlewick, 2003)
Off to War: Voices of Soldiers' Children--Deborah Ellis. This is a series of brief interviews with kids between the ages of 7 and 17. Most are children of reservists and National Guard members, like the soldiers from Oregon .Their comments are blunt, realistic, and reflective. They talk about being at home when a parent is deployed, the advantages and disadvantages of military life, and how their situations leave them isolated from other kids. (Groundwood, 2008)
Shooting the Moon-- Frances O'Roark Dowell. Jamie thinks that her brother is following in their father's career military footsteps into the Vietnam War. Then he sends home undeveloped film of everyday war scenes which alter Jamie's perceptions, evoking worry and serious questions. (Atheneum, 2008)
Code Talker: A Novel About the Navajo Marines of World War Two--Joseph Bruchac. In the voice of one of the Navajo code talkers, Bruchac tells how the men were recruited to develop and use a secret radio code which was critical to all communications. He also explains how discrimination limited their service and delayed recognition of their significant contributions to the war effort. (Dial, 2005)
Books for teens/young adults-ages 15+
Sunrise Over Fallujah --Walter Dean Myers. Most of what Birdy knows about war, up until now, has been from letters his uncle wrote from Vietnam. As a young recruit from Harlem, he observes that a lot of the fear feels the same, but it's a different time, a different war, and he is in a country whose culture and people he does not understand. The author treats his characters in this fictional account with respect for their roles as soldiers and leaders and, at the same time, allows Birdy to ask authentic questions about what he sees, what he does, and how he can expect to live with those events when he returns. (Scholastic, 2008)
Battle Dress--Amy Efaw. A 1989 graduate of West Point, Efaw describes the rigors and challenges of belonging to an intensely private community of soldiers preparing to be officers. (Harper Collins, 2000)
Soldier's Heart --Gary Paulsen. Charley left the farm at age 15 to fight in the Civil War with the First Minnesota volunteers. He didn't know what war was about; he learns about the horror of combat and the wild luck of survival. When he returned, at 19, Charlie was different. He was a man said to have "soldier's heart," now called Post Traumatic Stress Disorder (PTSD). (Delacorte, 998)
Hearts of Stone--by Kathleen Ernst. This is a book for older teens struggling with issues about war. It describes how the life of fifteen year old Hannah is torn apart by her father leaving to fight in the Civil War and by her mother's sudden death. A historical novel, it is graphic in its description of what happens along the way on Hannah's journey to a safer home. (Dutton, 2006)
Come in From the Cold-- Marsha Qualy. Jeff's brother, a Marine, is called up to fight in Vietnam. He has lots of questions and he wants to support his brother. His girlfriend, Maud, gets word that her sister, a war protestor, is killed in a bomb blast. Together they look for stability and meaning. (Graphia, 1994)
War Is…soldiers, survivors, storytellers talk about war. Edited by Mark Aronson and Patty Campbell. This young adult anthology contains twenty pieces of fiction and nonfiction designed to provide readers with forthright accounts of the realities of war and the young people who fight them. It is a balanced collection which can generate thoughtful consideration and discussion by adults and young people. (Candlewick, 2008)
Books for families/teachers/librarians/pastors/rabbis
Why War is Never a Good Idea—written and illustrated by Alice Walker. The author uses a picture book format to contain a prose poem about the power and destruction of war. She uses vivid colors and dramatic images. Walker has said her goal was to emphasize not only human but environmental devastation and to provide a valid tool for adults to describe war to children. Middle school children and teens will find this book challenging and thought-provoking. (Harper Collins, 2007)
What Every Person Should Know about War—Chris Hedges. This small book is based on research by the author, a war correspondent for two decades. He presents information in a factual manner, using a question and answer format and military source manuals. Topics include enlistment, weapons, wounds, details of combat, coming home and dying. It is a helpful volume for teens and young adults.(Free Press, 2003)
War is a Force that Gives Us Meaning— Chris Hedges. The author takes a comprehensive look at the reasons nations and peoples continue to use war as a method of problem-solving and identity development. (Public Affairs, 2002)
Tear Soup—Pat Schwiebert and Chuck DeKleyn. This outstanding book about grief is designed for families who have lost a loved one through death. It can be used for reading and discussion by adults and by young readers from ages 7+. The metaphor of soup making includes many helpful ingredients for grieving as well as suggestions for avoiding those ingredients that are not useful in the process. Humor and tenderness abound in the text and illustrations. (GriefWatch, 1999)
Creating the book list:
This book list was prepared by Kaye Exo, editor and publisher of Grandma's Book Letter, a newsletter and blog (www.grandmasbookletter.com). The purpose of the list is to recommend a selection of quality reading for children and youth in the United States who are or have been directly affected by war. Kaye Exo is a retired child and family therapist in Portland, Oregon, who has spent many years reading, reviewing, and recommending books to caring adults and kids.
Selection was guided by the following considerations:
Quality of writing and illustration
Range of perspectives on military service and war
Range of perspectives on how war affects children, family & community
Literature as a means to help children and teens explore their own feelings
Literature as a means to help adults interpret war and its effects to children
Acknowledgements:
For book sources, credit goes to many Multnomah County (Oregon) librarians and to Kira Porton at A Children's Place Bookstore, Portland; The Cooperative Children's Book Center, University of Wisconsin-Madison; Terri L. Chapman of the Joint Family Support Assistance Program; Joan Engeldinger, Oregon State University Extension 4-H Youth Development; Allen County (Indiana) Public Library –Military Book List; and the Military Child Education Coalition.
For advice and encouragement, grateful thanks to Ruth Allen, Katie Anderson, Lee Catalano, Kathy Dunbar, Joan Engeldinger, Ellen Fader, Ann Huntwork, Nina Kramer, Carol Levine, Jane Morgan, Kira Porton, Barb Sanders, and Donna Vandiver.
Published 2009-1- This list is not copyrighted.
Comments: email@example.com | <urn:uuid:e6934522-cc2d-4289-b4b2-0e8ed6815095> | CC-MAIN-2021-49 | http://boysread.org/dwonloads_books/Bookskidswar.pdf | 2021-11-28T08:08:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00201.warc.gz | 11,830,907 | 3,013 | eng_Latn | eng_Latn | 0.997234 | eng_Latn | 0.998064 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2530,
5464,
8385,
11090,
13219
] | [
3.609375
] | 1 | 1 |
Title of Lesson/Unit: Stump Sleuths
Primary K-3
Big Ideas:
* Plants and animals have observable features
Curricular Competencies: - Students are expected to be able to do the following:
* Make and record observations using their senses
* Experience and interpret the local environment
* Ask questions about familiar objects and events
* Express & reflect on personal experiences of place
* Local First People's knowledge of the local landscape, plants and animals
* Demonstrate curiosity and a sense of wonder about the world
Concepts & Content - Students are expected to know the following:
* classification of living and non-living things
* names of local plants and animals
* basic needs of plants and animals
Objectives for This Activity:
* Students will be able to identify species of trees in the local forest.
* Students will be able to identify at least four other plant or animal species using the same habitat as their tree stumps
* Students will be able to speculate about the habitat's ability to meet the needs of these trees and plants.
* Students will be able to speculate about the trees stump's ability to contribute to the surrounding habitat. What kinds of creatures, insects, birds might call this home?
* Students will be able to share their observations about living things in their local environment to help others learn about their "place"
Pre-Class Preparation – Read "The Tree Stump" by Chris Ford & "The Giving Tree" by Shel
Silverstein
What's In a stump? Young detectives find some eye-opening answers on a sleuthing expedition that's full of surprises and fun.
Location: An area with 1 decaying stump for every 4-5 children.
Materials:
* magnifiers
* drawing supplies and journals
* optional: bug boxes (clear magnifying boxes)
* In this activity, children explore a stump and discover that it supports a rich variety of living things.
Lesson plan
* Find a local site with decaying stumps and familiarize yourself with the plants, insects and other living things found in stumps. You might also want to collect field guides to take along for reference and/or use inaturalist to submit photos and get identification electronically.
* When you arrive at the site, divide the children into small groups (4-5 per adult), and ask each group to gather beside a stump.
* Introduce the stump as the remains of a tree that fell or was cut down, and ask the children to take a good look at its size and shape. Have some fun speculating how big the tree might have been, and what might have happened to it. Explain that while the stump is no longer a living tree, it's still a place where many living things can be found. Sometimes, new trees even grow out of stumps, which help protect them from predators and provide nutrients. These are called "nurse logs".
* Ask the children to pretend they're detectives who have been assigned a challenging investigation — to see how many different living things they can find in, on and around the stump. When their investigation is complete, they may be surprised at just how much they've found.
Activity:
As the children search, help them recognize that the stump is a home to living things and so should be disturbed as little as possible. Encourage them to notice that the stump provides food as well as shelter. Help them identify their finds, and record these on a notepad for later discussion.
Who Lives Here? The first things the children may discover are seedlings, ferns and mosses, as well as fungi and lichens. Huckleberry bushes grow on the top of many stumps. The sleuths may also spot slugs, snails and salamanders, and when they look carefully under the bark and in cracks and hollows, they'll find crawly creatures such as sowbugs and larvae. Even bears like to tear apart rotten logs and feast on grubs and bugs.
A stump has visitors as well as residents. Encourage the children to look for calling cards — for example, feathers, droppings, woodpecker holes and
half-eaten cones. Have fun talking about which creatures might have left the signs and what they might have been doing when they came to visit.
Looking Even Closer: A whole new world will open up when the children take a really close look at their discoveries. Help them use magnifiers to investigate mosses, lichens and fungi. It's also fun to compare how things look with and without magnifiers. Hairy legs and funny shapes will spring into view when insects are carefully placed in bug boxes. Use the plastic containers to temporarily hold slugs, snails and other crawlies for up-close investigation. Help the children return these creatures to the exact spot where they found them.
Detectives' Drawings: Hand out nature journals for students to draw in. Remind the children that all good detectives keep records of their discoveries, and ask them to make pictures of the living things they liked the most. Help label the drawings.
Reflect on their Learning: Ask the children to sit in a circle to discuss their investigations. Read out the list of their discoveries, and ask which ones were a surprise. Talk about the variety of living things found in a stump, and how a stump is a home and food source. With the group, take one last look to make sure all living things have been returned where they were found. Ask the children what they might tell their friends or families about the stump when they get home. Discuss the importance of protecting our natural environment.
Assessment/Evaluation
* Compare observations with those of others
* Make simple inferences based on their results and prior knowledge
* Sort and classify data
* Consider environmental consequences of their actions
Extensions/ Possible Cross-Curricular Connections
* BC Indigenous culture relies heavily on a close connection with the forest for wellbeing. Connect with local First Peoples and invite an elder or other member to share their stories of your local community and its history with students.
* Physical and Health Education: Identify and describe practices that promote mental well-being Explain how participation in outdoor activities supports connections with the community and environment.
.
creative works in a variety of ways. Students
* Art Education: Experience, document and share create an art display of the various drawings from their observations and share with others. Here's some artwork from students all across BC, all ages to celebrate National Forest Week and how important forests are to our environment, landscapes, lifestyles and livelihoods.
RESOURCES:
* "The Tree Stump" by Chris Ford and "The Giving Tree" by Shel Silverstein
* iNaturalist – app for flora and wildlife species identification
* Royal BC Museum for information on traditional plant use
* Bandoni, Robert J. and Adam F. Szczawinski. Guide to Common Mushrooms of British Columbia. B.C. Provincial Museum,
Handbook 24, Victoria: Department of Provincial Secretary
* Green, David M. and R. Wayne Campbell. The Amphibians of British Columbia. B.C. Provincial Museum, Handbook 45. Victoria:
* Ministry of Provincial Secretary & Government Services
* Lyons, C.P. Trees, Shrubs & Flowers to Know in British Columbia. Toronto: Dent
* Schisgall, Oscar. That Remarkable Creature, the Snail. New York: Julian Messner
* Schwartz, George I. and Bernice S. Life in a Log. Garden City, N.Y.: Natural History Press
* Simon, Seymour. Exploring Fields and Lots. Champaign, III.: Garrard
* The Stump Book. Vancouver: WEDGE. Available from the B.C. Teachers' Federation, Zim, Herbert S. and Lucretia Krantz. Snails. New York: William Morrow.
Forest Fun series has been produced and updated by FORED. Original activity was created through a Partnership Agreement on Forest Resource Development: FRDA II.
Some photos by Pexels.com | <urn:uuid:3de06e8e-62b5-4d70-ac48-93e372dc9686> | CC-MAIN-2021-49 | https://www.foredbc.org/teachers/lessonplans/Stump%20Sleuths.pdf | 2021-11-28T08:48:30+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00202.warc.gz | 852,971,982 | 1,627 | eng_Latn | eng_Latn | 0.994874 | eng_Latn | 0.997704 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1681,
4650,
7574,
7764
] | [
4.75
] | 2 | 1 |
Warwick Academy
'so much more than a place to learn'
Head Lice Policy
MISSION STATEMENT
Building on centuries of excellence, we provide an international educational environment designed for our diverse student body. Our innovative curriculum is delivered with a commitment to personalised pastoral care and enhanced by a dynamic co-curricular programme. We strive to create a culture of collaboration so that our students can become lifelong learners, global thinkers and successful leaders.
CURRICULUM MODEL
NOTES
Dated: Jan 2020
To be reviewed: September 2022
Staff involved: PMT/SMT
Managing Head Lice in School
Head lice are tiny insects about the size of a sesame seed. The move from one person to another by head-to-head (hair-to-hair) contact and are active travelers. They cannot jump to another person's head, they can only crawl. Head lice lay eggs which hatch after 7-10 days. It takes about 10 days for a recently hatched louse(called a nymph) to grow into an adult and start to lay eggs.
A mature female lays eggs called nits. These nits are extremely tiny. They are yellowish or greyish white tear-drop shaped, about 0.8 mm long. The nits are attached to the hair shaft (close to the scalp) with a very strong cement bond. Nits are deposited mainly at night at a rate of 6 every 24 hours.
Nits
Head louse
Children who get head lice may feel embarrassed or ashamed, but they should not. Anyone can get head lice. It has nothing to do with being dirty or clean and lice to not spread disease or illness.
Whilst screening of year groups/ classes does happen at Warwick Academy, this on its own cannot control the spead of head lice. Rather, the spread of head lice can be minimized with routine inspection for live head lice and nits by all parents and full treatment of those children infested.
Parents and guardians are responsible for:
- Knowing head lice signs and syptoms
- Routinely checking their child's head for head lice once a week. Friday is the ideal day as it allows the weekend for treatment if necessary
- Telling ther child's school, close friends, activtiy leaders (dance etc), that their child has head lice
- Ensuring that full, proper treatment has been completed before the pupil returns to school
Advice to parents
How to find Head Lice (see Appendix 1)
- Severe itching is the most common sign of head lice
- Look for head lice and tiny white or grey coloured eggs or remnants of eggs(nits) Nits look like tiny waterdrops and are stuck on the hair. They are hard to remove. Whilst nits might signal a live infestation, they don't necessariy mean that live head lice are present; the eggs may have already hatched
- Check your own head and heads of everyone who lives in the home
- Advise school and activity leaders (dance, judo etc) that your child has head lice, also tell the parents of your child's friends to check their child for head lice
How to treat Head Lice (see Appendix 2)
- Information about special medicated treatmest is avaialble from the pharmacist or doctor. The school nurse can also help you with this. Use only products that say they are 'ovicidal' , which means they will kill most of the nits
- Follow the manufacturer's instructions carefully
- After treating your child's hair, make sure there are no live head lice. If you still find head lice that are moving, go back to the phamacist or doctor for help
- If you find nits you need to remove these using a 'nit comb' or by pulling them off with your fingernails
After the first treatment parents should:
- Check the child's head to make sure the treatment was successful. It was successful if no live lice are found
- Speak to a pharmacist about another chemical treatemnt if you still find live lice (as this means the chemical you used has not worked- lice can devleop immunity to some treatments)
- Remove any remaining nits using a nit comb or by pulling them out individualy with fingers
- Clean the home
- Continue to check the child's head every day for 10 days. This is important as eggs may continue to hatch
Do a second treatment 7 to 10 days after the first successful treatment. Chemical treatments do not completely kill eggs. So this second treatment will kill lice that hatch after the first treatment.
After the second treatment parents should:
- Visually inspect the child's head to make sure the treatment was successful
- Remove any remaining nits using a nit comb or by pulling them out individualy with fingers
- Clean the home
- Inspect the child's head every two days for 10 consecutive days
- After 10 days of checking withou detecting any more live had lice, return to checking the child's head once a week for nits and lice
Cleaning of home
Proper home cleaning during a lice infestation is very important. It is possible for head lice to live temporarily on items such as bedding, couches, hair accessories, car seats, toys and clothing. Fortunately, head lice can only survive 24-48 hour off the head and are relatively easy to remove from the home. Below are home cleaning instructions, which can be performed after each hair treatment:
- Bedding: Sheets, blankets, and pillowcases, should be put in the dryer for 30-40 minutes on high heat. (washing optional for mild infestation)
- Couch: Vacuum and cover with sheet or blanket for 2-3 days. (sitting on sheets is safe)
- Floors and Carpet: Vacuum floors and discourage others from laying on floors for 2-3 days
- Hair Accessories: Submerge in water with bleach solution or freeze (4+ hours) or leave untouched for 2-3 days
- Clothing: All clothing worn in last 2-3 days should be put in dryer for 30-40 minutes on high, or left unused for 2-3 days.
- Car Seats: Vacuum well and visually inspect
- Toys: Isolate toys for 2-3 days (plastic bags help)
A simple, easy way to clean your home is to grab all items that could potentially have lice on them and put them in a garage or closet for 3 days. Washing everything is not necessary if you can do this.
How to Prevent Head Lice
Knowledge is one of the most important steps to both prevent the spread of headlice and to treat an infestation. Parents and school staff play key roles in preventing the spread of head lice. It is imporatant that parents regularly check their child's head and encourage their child to follow the advice below:
- Do not share personal items, such as combs, helmets, hats and scarves
- Keep hats and scarves in a coat sleeve or pocket instead of in a spot with other hats and scarves
- Tie long hair back at all times
The school will:
- Publish this policy on the school VLE
- Promptly notify parents of active head lice infestations in their child's class, referring parents to this policy and with particular attention to the 'Head Lice Detection Map' Appendix 1
Head Lice and Absences from School
Should head lice, or nits be noticed by the school - parents will be contacted immediately and will be asked to pick their child up from school. In the case of nits, children can be returned to school once these have been removed. In the case of live lice, children can be returned to school once a full treatment has been carried out and bedding etc has been treated or shut away (to avoid re-infestation) at home. Should live lice be identified in the same child on more than two occassions within a short period of time, the Headteacher will call the parents to discuss what is being done to eradicate the head lice and to offer the support of the school nurse.
Appendix 1
Head Lice Detection Map
FAST FACTS ABOUT HEAD LICE
If your child has been in contact with a confirmed case of head lice, check your child's head for lice/nits every 2 days for 10 days.
- Head lice have been a common problem for thousands of years.
- Head lice do not cause illness or disease
- Head lice have 6 strong claws that hold tightly to a hair shaft
- Head lice can only survive on human heads, not pets or other animals
- Head lice or nits are not likely to survive off the head for more than 3 days
- Head lice do not fly or jump, they crawl from one person to another by close head-to head/hair to hair contact
- Anyone can get head lice
Check your child's head once a week for live lice or nits using one of the following detection methods
Visual
Conditioner Comb Through
1. Have your child sit on a chair/ stool under a bright source of light(sunlight works best).
2. Look very closely through your child's hair, especially in the areas behind the ears, nape of the neck and crown of the head.
No nits or live lice found
Check your child's head once a week
Comb Out
1. Have your child sit on a chair/ stool under a bright source of light.
2. Part your child's hair into sections and comb through each section.
3. Inspect each section for nits and live lice.
1. Apply white conditioner to dry hair, covering root to tip.
2. Comb conditioner through hair with an ordinary comb and divide into sections.
3.
Use a lice comb to comb through every section of hair.
4. Wipe the lice comb onto a white paper towel each time and look for evidence of lice/nits
Live lice or nits found in your child's hair
TREAT right away – refer to Effective Treatment of Head Lice sheet
Notify school and child's friends
REMEMBER
- If live head lice are found start using the 'Effective Treatment of Head Lice ' resource sheet
- Check every family member's head if you find live head lice. Treat only if live lice are found.
- Always inform the school if live lice or nits are found | <urn:uuid:d77228bf-b7a5-4b0a-b8a7-4d2345ea1743> | CC-MAIN-2023-50 | https://www.warwick.bm/_site/data/files/files/policies/whole-school-policies/9120E50E989486DB397BF9BECEB8D664.pdf | 2023-12-05T19:05:34+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00332.warc.gz | 1,153,677,596 | 2,205 | eng_Latn | eng_Latn | 0.997391 | eng_Latn | 0.99861 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
594,
2248,
4260,
5987,
7487,
9491
] | [
2.453125
] | 1 | 0 |
Nighttime Reads for Little Ears
Ages 2-4
Bear in the Book by Kate Banks
A little boy falls asleep as his mama reads about a bear hibernating.
A Bedtime for Bear by Bonnie Becker
A small overnight guest tries the patience of a bear who needs absolute quiet to fall asleep
King Jack and the Dragon by Peter Bently
Night is here and playtime is nearly over. But King Jack and his faithful knights Zak and Caspar are still protecting their castle fort from fierce dragons and terrible beasts.
Big Hugs, Little Hugs by Felicia Bond
Brief text and wonderful illustrations show many different ways to hug.
Sleepy, Oh So Sleepy by Denise Feming
Baby animals are going to sleep one by one, but the tiny human baby is the most special of all
Bubble Bath Pirates by Jarrett J. Krosoczka
When a pirate mommy proclaims it is bath time, her pirates "yo ho ho" and to the bath they go!
On My Way to Bed by Sarah Maizes
A young girl imagines herself as a tightrope walker, a zoo dentist, a magician, and more while avoiding going to bed.
Bear in the Air by Susan Meyers
When a beloved teddy bear is lost , the bear sets out on an amazing journey to get back home again.
Summer Days and Nights by Herb Wong
A young girl enjoys the activities of a summer day and night.
The Napping House by Audrey Wood
A cumulative tale of a flea atop a number of animals and people sleeping inflicts one bite resulting in wild commotion.
Ages 4-6
Bedtime for Bear by Brett Helquist
After the first snowfall, Bear is ready to go to sleep until spring but is encourage by his friends to spend one last day playing with them.
Lena's Sleep Sheep: a going-to-bed book by Anita Lobel
Lena wants the sheep she counts at bedtime to meet her nighttime friends, but they the sheep think the moon is a monster and are afraid.
Bless This Mouse by Lois Lowry
A mouse musters all her ingenuity to keep a colony of church mice safe from the exterminator and the dangerous Blessing of the Animals. A chapter book for many nights reading!
When Lightening Comes in a Jar by Patricia Polacco
A girl describes her family reunion at her grandmother's house, from the food and baseball and photos to the flickering fireflies on the lawn.
Boom! Boom! Boom! By Jamie Swenson
On a stormy night, a child settles into bed with a book and a teddy bear but is soon joined by several animals and more until the child, and the bed, reach their limit. | <urn:uuid:a2c52787-5d7b-449a-8fa2-8f8a1b031d44> | CC-MAIN-2021-49 | http://storypath.upsem.edu/wp-content/uploads/2013/09/Nighttime-Reads-for-Little-Ears.pdf | 2021-11-28T08:05:16+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00202.warc.gz | 76,649,777 | 562 | eng_Latn | eng_Latn | 0.997797 | eng_Latn | 0.997123 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2019,
2421
] | [
2.25
] | 1 | 0 |
—————————————————————————————————————————————
Part 1: Big Picture Timeline
1. In the space provided, and using the timeline from the class notes as a model, draw your own table/timeline of the history of technology and society with the following features:
a) four labeled periods/chapters with three dividing lines between them—and the dates for the lines
b) the names of the inventions/events that are the reason for the lines
c) the names of three inventions/events that are especially important to each modern period (no dates)
d) the life expectancy of human beings at the beginning and end of the timelines
Total Points This Page: 15 pts
__________________________________________________________________________________________
Upper Elementary
—————————————————————————————————————————————
Part 2: Power Revolutions
2. Describe the basic idea of a steam engine. Why are steam engines so important in history?
The basic idea of a steam engine to capture the power of steam when you boil water in order to move mechanical engines. The steam engine is important in history, because steam engines were used to power equipment like the Spinning Jenny (for making thread) and the Power Loom (for weaving thread into cloth) in textile (clothing) factories, and also for engines in steamships (that could cross the Atlantic ocean much faster than sailing vessels, regardless of wind conditions) and locomotives on land. The "Age of Steam" was the first transportation revolution.
(4 pts: 1 pt for description; 1 pt for textile machines; 1pt for steamships and/or for locomotives; 1 for spelling and grammar)
3. What is the basic idea of "internal combustion"? What new kinds of vehicles did it help people to make?
The basic idea of "internal combustion" is that gasoline is exploded inside the engine instead of outside (like in a boiler). This makes it possible to make smaller and lighter engine, and helped inventors to create automobiles and airplanes.
(3 pts: 1 pt for description; 1 pt for automobiles and/or airplanes; 1 for spelling and grammar)
4. How did electricity improve our shelters? (What inventions that use electricity are involved?)
Electricity improved human shelters in many ways. A big one was by providing power for electrical lighting (lightbulbs). With electrical light, we can see clearly in our homes any time of day! Also electricity allows us to have refrigerators and air conditioners to preserve our food and adjust the temperature. Electricity can also be used with ovens (including microwave ovens) to cook our food.
(3 pts: 1 pt for lighting; 1pt for preserving and/or cooking food; 1 for spelling and grammar)
Total Points This Page: 10 pts
__________________________________________________________________________________________
—————————————————————————————————————————————
Part 3: Food and Medicine
5. What are the five parts of the Green Revolution?
The Green Revolution is a revolution with five parts: fertilizer (plant food), pesticides (chemicals for killing insects), herbicides (chemicals for killing weeds, but not food plants), irrigation (the distribution of water to farm fields), and hybridization (the creation of new breeds of plant foods that are more productive and resilient). Norman Borlaug is the American agricultural scientist that deserves the bulk of the credit for this advance.
(6 pts: 1 pt for each of fertilizer, pesticides, herbicides, irrigation, and hybridization ; 1 for spelling and grammar)
6. What is an example of an amazing thing doctors can do in surgery? What medical invention(s) make that possible?
Doctors can transplant organs through surgery! X-ray photography of the body helps them to see where things are in the body, and anesthesia keeps patients unconscious.
(3 pts: 1 pt for transplants, 1 pt for x-rays and/or anesthesia; 1 for spelling and grammar)
Part 4: Technology and Society
7. What are the kinds of technology we see in the four chapters of the history of transportation?
In the history of transportation we see the horse-drawn carriage and/or cart and/or sailing vessel of preindustrial times, the steamship and/or steam locomotive for proto-industrial times, the automobile and airplane for industrial times, and finally rockets (and jets) for advanced industrial times.
(5 pts: 1 pt for the technology of each of the four phases ; 1 for spelling and grammar)
8. Why do Luddites and transcendentalists object to industrialization?
Luddites are against technology because it is against people using machines because it makes people more like machines. Transcendentalists are also against industrial technology because they believe that non-material values are more important than material values.
(3 pts: 1 pt for anti-mechanization; 1 pt for prioritizing the non-material; 1 for spelling and grammar)
Total Points This Page: 11 pts
TOTAL POINTS ON TEST: 36 pts
__________________________________________________________________________________________ | <urn:uuid:9288cc82-be45-46e8-9c59-86b6fb720047> | CC-MAIN-2023-50 | https://historyatourhouse.com/wp-content/uploads/2021/05/2020-21_AmericaAndTTWLi_Test4_UE_Test_AnswerKey.pdf | 2023-12-05T18:51:22+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00333.warc.gz | 361,037,497 | 1,014 | eng_Latn | eng_Latn | 0.994788 | eng_Latn | 0.995725 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
737,
2790,
4993
] | [
4.3125
] | 2 | 1 |
In Big Write, we have been learning on how to write instructions and how to make a postcard.
In Maths, we have been learning about the part whole model, number bonds …and writing number sentences to help us with our addition.
Please ensure your child has their PE kit every Monday as well as the correct school uniform (appropriate clothing for the weather).
For Splendid Skies we have been looking at rainfall and made our own rain gauge to measure rain. We also had a fun interesting time, investigating the wind and exploring extreme weathers.
For our Harvest festival we have been making Sangari Drinks which were so yummy and fruity! | <urn:uuid:d3ab3853-abef-4c0c-aaa2-1c11cb0d316a> | CC-MAIN-2021-49 | http://www.riversidecampus.com/primary/wp-content/uploads/2021/10/October-Blog-21.pdf | 2021-11-28T07:54:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358480.10/warc/CC-MAIN-20211128073830-20211128103830-00203.warc.gz | 135,676,493 | 129 | eng_Latn | eng_Latn | 0.996905 | eng_Latn | 0.996905 | [
"eng_Latn"
] | false | docling | [
643
] | [
2.03125
] | 1 | 0 |
Activity 1.1 - Telling Your Story Through Words
Name:________________________
DIRECTIONS:
1. Read the I AM POEM example below
I am caring I wonder what my dogs are thinking I hear the rustling of the leaves in the wind I see squirrels flying up the trees I want a new friend I am caring
2. Read the added movement examples below. Notice how each action represents the line in the poem.
I am caring I wonder what my dogs are thinking I hear the rustling of the leaves in the wind I see squirrels flying up the trees I want a new friend I am caring
~ hands to heart
~ scampering around like a dog , stopping to look around and think
~ body moves like leaves blowing in the wind
~ head & hand goes from low to high watching squirrels run up a tree
~ waving to new people
~ hands to heart
3. Write your I AM POEM and a movement that goes with each line of your poem.
I AM POEM
MOVEMENT
I am
I wonder
I hear
I see
I want
I am
Activity 1.1 - Telling Your Story Through Words
Name:________________________
Reflection Journal
Writing a poem is a quick way to introduce yourself and your interests.
Try writing more about yourself!
What are some hobbies or activities that you enjoy? How do you share the things you love with others? | <urn:uuid:abe7b6c1-a126-4378-9f0f-16161a383356> | CC-MAIN-2023-50 | https://www.blackhillsplayhouse.com/_files/ugd/2d8dc4_a76c0237ed9c43f5bf5b2d681f6102d7.pdf | 2023-12-05T19:43:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00336.warc.gz | 756,370,503 | 295 | eng_Latn | eng_Latn | 0.996972 | eng_Latn | 0.996752 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
941,
1251
] | [
3.96875
] | 1 | 0 |
CONCLUSIONS AND RECOMMENDATIONS OF THE NINTH ICRP DIALOGUE MEETING
"REHABILITATION OF LIVING CONDITIONS AFTER THE FUKUSHIMA ACCIDENT" - Raising children in Fukushima –
第九回ダイアログセミナーの結論と勧告 "福島事故後の生活環境の復興" ‐福島で子どもを育む‐
Date: August 30 and 31, 2014 Venue: Date Central Exchange Center http://www.city.date.fukushima.jp/soshiki/29/862.html
開催日：
2014 年 8 月 30 日―31 日
会場：伊達中央交流館（JR 伊達駅下車、徒歩）
http://www.city.date.fukushima.jp/soshiki/29/862.html
"After all, isn't it true that what most people really want is to continue living their lives, and that they are willing and able (sometimes with a little guidance) to help make that happen? つまるところ大部分の人々が真に求めているのは、自らの生活の営みを続けること ではないか？
そして人々はそれを実現することをのぞみ、（時には多少の助言に よって）それを実現しうるのではないだろうか。
ICRP Publication 111 ICRP 文書１１１号
The Previous Dialogues これまでのダイアログ
In its recommendations for the protection of people living in long term contaminated areas, the International Commission on Radiological Protection (ICRP) emphasizes the effectiveness of directly involving the affected population and local professionals in the management of the situation, and the responsibility of authorities at both national and local levels to create conditions and provide means favouring the involvement and empowerment of the population. 長期の汚染をこうむった地域に住む人々の防護に関する勧告の中で ICRP は、影響を 受けた人々と地域の専門家が状況の管理に直接関わることの意義と、国と地方行政 は人々の関与と自助を促す環境を作り手段を提供する責任があることを強調してい る。
In this perspective, ICRP initiated a dialogue in fall 2011 between representatives of the Fukushima Prefecture, local professionals, local communities, representatives of Belarusian, Norwegian and French organisations with direct experience in managing long-term consequences of the Chernobyl accident and the Committee on Radiation Protection and Public Health of NEA/OECD to find ways to respond to the challenges of the long term rehabilitation of living conditions in the areas affected by the Fukushima nuclear power plant accident.
この観点に立ち、ICRP は 2011 年秋に福島原発事故による長期汚染地域において生 活の状況を改善するためのダイアログを開始した。これには、福島県を代表する 人々、地域の専門家、地域コミュニティの方々、チェルノブイリ事故にかかわった ベラルーシ、ノルウエー、フランスの組織の関係者、それに経済協力開発機構放射 線防護・公衆衛生委員会が参加した。
The First Dialogue in November 2011 fostered a useful discussion among stakeholders on the situation in the affected areas and on their concerns.
2011 年 11 月開催の第一回ダイアログでは、福島原発事故による汚染を受けた地域で の状況と人々の関心事についての有用な討論がなされた。
The Second Dialogue in February 2012 identified progress in understanding the situation and the value in sharing experience on the rehabilitation of living conditions in the affected areas. Participants also voiced serious concerns regarding the situation.
2012 年 2 月の第二回ダイアログでは、状況の理解と汚染地域での生活の状況とそれ を改善するための経験を共有することの大切さが認識されていることが認められた。 参加者はまた状況の困難さを口々に話した。
The Third Dialogue in July 2012 focused on the complex problem of contaminated foodstuffs and allowed all concerned parties – producers, distributers and consumers – to have a constructive dialogue on strategies and management procedures to improve the quality of products and to regain confidence of consumers.
2012 年 7 月の第三回ダイアログは、汚染食品という複雑な問題に焦点をあて、生産 者、流通業者、消費者をふくむ全ての関係者が、産物の質の向上と信頼の獲得のた めの戦略と管理について討論した。
The Fourth Dialogue in November 2012, devoted to the education of children at school, stressed the importance of disseminating practical radiation protection culture among the children, and also the teachers and the parents, to improve living conditions.
2012 年 11 月の第四回ダイアログは、学校での子供の教育を扱った。子供たちと教師 および親に対して実践的な放射線防護に関する意識を高める必要性が強調された。
The Fifth Dialogue in February 2013 dealt with the delicate issue of "returning or not, staying or not" in the affected areas. All involved parties – inhabitants, school teachers, professionals, doctors and authorities – depicted the issues of concern and identified the values to share to move forward.
2013 年 2 月の第五回ダイアログは「帰るのか、とどまるのか」というデリケートな 問題を扱った。すべての関係者―住民、学校教師、専門家、医師、行政当局が集ま り、懸念されるべき問題を洗い出し、前進にむけて共有すべき価値を明らかにした。
The Sixth Dialogue in July 2013 discussed the situation and the challenges being faced by the citizens of Iitate. Participants identified the conditions and means to help villagers to make informed decisions about their future.
2013 年 7 月の第六回ダイアログは、飯舘村民が直面している状況とそれへの挑戦が 議論された。参加者は、村民が状況についての十分な説明のもとでの自らの意思決 定をなさしめるために必要な条件と方法を明らかにした。
The Seventh Dialogue in November 2013 focused on self-help actions taken by citizens from Iwaki and Hamadori in cooperation with experts to regain control on their daily life. Presentations showed that local communities who wish to stay in their home place can reclaim their familiar environment and rebuild decent living conditions.
2013 年 11 月の第七回ダイアログは、いわきと浜通りで、専門家とともに人々が生活 改善のために行った自助活動について焦点を当てた。参加者の発表からは、故郷に 住み続けることを望んでいる地域のコミュニティーは、住み慣れた環境の中で適切 な生活状況を回復しうることを示した。
The Eighth Dialogue in May 2014 considered the situation and challenges of the city of Minamisoma, which undergone the triple disaster of the earthquake, the tsunami and the nuclear accident. Participants discussed possible ways to overcome the present isolation and divisions and shared their vision about the future of the City.
2014 年 5 月の第八回ダイアログでは、地震、津波、そして原子炉事故の三重の災厄 に見舞われた南相馬市の状況と取組を取り上げた。参加者は、この町が直面してい る孤立と分断を克服する道筋と、将来に目指す理想のビジョンについて議論した。
The Ninth Dialogue 第九回ダイアログ
The objective of the Ninth Dialogue was for future and current parents and professionals working in the field of early childhood to discuss issues related to raising children in Fukushima Prefecture after the nuclear accident. A series of presentations was made by nurses, kindergarten and school teachers, medical doctors and parents on the current situation of children in Fukushima. Presentations were also made by current and past evacuee parents. Participants presented their views on the issues at stake and discussed the future of children in the Prefecture.
第九回のダイアログでは、子どもを持っている親と将来子どもをもつ方々、それに 小さな子供さんと接する専門職の方々で、原発事故後の福島で子育てを討論した。 保育士、幼稚園と小学校の先生、医師、親と将来親になる方々による一連の発表が なされた。また避難者と避難から帰還した方々の発表もあった。参加者は子育てに ついてそれぞれの考えを述べ、福島の子供の将来についての見通しを語った。
About 80 participants and observers from the Fukushima Prefecture and from beyond including the Tokyo area attended the two days of the Dialogue. Representatives of the International Commission on Radiological Protection, the Committee on Radiation Protection and Public Health of the OECD Nuclear Energy Agency and French organizations also participated.
福島県と東京などの県外から来てくださった約 80 名の参加者・傍聴者が 2 日間のダ イアログに参加した。ICRP を代表する面々や経済開発機構、フランスの組織からも 参加があった。
The first day
第一日目
During the first day of the Dialogue, testimonies recalled the extent of the disruption that the earthquake, tsunami and nuclear accident successively had on the daily and social life of individuals and families. With great sincerity and emotions, many parents described how their lives had been completely disrupted since then. They explained the trouble they had to understand the situation created by the presence of radioactivity in their immediate environment but also that they have still today no clear vision about their future. They pointed out that 3,5 years after the accident, considerable uncertainty remains as to the danger of the situation, largely fuelled by the conflicting statements expert, by many circulating rumors, and by the persistent mistrust in the authorities. The lack of meaningful information and knowledge on how to behave when faced with contamination, combined with the diversity of voices about the risk and how to protect oneself, have a deleterious effect on both parents and children.
ダイアログ初日には、人々やその家族の日常と社会生活について、それらが地震・ 津波・原発事故により破壊された状況に関する証言があった。事故によってどのよ うに生活がとことん壊れてしまったかについて、多くの親御さんは、率直に、また
思いを込めて語った。自分たちのすぐ身近に存在することになった放射線を理解す ることの困難、そして今日でも将来についての明確なビジョンが見えないことなど が述べられた。事故後 3.5 年が経過した今日でも、状況がどれほど危険なのか、とり わけ専門家毎に異なる意見、飛び交う噂、信頼できない行政、などが相まって、無 視できない大きな不透明感が残っていることが指摘された。汚染に直面したときど のように行動すればよいかについて意味のある情報と知識が欠落している中で、リ スクについてのいろいろな意見と自分をどのように守るのかが分からない状況は、 両親と子どもの双方にとって破壊的な影響をもたらした。
In this context the members of a family are often divided as to how they perceive the situation, especially as regards the radiological risk, and the right decision regarding the family's future. Mothers and fathers are carrying a heavy burden with the new responsibility to protect children from radiation and to keep the integrity of the family. They are under constant pressure and many families are still faced with the dilemma whether to stay or leave their homes, or to return or not. This dilemma is sometimes reflected in the breakdown of the family with all the sufferings and difficulties that can accompany such family tragedies. Children are witnesses looking to their parents who often have not the same view about the situation and children must comply with their parents' requirements for protection. Children are also faced with all the prohibitions that were erected after the accident to protect them, and with the fact that their relationships with their classmates and playmates are severely disrupted.
このようななかで、状況をどのように理解するかは、家族のなかでもしばしば分か れている。理解の違いは、放射線のリスクと家族の将来に関する意思決定において とくに著しい。母親と父親は子供を放射線から守るという新たに出現した責任の重 圧を担うことになった。彼らはいつも緊張のなかにあり、今日でも多くの家族は故 郷にとどまるべきか離れるべきか、帰るべきか帰らざるべきかのジレンマに直面し ている。このジレンマは、時として多くの苦しみと困難を伴う家族の分断となる。 子どもは、状況についての意見がしばしば異なる両親を目の当たりにしする。そし て子どもは両親が求める防護のやり方に従わねばならない。子ども達はまた、事故 の後に彼らを守るためとして立案されたすべての禁止令に直面し、さらにクラスの 友達や遊び友達との関係の大きく損なわれると言う事実に直面する。
Participants recognized that many families have still the feeling to have lost the control of their daily lives and that the situation has been blocked for them since the time of the accident. At the same time people are reluctant to talk about their difficulties and they tend to keep them hidden. It was also emphasized that it is very difficult to overcome this obstacle alone and there is a clear need for parents to find places to express their concerns, talk together with other parents, share experience, find moral and material support and particularly practical information about the protection of children. However, despite the difficulties, several participants pointed out that children are often stronger than their parents think they are, and that it was also important to let them speak about their expectations of their future and that of the Prefecture.
ダイアログの参加者は、多くの家族が日々の生活が制御できていないと感じており、 事故の時で状況が止まってしまっていることを認識した。同時に人々は自分たちの 困難を語ることに消極的で、そういったことを隠す傾向がある。このような障害を 一人で乗り越えるのは極めて難しい。こうした親御さんにとっては、気がかりな点 を話し、他の親とも話し、経験を共有し、精神的、物的な支援ととりわけ子どもの 防護の実践に役立つ情報を見つけることが大切である。しかしこう言った困難があ る一方で、何人かの参加者は、自分たちが思っている以上に子ども達は強いことと、
子供たちに自分たちの、そして福島の未来への期待を語らせることの重要性を指摘 した。
The second day
第二日目
While the first day of the Dialogue was very focused on the difficult situation of parents, often dominated by their questioning about the future for their children and the decision to take on the best place to live for the family, the second day was much more focused on the lives of children in the affected areas.
ダイアログの第一日目は、子どもの将来や家族にとって最良のところに住むことに ついて心配するなどの両親が置かれた困難な状況が焦点になった。これに対して第 二日目は、影響を受けた地域での子どもの生活が焦点となった。
Regarding the health of children, several presentations highlighted the aggravation of a trend that existed before the accident namely the decline of physical activity among children associated with modern life and its corollary the increase in obesity. Because many parents do not feel that the situation is improving they still rely heavily on the interdictions that were put in place after the accident to protect their children. These prohibitions, in particular that allow little staying and playing outside, are accelerating the decrease in physical activity, which is reflected by the rise of obesity. The data presented clearly shown that this decline is more pronounced in the Fukushima Prefecture than in the rest of the country. In the absence of certainty about the fact that it is safe to live in the affected areas, many parents are concerned about the attitude they should adopt in relation to their children. How to ensure the physical and mental development of children? How can they grow up healthy?
子どもの健康については、いくつかの発表で、事故前から今風の生活に伴って子ど もの身体的な活動の低下とそれに付随する肥満の問題が見られているなかで、これ が事故によって、さらに顕著になったことが示された。多くの親は状況が改善して いないと感じているため、事故当時に子どもの防護に用いられた禁止措置を今も続 けている。これらの禁止措置、とりわけ戸外で遊ぶことの禁止は、身体的な活動を 抑え、肥満の増加をもたらす。この活動の低下は、国内でも福島県で特に著しいこ とがデータで示されている。影響を受けた地域で、安全が確認されない中で、多く の親は、子どもにどう接したらよいのか迷っている。子どもの身体的および知的な 発達をどのように保証するのか？彼らはどのようにすれば健康に成長するのか？
Several initiatives to promote physical activity and child development were presented. Health professionals also stressed the importance of putting in place a mechanism for monitoring the health of children taking into account the global health and not only aspects related to radioactivity. The initial feedback experience of the Babyscan developed to detect internal contamination among all toddlers has shown the importance of responding to the concerns of parents and especially young mothers. Families want to know the exact status of their children and not just statistical information even if it is of good quality. Such initiatives obviously require time and technical and financial resources and above all the involvement of experts and professionals serving the affected communities.
子どもの身体的活動と発達を推進するいくつかの先導的な取り組みについて発表が あった。健康についての専門家は、放射線の関連のみではなく、子どもの全体とし ての健康を考慮した子どもの健康を観察する手順整備の重要さを強調した。よちよ ち歩きの子どもの内部被ばくを検出するため開発されたベビースキャンでの計測の 経験を踏まえて、両親の、とりわけ若いお母さんの懸念しっかり対応することの重 要性がしめされた。家族は、たとえ良いデータであっても単に統計的な情報だけで はなく、その子どもの状況をしっかり知りたいと望んでいる。このような先導的取
組は、明らかに時間と財政支援が必要で、専門家や研究者が放射線の影響を受けた 地域の人々と十分かかわる必要がある。
Finally, participants stressed the importance of teaching children how to behave in a contaminated environment and in particular to develop programs and educational tools in schools, based on a practical and participatory approach tailored to the different age groups. They also recognized that children have their own visions and understanding of the situation and that it was appropriate that they can also find places to express their feelings and exchange experiences. Parents also reported that they are under the gaze of their children and that this involves a special responsibility given the circumstances.
最後に、参加者は子供たちに放射性物質の影響を受けた環境でどのように行動する かを教え、異なる年齢グループに対応した実践的で特化した対応に基づいた学校で のプログラムや教育用の道具の開発の重要性を強調した。また参加者は子供たちが 彼ら独自の視点と理解を持っていること、彼らが自分の考えを述べ経験を交換する 場を見つけるのが適切であることを認めた。また親御さんは、子どもたちにいつも 見つめられていること、そしてこの状況を考えれば、特別の責任があることを報告 した。
In summary
まとめ
Overall, the 9th Dialogue helped to better understand the difficulties and challenges faced by parents, but also the health care and education professionals, to raise and educate children, especially the very young, in the Fukushima Prefecture. Presentations and discussions have revealed that 3,5 years after the accident its memory remains vivid among parents. In many families the situation seems frozen and dominated by indecision because of the difficulty of projecting into the future. Distrust vis-à-vis public authorities and experts also remains high as well as the feeling that the information provided does not meet expectations.
第九回ダイアログは、親のみならず健康管理と教育の専門家が福島においてとりわ け小さなお子さんを育て教育するなかで経験する困難と挑戦を理解するに役立った。 ダイアログでの発表と討論は、3.5 年経過した時点でも親御さんに事故の記憶があり ありと残っていることを明らかにした。多くの家族にとって状況は凍りつき、将来 予想の難しさのため、決断ができなで振り回されている。行政と専門家への不信は 今も強く、提供された情報は期待外れであったという思いもある。
The burden on mothers is very significant, for they are the ones who often find themselves at the forefront of raising children. Fathers in general seem farther back, although some present at the Dialogue have demonstrated an exemplary commitment to their children and their families. Physicians stressed that the mental health of mothers was sorely tested because of their legitimate concerns and the complexity of the situation they faced, and that this situation was not without effect on young children.
子育ての最前線にあることに直面している母親の負担は非常なものがある。人によ っては子どもや家族に強く関わっている方も居ることがダイアログで明らかになり はしたが、概して父親は距離をとったところにある。気がかりなことが当然ながら あり、複雑な状況に直面することで母親の精神面での健全さが試されることと、そ れが若い子どもに影響することが、医師により強く指摘された。
Faced with their parents and adults, children do not have an easy task. On one hand, they are most often silent witnesses of the concerns, questions and hesitations of their mothers and fathers, but also of the other family members. On the other hand, they must follow the
requirements of their parents, but also of their teachers, who for the best protection tend to multiply prohibitions and constraints, particularly restrictions on the outdoor activities. It follows that for many children their social life is also very upset because they are struggling to maintain their relationships of camaraderie and they can no longer play freely outside as they were previously accustomed to. Beyond the impact on their autonomy and the development of their personality, this means in terms of health a significant decrease in physical activity and the concomitant increase in obesity among children of the Prefecture.
このような両親と大人のもとで、子どもも決して楽な状況ではない。一方で、彼ら は母親や父親そして他の家族のメンバーの懸念、疑問、逡巡を見守る。その一方で、 彼らは、多くの場合最良の守りとして十重二十重の禁止や制限、とりわけ戸外での 活動を制限する両親や教師の要求に従わねばならない。結果として、多くの子ども にとって、仲間との関係を維持しようとあがき、それまで慣れ親しんだ自由な戸外 の遊びができなくなった、彼らの仲間内の生活は壊滅する。子ども達の自律や人格 の発達のみならず、これは福島県の子どもの健康面で身体的な活動の著しい低下と それに伴う肥満の増加を意味する。
However, despite these difficulties, several participants pointed out that children are often stronger than parents believe they are and the dialogue allowed identified some ways to improve the situation of children. First, the participants recognized the importance of providing a place to the voices of children as they certainly have a lot of interesting things to say about the situation. In addition it was also necessary for parents and educators to have more confidence in the ability of children to understand this situation and protect themselves, and therefore they intervene less in their daily lives. Finally, a clear desire was found among participants, particularly among some parents, nurses and teachers, to engage themselves even more in the support and guidance of young children in the affected areas given the challenges identified during the two days. The expression of this desire is certainly a sign that the situation in Fukushima is now entering a new phase.
しかしながら、これらの困難にもかかわらず、親が思う以上に子どもは強いし、ダ イアログにより子ども達の状況を改善する何らかの取り組を見つけられることが、 何人かの参加者によって指摘された。まず、子ども達は現状についていろいろな意 見を持っているので、その声を出してもらう場を提供する重要性が参加者によって 指摘された。また親や教師は、子ども達が状況を理解し自らを守る能力を信頼し、 あまり干渉しないことが必要である。そして、この 2 日間の議論のなかで明らかに なった取組をうけて、参加者、とりわけ親御さんや保健師および教師は、影響を受 けた地域における子どもへの支援やガイドラインにかかわることを望んでいる。こ れをやりたいと述べることは、あきらかに福島の状況が新しい局面に入りつつある ことを示すものである。
…………..
Recommendations 結論
1. Encourage the use of Babyscan for toddlers and D-Shuttle for school children to measure exposures and as a vehicle for communication on the radiological situation between experts, professionals in health and education, parents and children. 専門家、教育者、親御さん、子ども、これらのあいだで対話するための道具とし て、幼児にはベビースキャン、学校の生徒には D-シャトルを用いて被ばくを計測
しよう。
…..
2. Develop places of dialogue to promote practical radiation protection culture among parents and school children, and also health literacy, relying on professional community workers.
Develop places of dialogue to promote practical radiation protection culture among parents and school children, and also health literacy, relying on professional community workers.
親御さん、学校の子ども、健康情報専門家などがコミュニティの相談員などを介 して実践的な放射線防護の習慣・文化を推進するためのダイアログの場をつくろ う。
3. Give school children the opportunity to be actively involved in their own daily protection rather than simply applying prohibitions that restrict their personal development.
単なる禁止で自らが育つことを抑え込むのではなく、学校の子どもが前向きに自 分たちの日常での放射線防護にかかわる機会を与えよう。
4. Promote physical exercise for young children as well as activities that stimulate their creativity.
若い子どもが、身体的な活動と自らの創造性を高める活動に取り組むことを推進 しよう。
5. Give school-age children opportunities to express their feelings in relation to the accident and its consequences, and also to develop a narrative about their memory of the accident and their expectations for the future.
学校年齢の子ども達に、事故に関して感じることを発表し、自分の事故の記憶や 将来への期待についての物語を作る機会を与えよう。
6. Organize sporting, cultural and traditional events for the children with a secure environment.
子ども達のためのスポーツ、文化、そして伝統的なイベントを、安定した環境の なかで組織しよう。
Words from the Dialogue
ダイアログの言葉
"The first year was just a full year of anxiety. I was exhausted from worry about radiation everyday."
最初は懸念ばかりの年であった。私は毎日放射線を心配することで疲れ果てた。
"As we learned more and more about radiation, we learned how to be afraid of only the right things. To be afraid in the correct way is the most important."
放射線についてもっと学ぶ中で、何をどのように恐れたらよいのかを知った。正し く怖がることがいちばん大切である。
"The notion of time is different when you are an evacuee. Two months are like two years."
避難者として過ごしたころは時間の観念が違っていた。2 ケ月はまるで 2 年のようで あった。
"We live under the shame of the decision we took either to stay or to evacuate."
我々は、留まるか避難するかについて取った決断について残念に思う。
"Safety can be expressed in objective numbers. The feeling of safety cannot be."
安全は客観的な数字で表すことができるが、安心はそうではない。
"We intervene too much in the lives of our children. We need to listen to children's voices. Children know more than we think they know." (A father)
我々は子どもに干渉しすぎる。我々は子どもの声に耳を傾けるべき。子どもは我々 が思っている以上に知っている（ある父親）。
"Fathers should express their views for the sake of children and the community."
父親は、子どもとコミュニティーのために、自らの考えを述べるべき。
"Children not knowing how to play during free time is really a problem."
自由時間に遊ぶことができない子どもはたいへんな問題だ。
"Teachers are not ready to give freedom to children."
教師は子どもを自由にさせるまでに至っていない。
"I wanted our school to be an ordinary school."
私は我々の学校を普通の学校にしたい。
" I will pay for the decontamination around my house. This is my commitment and I hope this will set an example for my children."
自分の家の除染は自分で支払う。これは私の決意であり、子どもの手本になってほ しい。
"People usually rely on neighbours for help and advice, but when it comes to radiation neighbours have no wisdom to share."
人々は、隣人に助力や忠告を求める。でも放射線について、隣人は共有すべき知恵 を持っていない。
"It would have been helpful if there were more groups in my area to talk about the problems we have been facing."
もし自分の地域に我々が直面している問題について話すことができるグループがも っといたなら、よほど助けになったであろう。
"People who have decided to stay in Fukushima are committed to making it better."
福島に留まることを決めた人々は、そこをより良くすると決めている。
"Even if we do not agree about everything, we share the same objective: the safety of our children and the community."
全てに合意しなくても、我々の子ども達とコミュニティの安全と言う同じ目的は共 有する。
"I don't want my child to be ashamed to have grown up in Fukushima."
わが子が福島を恥じと思うことを私は望まない。
"What used to be normal, I now think of as precious."
以前は当たり前と思ったことが、本当に貴重だと思える。 | <urn:uuid:5dd9f929-8601-4cac-887d-2d8fd0e0c0bb> | CC-MAIN-2023-50 | https://www.icrp.org/docs/dialogue-9-conclusions.pdf | 2023-12-05T18:56:57+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00333.warc.gz | 915,462,479 | 7,066 | eng_Latn | eng_Latn | 0.891967 | eng_Latn | 0.956768 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2106,
4677,
7525,
10363,
13276,
16034,
18658,
20415,
22170,
22253
] | [
1.828125,
3.28125
] | 3 | 0 |
TIPS FOR PARENTS
Dear Parents,
We appreciate your efforts in helping your children overcome their Anxiety.
Anxiety symptoms are very common in children and adolescents. Here are some simple tips to assist you in helping your children.
Encourage your child to talk about anxiety. Help them understand that it is ok to feel anxious, everybody does. Let them discuss about what makes them anxious.
Stay calm; help them solve their problems by helping them generate their own solutions.
Focus on your child's positive attributes and the good aspects of any situation.
Encourage your child to face his/her fears; avoidance of anxiety-provoking situations maintains anxiety.
Children learn behaviours by watching their parents. If you face your fears, your child will learn and do the same.
If your child faces his or her fears, appreciate and reinforce it with a hug or a small gift. When you appreciate child's efforts he/she will be motivated to do it more often.
Practice relaxation exercises with your child on a daily basis. Regular physical activities, sports, yoga or simple breathing exercise can be helpful. It also helps to do it at a fixed time to create a healthy habit. They can also be encouraged to take part in extracurricular activities of their interest that are enjoyable.
Most parents often feel it is necessary for children to succeed in school, sports and other activities. It is important to encourage children to work hard and to appreciate their efforts. It is equally important to accept children's mistakes and to tell that it is okay to be imperfect.
Disciplining should be gentle and not critical as most children with anxiety are sensitive to criticism.
Anxiety can be a chronic struggle and the source of a child's anxiety changes over time. With repeated practice of anxiety management techniques, children will learn the skills to lower their anxiety level and to cope with stressful situations.
It is important to take professional help whenever symptoms are significant. Children with anxiety may also have depression and self harm ideas. It is important not to ignore symptoms.
Cognitive behavior therapy or a combination of therapy with medications may be advised based on the severity of symptoms.
6 month follow up study done in south India 1 had shown good improvement in children within a few weeks of starting treatment. It is therefore important not to let children suffer but to assist him/her by seeking professional help.
(
1" Reference:(This(information(leaflet(and(workbook(was(developbed(as(part(of(DM(thesis(on("Short(term(outcome(of( Anxiety(Disorders(in(children(and(adolescents"(by(Dr.(Preeti(Kandasamy,(under(the(guidance(of(Dr(Satish(C(Girimaji,( Dr(Shekhar(P(Seshadri,(Dr(Shoba(Srinath,(Dr(John(V(Sagar,(NIMHANS(Bangalore.( | <urn:uuid:02ac1441-6a5d-4f19-b13f-d9590573f932> | CC-MAIN-2023-50 | https://jipmer.edu.in/sites/default/files/Childhood_anxiety_parent_leaflet.pdf | 2023-12-05T18:16:06+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00336.warc.gz | 372,078,575 | 572 | eng_Latn | eng_Latn | 0.995294 | eng_Latn | 0.996758 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1690,
2792
] | [
2.640625
] | 2 | 0 |
The Nose by Nikolai Gogol
Introduction
This lesson is designed for Kansas high school or home school classrooms grades 9-10 based on the English Language Arts standards for grades 9-10.
The goals of the lesson are to introduce students to a text from another culture (Russia), identify and analyze the story's themes, setting, plot, and characters, understand the author's intent based on the context of the culture and time period during which the story was written, and make comparisons and connections between this culture/time and modern American culture. Students should gain an understanding of satire and, at the end of the lesson, create their own work of satire in small groups.
Instructors are encouraged to contact the KU Center for Russian, East European, and Eurasian Studies (CREES) if they would like the CREES outreach coordinator to visit their classroom and present about Russian, East European, and/or Eurasian culture. You can contact CREES at firstname.lastname@example.org
Standards
* RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development.
* RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
* RL.9-10.3 Analyze how complex characters over the course of a text, interact with other characters, and advance the plot or develop the theme.
* RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise
* RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
* RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature.
* RL.9-10.13 Read and comprehend high quality dramas, prose, and poetry of appropriate quantitative and qualitative complexity for Grades 9-10.
* RL.9-10.10 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading.
Lesson Objectives
* Learn about Nikolai Gogol and the aspects of 19 th century Russian culture that his story "The Nose" satirizes.
* Define satire and compare Gogol's satire with modern American satires.
* Discuss the setting, plot, characters, and theme of the story, how they change, and how they are interrelated.
* Students create their own short work of satirical literature
Materials
* Nikolai Gogol's "The Nose." Suggested translation: Gogol, Nikolai. The Collected Tales of Nikolai Gogol. Translated by Richard Pevear and Larissa Volokhonsky. Vintage Books, 1999.
* Nikolai Gogol PowerPoint. There is helpful information in the notes section for the slides.
Learning Plan
1. Give the students some biographical background on Nikolai Gogol as well as a brief historical overview of 19 th century Russia including an overview of the table of ranks using Nikolai Gogol PowerPoint. You can also show them the drone view of St. Petersburg video in the PowerPoint so they can have a sense of the city before reading.
2. Have students read "The Nose" at home. While they read at home, have them keep a reading journal in which they identify the setting, narrator, characters, major plot points, and themes. Go over these concepts in the beginning of your class discussion of the story. Discuss how the themes are reflected in other elements of the story. Are the characters simple or complex? If complex, what makes them so? Are the characters static or do they develop?
3. As you go over the short story in class ask your students these questions to spark discussion: How does the setting relate to other story elements? What hierarchies exist in the story? How do they influence the characters? Why do you think Gogol chose to write such an absurd story? What does the nose represent? Is it something specific to 19th century Russian society or to human nature in general?
4. During the class discussion of the text, ask them to think about what genre they would use to describe this story. Make sure they can define satire. What are some contemporary examples of satire, perhaps from television, that they can name?
5. Have students identify some of the main ways an author could critique contemporary American society.
6. In 4 groups have the students create their own satires to critique culture at their school. Make sure they include elements seen in "The Nose" such as social hierarchy, exaggeration, and/or the absurd. As an extension of the lesson, the instructor could have the students read each of the 4 student-created satires and vote on their favorite and determine which best captured the aims of Gogol's "The Nose."
Assessment Suggestions
Use the suggested discussion questions to gauge how well the students understood the characters, plot, themes, and setting of the story. Use their examples of American satire to gauge their understanding of what satire is. Use their short works of satirical literature to see how well they understood the ways that the story elements interrelated and affected each other, as well as the goals of satire, and Gogol's use of style to achieve social commentary. | <urn:uuid:d07057f7-b5e0-4382-939a-7c595a8defff> | CC-MAIN-2023-50 | https://crees.ku.edu/sites/crees/files/images/Gogol%20Nose%20Lesson%20Plan%20grades%209-10.pdf | 2023-12-05T18:15:01+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00336.warc.gz | 217,573,029 | 1,143 | eng_Latn | eng_Latn | 0.99539 | eng_Latn | 0.99657 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2528,
5335
] | [
4.34375
] | 1 | 0 |
Week 27 Day 6 Luke 9
Introduction
We learn more about Jesus and his mission.
Questions
1. What did Jesus speak to the people about in the desert region of Bethsaida?
2. Who did Peter say that Jesus was?
3. At the end of the chapter, what three reasons did prospective disciples have for not following Jesus?
Summary Points
v 1 to 9 The 12 disciples go out preaching and healing. Herod wants to see Jesus
v 10 to 17 Jesus miraculously feeds thousands of hungry people
v 18 to 20 Peter acknowledges that Jesus is the Christ
v 21 and 22 For the first time, Jesus tells his disciples that he must suffer and die (see theme) and be resurrected on the third day
v 23 to 27 Following Jesus involves taking up your cross
v 28 to 36 Moses and Elijah talk with Jesus about what he will accomplish at Jerusalem. The disciples are told to listen to Jesus as he is God's son
v 37 to 42 Jesus heals a mentally ill boy
v 43 to 45 Jesus again predicts his arrest
v 46 to 48 The disciples argue about who is the greatest
v 49 to 56 Jesus says that anyone not against us is for us. A Samaritain village rejects Jesus
v 57 to 62 Warnings about what is involved in following Jesus
Timeline 30 AD (see below)
Theme
Why did Jesus die?
A selection of verses about the death of Jesus Christ.
Jesus predicts that he will die :
Matthew 16 verse 21, 20 verses 17 and 18
Jesus Christ died so that our sins can be forgiven:
Romans 5 verse 8
1 Corinthians 15 verse 3
1 Peter 3 verse 18
Christ's death was the ultimate act of love:
Ephesians 5 verse 2
1 John 3 verse 16
understandyourbible.org/full-plan-downloads
Answers to questions
Verses which answer the questions:
Q 1: v 11, Q 2: v 20, Q 3: v 58, 59 and 61
Bible timeline
understandyourbible.org/full-plan-downloads | <urn:uuid:76a1c281-b0b8-4841-89be-b4003be82638> | CC-MAIN-2023-50 | https://understandyourbible.org/sites/default/files/2023-11/W27%20D6.1.pdf | 2023-12-05T18:47:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00336.warc.gz | 667,420,397 | 474 | eng_Latn | eng_Latn | 0.953136 | eng_Latn | 0.99153 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1609,
1772
] | [
2.125
] | 1 | 0 |
Reading Comprehension Three Key Words
Read the sentence and colour the picture.
1. My left arm is pink.
2. My body has red spots.
3. My right arm is purple.
4. My ears have green spots.
5. My left leg is blue.
6. My right leg is yellow.
Reading Comprehension TThree Key W Words
Read tthe senttence and colour tthe pictture.
1. My left arm is yellow.
2. My right leg is orange.
3. My wings are purple and green.
4. My right arm is blue.
5. My left leg is green.
6. My body is red and black. | <urn:uuid:009fd84d-ec83-4fa8-92b0-b3e276e87b82> | CC-MAIN-2023-50 | https://www.stjosephs207.herts.sch.uk/attachments/download.asp?file=4631&type=pdf | 2023-12-05T18:48:54+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00340.warc.gz | 1,117,292,453 | 137 | eng_Latn | eng_Latn | 0.999202 | eng_Latn | 0.999117 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
238,
494
] | [
4.03125
] | 2 | 0 |
Sabbatical Study – Linda Holmes, Fox Glacier School P.O. Box 127 Franz Josef 7856
Purpose:
1. The purpose of my Sabbatical Leave Application is to support my professional learning in the areas of:
a. How can student achievement be improved through e-learning, in Rural, Remote and Isolated Schools.
b. To investigate what is available for our students in primary schools for reading, writing, mathematics, Maori te reo and any Pacific Island languages through e-Learning. This could be through DVD, Internet, CD ROM, WEB based language learning, and any other on-line tutorials.
c. To share with my fellow colleagues, in particular, of remote and isolated schools.
2. The implementation of the New Zealand Curriculum provides opportunities for schools to make positive changes in teaching practice. Sole charge and remote schools with common area, such as size and location, have specific issues of encouraging their staff and students to explore other ways of interacting with students of the same age from other schools.
3. Remote schools have the opportunities to provide their students of personalised learning programmes. They also have the opportunities of access one computer per students, as is the case in my current school. Therefore, to provide other opportunities to help students improve their achievement through successful programmes through ICT. A key task for a teaching Principal is to develop programmes and document them into a unique, visionary plan for the students to excel.
4. To attend ICT Conference for educators.
5. To improve my personal skills using ICT, Video conferencing so I can pass them onto students.
6. My Board is supportive of this process and recognises that as a Teaching Principal it is simply not possible to carry out the investigations outlined in this application.
Professional Learning
Programme Outline
1. To contact other remote, isolated schools to see if they are using any e-Learning opportunities.
2. To contact other primary schools to see they if they are using any e-Learning programmes.
3. To work with ICT experts involved with education, such as any ICT contracts in the South Island first then the North Island.
Questions I want answers for.
1. What advantages, disadvantages does e-Learning provide for the rural and remote student, and those of Maori and Pacific Island backgrounds?
2. What would be the typical elements of e-Learning material?
3. What resources are available on-line for isolated rural students to use to improve their reading, writing, and numeracy skills?
4. What resources are available for e-Learning for Maori and Pacific Island students in isolated rural areas?
5. What interactive ways are available for students to be in touch with other students the same age in other parts of remote and isolated New Zealand Schools (and the world) but would still keep them safe?
Time Commitments
Benefits
The outcomes of this sabbatical will show benefits in a variety of areas.
Issues Important to the School
1. The knowledge, skills and understandings generated through and by this research will provide practical solutions to how:
a. Our students learn
b. Provide personalised learning programs for all students
c. To raise student achievement in reading, writing and maths through e-Learning programs.
d. Refine Fox Glacier School's Curriculum to include e-Learning for all students, including Maori and Pacific Island students.
2. School Strategic Planning
a. To share knowledge with other schools
b. To enable Principals and Boards of Trustees to include e-Learning in the School Curriculum.
Costing Schedule
Estimated Costs
Most schools pay for the costs of the Sabbatical but I haven't asked Fox Glacier School to do this.
Reporting
A report outlining the major findings will be written up at the conclusion of the sabbatical. The Board of Trustees will also receive a copy of the report.
Schools involved will receive a digital copy of the major findings.
L.M. Holmes
Learning Maori Language –
www.maorilanguage.net
This website has simple pronunciations for vowels with real people on video speaking the vowels, consonants, greetings, phrases, numbers, colours, commands, questions, days of the week, weather, fifty words every New Zealander should know etc.
The website is simple to use and very comprehensive. Students could be guided to use each part of the website. An electronic whiteboard would mean that the learning could be all done together. Students could also use it at home and on their individual computers at school.
The whole course could be written on a checklist sheets of where the students could tick off the parts they have achieved.
www.korero.maori.nz for learners . Has sounds and basic words.
This website is slightly more advanced. It still covers the same as above but with more advanced words. Because you only hear the sounds and not see someone speaking them it is not as user friendly for junior students as the one above. Senior students could cope with this and the pronunciation is very clear.
Both website are very comprehensive and the Maori language could be learned through listening and looking at these websites. It has interactive tests for learning words and phrases.
The website is arranged to cover:
* Basics,
* Interactive conversations,
* Pronunciations,
* Meet and greet
* Food and drink
* Family and friends
* Work and school
* Everyday things
* Around the home
Then it looks at the:
* Protocols
* Myths and legends
* History
* Proverbs
* Song – waiata – there are four songs that have been produced with permission so they can be used at school.
* Test yourself
* Tips
www.tewhanake.maori.nz/home.cfm
This website has resources that can be purchased – dictionaries, newsletters, audio cd's. www.tewhanake.maori.nz/audio-tekakano.cfm
This website has audio cd's that can be purchased that have been produces by the Waikato University for $115.00
www.onlinecreativeconcepts.com/Resources/MaoriCurriculum.pdf Gives a very clear outline of Maori tikanga and protocol with great coloured photos.
www.nzhistory.net.nz/culture/maori-language-week/100-maori-words
This website goes through 100 words every New Zealander should know. It is verbal pronunciation as each word is clicked on. The words are arranged in chapters such as
* The Marae
* People and their groups
* Concepts
* Components of place names
* Body Parts – which does include private parts
* Greetings
All parts of the pronunciation can be downloaded on an MP3 player.
This website is more suited to older students. It covers learning a word a day, History of the Maori language, a quiz to test your words.
Population of Maori, and history of the media in Maori can also be found on this website by clicking the media link.
Learning Samoan or Tongan
www.queenstownart.com/~educator/susulu.htm this website offers CD's at $25.00 to learn Samoan. I could not find any free websites to learn Samoan. There were no free Tongan language learning sites but the Open Polytech offered courses in both languages.
Science On-line
www.scienceonline.tki.org.nz/
This website is from tki and offers a lot of help for teachers. At the page on Contents, Resources and Rich stories then to Building Science Concepts there are booklets about what concepts to teach and what levels are appropriate. Most schools have these booklets in their school. However, from this part of the website teachers can go straight to the Assessment Resource Banks for assessments relating to the topic highlighted from the Building Science Concepts online booklets. This is a great shortcut for teachers.
Teachers can register for the Science Hub from the science online site and this is for teachers. The Science Exemplars are set out in levels and are another form of assessment.
www.primaryschoolscience.com/
This website has lesson plans based on the subjects below for teachers. There are learning intentions and success criteria for the students to achieve. These are quite comprehensive and are for teachers to cover the objectives from the NZC. Being in an isolated rural school this website could be quite valuable for teachers.
There is a literacy component to this Science website that shows students how to write up an experiment, writing reports for various forms of scientific experiments.
Biology
It has pictures of mammals, plants and amphibians for students to use for projects.
Chemistry
It has pictures for Changing Materials, Classifying Materials, and Colour experiments.
Objects
It has pictures for weights and measures, materials
Physics – Earth and Beyond.
It has pictures of the planets.
www.primaryschool.com.au/
There is a very comprehensive list of Science Units that are catalogued in year levels. When you delve into the website deeper there are many links to help teachers and students learn about science. E.g. Ice cream pain – this sheet gives, from Suzy's World,
* The Facts,
* Did You Know and
*
Experiments for students to try.
www.woodlands-junior.kent.sch.uk/interactive/
This website has many literacy adventurers that are interactive for students to use. E.g spelling – and endings – this game is a fishing game to pick the right endings to words. There is an explanation to the rules first before the students could start playing.
There are teacher lesson plans for each category.
Chapters covered in the website are:
Words and Spelling -Spellings, plurals, letters and alphabetical order, cvc words, days and months, compound, synonyms, reading key words, letter formations and sounds, clusters and blends, phonemes, homophones, word games, prefixes and suffixes
Then there are chapters covering grammar – making sentences, nouns, pronouns, punctuation, capital letters, full stops, question marks, commas, speech marks and apostrophes.
* Chapters covering Writing Text – traditional fairy stories, myths, instructions leaflets, letters recounts, argument, similes, writing stories, dialogue, plays, poems, newspapers, labels alliterations, proverbs.
* In the Writing a story section– there are story starts, settings, characters, planning and beginning and endings all with pictures. This web site would be great for those children who have a difficult time getting started and having ideas. These would be suitable for Year 4-6. You have to build a brick wall, which has the ideas in it and then write the story yourself. The English accent could be a bit annoying for teachers.
* When choosing a setting a picture comes up with a story start and some words to help the writer continue. You can write directly onto the page.
* The Story Plant game is great. As you water the plant ideas pop onto the leaves, then a worm writes sentences to go with the ideas. Then you print it off and finish the story.
I found the maths part to this website based on places and events of British history and places so, I felt it wasn't very suitable for small remote schools in New Zealand.
www.bbc.co.uk/schools/magickey/index.shtml
This BBC website has interactive games for rhymes, spelling, reading and Maths. It is very simple to use and the games are graded for ages. This website could be part of a section of the reading programme in a junior school although there are some parts suitable for older children who are struggling.
* I think the best way to use this site is to make cards with directions on where you want the students to go so they click on the right ones.
www.starfall.com
A phonic literacy programme that is interactive. There is an amazing range of topics, all with a literacy base.
Chapters of:
* All About Me,
* Art Gallery – this part is about famous artists e.g. Vincent Van Gogh and looking at compound words using 'self'.
* Magic – goes through words used by a magician
* Music – looks at famous composers like Ludwig van Beethoven – his ninth symphony and the literacy is about numerical order – first, second etc.
* Mozart – words that end in 'ay' His music plays and the instructions are very clearly spoken in a child's voice.
* Poetry – suitable for 5 and 6 years olds. The program reads the poems or you can read them yourself.
* Tongue twisters – clearly written and read.
The next Level is - I am Reading.
* Bird Riddles
There are games for learning letters and their sounds for pre-schoolers and games for new readers. There are plays for two people, where the script can be read or if students click the 'ear' the script will be read. Individual words , once highlighted can also be listened to. The plays cover the first two lists, magenta and red, of the basic words.
This site would also be a great part of the reading programme for a group to do, as long as it was all set out and directions of where the children are to go. Also a great homework site.
Recommended Cd's from other small rural schools.
From Putere School - EdAlive: reading for literacy, typing tournament, Braintastic Maths, Word Skills and Reading Success, Manic Maths, Maths Invaders, and Maths Made Easy, PM readers CD's, Jump Jam
From Makuri School
The list is constantly growing but here are some of them http://www.bbc.co.uk/skillswise/
Reading Eggs
Intrepica
Hectors World
Kerpoof Studio http://www.khanacademy.org/
http://www.mathsweek.org.nz/
/SchoolJournalListeningPost/index.htm http://www.rif.org/kids/readingplanet/gamestation/poetrysplatter.htm
Mathletics
Studyladder http://www.kiwikidsnews.co.nz/
Clicker 5
http://www.kids.net.au/
http://www.teachingideas.co.uk/welcome/start.htm http://www.iboard.co.uk/curriculum.htm#maths-year1numstrategy_yearreception
http://www.sumdog.com/
Spellingcity
Maths
www.nz.ixl.com/maths
This is a NZ maths site for 5- 13 year olds. There are many parts to the website from basic counting to Multiplication tables.
e.g. For Year 5 - Number Sense, Time, Measurement, Addition, Subtraction Money, Geometry, Logical Reasoning, Multiplication, Division, Fractions and Mixed Numbers, Decimals, Probability and Statistics, Data Charts and Graphs, Mixed Operations are all covered.
Because this website is quite comprehensive there needs to be some teacher direction to keep the students on track of what is needed for them to achieve.
* I think the best way to use this site is to make cards with directions on where you want the students to go so they click on the right ones.
www.coolmath4kids.com
This website is quite comprehensive and it also gives instructions on how to do the operations before the student partakes in the working the sums out with pencil and paper.
There are games that I would use as a reward.
www.activityvillage.co.uk/new_zealand_for_kids.htm
This website has great maths at each year level for kids to do and submit straight onto the web site.
www.sumdog.com
This is the best website I found and it is free. It is a NZ website and students have to register. It is very like the website Mathletics but it is free.
www.tki.org.nz/r/wick_ed/interactives/maths.php
Lots of games from the NZ web Site available for students to play by themselves and with friends. Students can post their work on the site. There are themes to look at, like Rugby World Cup and activities to do. Books are reviewed too.
These maths sites were recommended by an American site.
It can be difficult for parents to keep maths on the front burner, especially when it is hard to gauge exactly what their child should be learning. Here are some of the best websites to help your child combat the summer math brain drain.
www.mathforum.com. This online community includes teachers, students, researchers, parents and educators who have an interest in math and math education. The site includes Ask Dr. Math, Problems of the Week, discussion groups and much more.
www.AAAmath.com. Customized by grade level and topic, AAA Math features explanations of various mathematical topics, practice problems and fun, challenging games.
www.coolmath.com. This fully interactive site and allows the user to sharpen basic math skills, play games and explore new math concepts. Some of these games get very hard very quickly and are suitable for Yr 6-8
www.figurethis.org. Created by the National Council of Teachers of Mathematics, this site helps families enjoy mathematics outside school through a series of fun and engaging challenges. This website involves the whole family and can get quite challenging.
www.mathcats.com. Math Cats provides playful explorations of important math concepts through games, crafts and interactive projects. Includes a magic chalkboard and an art gallery.
www.bbc.co.uk/education/megamaths/tables.html. This lively, interactive Web site, based on the popular BBC Schools Television series "Megamaths," is for practicing and testing times tables.
www.mathleague.com. The Math League, designed for students in fourth grade through high school, specializes in math contests, books and computer software. The "Help
Facility" is handy reference guide for math topics complete with examples, definitions and explanations.
www.fleetkids.com. FleetKids games teach elementary children several different aspect of money management. Games include Windfall, where a child can run an imaginary business and BuyLo/SellHi, where children can play the stock market. Students can sign up as an individual or as part of an elementary school team.
www.funbrain.com/numbers.html. This site includes 17 original games based on soccer, car racing and much more Other games include Math Baseball, where a child can score runs with correct answers and Operation Order, where students can build pyramids with their knowledge of algebra.
www.moodle.school.nz
Moodle is an online Learning Mangement System or LMS. It is also known as a Virtual Learning Environment or VLE.
Moodle is the fastest growing system for delivering educational and training material online. Its success comes from the collaborative effort of thousands of people worldwide. This site has collected resources from around the world, and we have added some of our own, to make it easy for you to come to become competent in delivering e-Learning courses with Moodle.
www.studyladder.com
Study Ladder is the most amazing programme for children. It is very much like mathletics, where students have their own login and password. It is free. It covers maths, numeracy, English, music, French, Italian, health etc. It is probably the best sight I found and Jenny at Whataroa School recommended it to me.
The Ministry is planning the e-learning road map.
"The e-Learning Planning Framework is a tool to help schools measure their e-learning capability. It can support regular self-review and subsequent improvement of e-learning skills and knowledge.
* The e-Learning Planning Framework will provide a 'road map' that enables schools to identify where they are, shows the practical steps they can take to improve their practice, and connects them to relevant information or services to support them in doing this.
e-Learning' is learning and teaching that is facilitated by or supported through the appropriate use of information and communication technologies (ICTs).
e-Learning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online.
* Whatever the technology, however, learning is the vital element. e-Learning is not simply associated with modes of delivery or the functionality of a particular technology, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning."
Conclusion
I was disappointed that I could attend the ICT Conference, as it was moved to the North Island from Christchurch and that made it too expensive to attend.
I feel that I covered the questions I wanted answered and feel happy with the results. Can't wait to try these websites with my students in 2012.
Linda Holmes | <urn:uuid:9ef44de2-6bc3-46d4-b666-195ae4621789> | CC-MAIN-2023-50 | https://www.educationalleaders.govt.nz/content/download/23708/194764/file/Linda%20Holmes%20Sabbatical%20Report.pdf | 2023-12-05T18:29:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00341.warc.gz | 836,809,561 | 4,200 | eng_Latn | eng_Latn | 0.998411 | eng_Latn | 0.998806 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2553,
3594,
5056,
6806,
9663,
12625,
14618,
16948,
19361,
19976
] | [
2.03125
] | 2 | 0 |
Problem I: Investigating Frog Behaviour on Lily Pad Patterns
Time limit: 3 seconds
Recently, the biologist Ina discovered a new frog species on the lily pads of a pond. She observed the frogs for a while and found them to be very conscious about their personal space because they avoided sharing a lily pad with other frogs. Also, they seemed quite lazy as they did not move often, and if they did, they always jumped to the nearest empty lily pad.
To confirm her hypotheses about the frogs' movement pattern, Ina set up a large number of lily pads in a pool in her laboratory,
arranged in a straight line. Since the frogs were attracted to light, she was able to simplify the test setup further by placing a bright light at one end of that line. This way, the frogs would always jump in one direction (towards the light).
Of course, Ina could now place some frogs on the lily pads and sit there all day watching the frogs jump around. But as the frogs move so rarely, it would take ages to gather a sufficient amount of data.
She therefore attached to each frog a tiny device that could log all jumps of that frog. This way, she could put the frogs on the lily pads, leave them alone for a few hours and come back later to collect the data. Unfortunately, the devices had to be so tiny that there was no space for a position tracking system; instead, the devices could only record the times of the jumps.
But if the movement pattern of the frogs is as restricted as Ina thinks, surely the individual movements of the frog can be reconstructed only from the initial positions and the recorded jump time stamps?
Input
The input consists of:
* One line with an integer n (1 ≤ n ≤ 2 · 10 5 ), the number of frogs.
* One line with n integers x1, . . . , xn (1 ≤ xi ≤ 10 6 ), the number of the lily pad on which the ith frog initially sits. The lily pads are numbered consecutively, starting at 1. It is guaranteed that the initial positions are strictly increasing, i.e. x1 < x2 < · · · < xn.
* One line with an integer q (1 ≤ q ≤ 2 · 10 5 ), the number of jumps recorded.
* q lines, each containing an integer i (1 ≤ i ≤ n), indicating that the ith frog jumped. The jumps are given in chronological order and you may assume that a jumping frog lands before the next jump begins. The frogs always jump to the nearest empty lily pad with a larger number, and you may assume that such a lily pad always exists.
Output
For each jump, output the number of the lily pad the frog lands on.
GCPC 2023 – Problem I: Investigating Frog Behaviour on Lily Pad Patterns
1
Sample Input 1
Sample Input 2
Sample Output 1
Sample Output 2
Notes
GCPC 2023 – Problem I: Investigating Frog Behaviour on Lily Pad Patterns
2 | <urn:uuid:0f8a671d-d40a-49e7-abe1-167fe86255bb> | CC-MAIN-2023-50 | https://judge.wintercontest.io/public/problems/550/text | 2023-12-05T18:54:23+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00340.warc.gz | 380,390,807 | 637 | eng_Latn | eng_Latn | 0.684288 | eng_Latn | 0.99857 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2568,
2718
] | [
2.828125
] | 2 | 0 |
In Summary
Storm water runoff can contain bacteria, litter, oils, pesticides, fertilizers, and chemicals. When left on the ground, rain or melting snow can wash these pollutants into the storm drainage systems. These materials can degrade local waters when allowed to flow into the storm drain system. Unlike sanitary sewers, storm drains are not connected to a treatment plant. This This water ultimately flows into our local waterways.
Anyone caught discharging anything but rain into the storm drain is subject to penalties and/or fines, plus the cost of clean up.
Please help stop storm water pollution at the source.
Remember
Only rain in the drain
Contact Information
To report a spill during regular business hours (M-Fri 8:00AM4:30PM) contact: Alpine City Public Works at 801-763-9862.
To report a spill after hours contact: Jed Muhlestein at 801-473-0076
For waste disposal questions contact: Utah County Health Division at 801-851-7525 or visit the following website: http://www.utahcountyonline.org/dep t/Health/hhw/
For general storm water program information contact the Storm Water Quality Program Manager at 801-763-9862 or check out our website:
http://alpinecity.org/engineer-publicworks
Alpine City Storm Water Division 181 E 200 N Alpine, Utah 84004
Storm Water Quality
Alpine City Storm Water Division
This brochure has been prepared to educate the general public about ways it improve the quality of storm water runoff that ultimately discharges to Utah Lake and/or local groundwater aquifers.
What is Storm Water?
In open fields, forests, and wetlands, most rain is absorbed by the soil or taken up by plants and trees. In developed areas, rain or snow that falls on impermeable roofs, parking lots, and streets is not absorbed into the ground. This precipitation (called storm water or storm water runoff) enters local water bodies through drainage systems.
According to U.S. EPA National Water Quality Inventory, polluted storm water runoff is a leading cause of impairment to U.S. water bodies that do not meet water quality standards. This discharge can destroy fish, wildlife, and aquatic life habitats; lesson aesthetic value; and threaten public health with contaminated food, drinking water supplies, and recreational waterways. Unlike pollution from sewage treatment plants, storm water pollution comes from many different sources. Storm water runoff can dissolve, pick up and transport many types of household products that cause this pollution.
Ways you can help
Pick up pet wastes and dispose of them in the toilet, trash, or bury them. When allowed to reach water bodies, pet wastes decompose and use up much of the oxygen needed for animals and plants to survive.
Allow pool or backwash water to sit so chlorine levels can drop to acceptable levels. Test the discharge to ensure the pH is between 6.5 and 8.5. Allow water to slowly drain across a vegetated area making sure it does not impact neighbors, creeks, or flow into the street (unless approved by the Alpine City Storm Water Division).
Use fertilizers and pesticides sparingly. Do not apply products in the wind or rain. Turn spreader off while crossing sidewalks or drives so the product does not wash into the storm drain.
Perform regular vehicle maintenance to minimize leaks. If you change your own oil, recycle the used oil and filter at the nearest location.
Ways you can help
Wash your car in a grassy area to allow the water to infiltrate through the soil. The top layer in the soil traps pollutants, preventing them from migrating to the storm drain.
Divert spouts down away from paved areas and onto grassy, vegetated areas to reduce water runoff and spread.
Sweep sidewalks, patios, and drives when cleaning up, rather than hosing them down with water. Use rags and dry absorbents to clean up spills, then dispose of according to packaging directions.
If you live near a creek or a tributary, allow a vegetated buffer to grow along the stream bank. Do not mow to the edge, so the buffer can act to filter out pollutants and also prevent stream bank erosion. | <urn:uuid:66a7b713-3910-46ad-ad8c-0c7555a21603> | CC-MAIN-2023-50 | https://www.alpinecity.org/DocumentCenter/View/137/Storm-Water-Quality-PDF | 2023-12-05T18:49:36+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00337.warc.gz | 719,668,112 | 859 | eng_Latn | eng_Latn | 0.99353 | eng_Latn | 0.997064 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1529,
4088
] | [
3.140625
] | 1 | 1 |
Developing Remote Learning @ Campie
Encouraging Collaboration
In school there are many opportunities for learners to collaborate. This helps them to challenge their own thinking, be inspired by others, contribute meaningfully to shaping their learning and build on team working skills.
Google Docs, slides &jamboard
Another opportunity to ask questions, contribute to decision making, build on the ideas of others. For children who are not able to join the stream when it is open, it provides a record of any discussion which may show why a particular action was followed up e.g. a choice on what aspect of a topic to study next.
Seeing one another and being able to respond to comments, suggestions and ideas helps to build skills in listening and talking and provides a safe environment to contribute to a shared discussion.
Teachers may share a prompt or guide document which invites learners to collaborate. If children are collaborating simultaneously they can 'see' each other's contributions in real time. Learners who are not able to join at that time can see contributions made by their peers and add or respond to the content. Comments can be made 'in the margin' and these can then be responded to.
Meet
stream
Developing Remote Learning @ Campie
Resources to
Support New Learning
Teachers have been
producing and using a
range of resources –
both documents and
audio-visual, to support
learning in new
concepts and skills.
Production
of videos
Teachers have sourced the best examples of commercially produced
resources which closely match the intended learning. This content
will always be free and no subscription will be required. There are
some programmes such as Nessy that the school has a subscription
for and your child would be issued a log in from us.
Teachers have recorded texts which can be listened to and then follow up tasks completed. If you have the text at home, your child may wish to read along with the teacher.
Videos feature teachers using the vocabulary learners will hear in
class and they may also see their teacher using resources to
introduce a new concept. This includes demonstrations on
ActiveInspire (the software used on the interactive whiteboards),
flashcards, numeracy manipulatives etc.
Audio
Commercial
Materials
Developing Remote Learning @ Campie
Feedback
Submitted assignments
Feedback is immensely important in progressing learning. It indicates where a skill or concept has been learned, recognises where there has been a mistake or misconception and provides support to increase understanding and to make improvements. To maximise the feedback being shared, teachers are using a range of techniques.
Learning that is 'handed in' in Google Classroom is then responded to by the teacher. This an opportunity to respond to your child's individual success and provide 1:1 feedback. This can be done in a variety of ways. It may be a note added to a specific section of the learning or a response such as '2 stars and a wish.'
reflection
email
Opportunities for learners to reflect on what they have learned; what was challenging, where they would like to go next in their learning etc. can be shared using tools such as GoogleDocs. Often this is referred to as an 'Exit Slip'. Teachers then read and respond either to an individual, to a group or the whole class if a common theme emerges.
Even when the Stream is not open, teachers are monitoring their Edubuzz email. Learners can contact their teacher and they can respond, offer clarification, support and feedback. | <urn:uuid:c768fa8b-5194-4143-ba6a-b6a1dbdeb3d5> | CC-MAIN-2023-50 | https://www.edubuzz.org/campie/wp-content/uploads/sites/886/2021/05/Remote-Learning-at-Campie.pdf | 2023-12-05T18:43:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00339.warc.gz | 839,803,014 | 705 | eng_Latn | eng_Latn | 0.998999 | eng_Latn | 0.999045 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1222,
2265,
3532
] | [
3.4375
] | 2 | 0 |
Health guidance for going to school
Showing up to school every day is important for children's well-being, engagement, and learning.
You can send children to school if they're:
* Generally healthy and well
* Participating in usual day-to-day activities
They can even go to school if they have:
* A mild cold, including a runny nose and/or cough
* Eye drainage without fever, eye pain, or eyelid redness
* A mild stomachache
* A mild rash with no other symptoms
* Head lice — though annoying and should be treated, lice isn't a reason to stay home
* No fever overnight and hasn't taken fever-reducing medicine during that time.
Avoid keeping children at home unless they're too sick to participate. See the back of this handout for more details. In most situations, a doctor's note isn't needed to return.
Children may also avoid school due to anxiety (symptoms may include decreased appetite, feeling tired, stomachache, or headache). If you're worried that your child is suffering from anxiety, talk with a school nurse, social worker, or other school staff about the challenges — and identify what can help your child stay in school.
If your child has a compromised immune system or is high risk for complications from common illnesses, talk to your school (school nurse if available) about developing a plan with you and your child's doctor to keep them healthy and safe at school.
Note: This document is not meant to take the place of local health department/school district guidance including about illnesses such as COVID-19 and the flu.
When to stay home from school and when to return to school
If you don't know whether to send your child to school or have concerns about their health, contact your child's doctor, local urgent care, or the school nurse.
1204679809 October 2023 | <urn:uuid:9f9c58b8-8e5c-4b8e-89ef-1d6b37a4ab59> | CC-MAIN-2023-50 | https://thrivingschools.kaiserpermanente.org/wp-content/uploads/2023/10/Final-Health-Guidance-for-Going-Back-to-School.pdf | 2023-12-05T19:04:27+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00338.warc.gz | 647,061,367 | 382 | eng_Latn | eng_Latn | 0.999114 | eng_Latn | 0.998892 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1552,
1799
] | [
2.28125
] | 1 | 0 |
INSOLATION AND ECOSYSTEM
By Maggie Allocco and Chris Haller
Our Model:
- Model is a simulation of four different ecosystems that exist because of the sun's position and latitude.
- Each ecosystem features different plants and animals based on its angle of insolation (between 0 and 90). Angle can be adjusted via a slider.
- A counter is used to keep track of how many of each kind of creature exists in each ecosystem.
- Precipitation can also be adjusted via a separate slider, to demonstrate how precipitation will effect the equilibrium of each ecosystem.
EARTH SCIENCE CONNECTIONS
Standard 4:
2.1a: Earth systems have external and internal sources of heat
1.1f: Earth's changing position in regards to the sun and moon causes variations in the heating of the Earth
2.2a: Insolation heats the Earth's surface unequally based on a variety of factors
2.2c: A location's climate in influenced by latitude, and a number of other factors
Standard 6:
Key Idea 6: Identifying patterns is important for making predictions about future behavior
Key Idea 2: Models and simplified representations of structures or systems used in science
LIVING ENVIRONMENT CONNECTIONS
5.1a : energy comes from the sun, providing the foundation for the energy needs of living systems
6.1d: Survival of organisms in an ecosystem depend on environmental factors Such as light, temperature, soil type, etc….
6.1a: Energy flows through ecosystems in one direction, from the Sun, to photosynthesizers, to herbivores, to carnivores, etc….
MATH CONNECTIONS
7.G.B.5: Using facts about supplementary or complementary angles in a problem to write and solve equations to determine an unknown angle | <urn:uuid:d8f6daa4-de34-4f48-b493-b9cb82e176d3> | CC-MAIN-2023-50 | https://soar.suny.edu/bitstream/handle/20.500.12648/3865/cmst_lessonplans/355/fulltext%20%283%29.pdf?sequence=3&isAllowed=y | 2023-12-05T17:45:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00344.warc.gz | 582,367,917 | 372 | eng_Latn | eng_Latn | 0.889384 | eng_Latn | 0.99057 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
59,
561,
1138,
1520,
1676
] | [
3.828125
] | 1 | 0 |
Review Article
The Aurorae
Andrew Watson
St Lawrence College, Kent, UK. Email: firstname.lastname@example.org
ABSTRACT
The Aurora Borealis and Aurora Australis are amongst the world's seven natural wonders and have left men in awe for generations. This article investigates the causes of The Aurorae, the causes of the different colours and investigates Auroras on other planets such as the Jovian Aurora on Jupiter.
The Aurorae
The Aurora Borealis is one of the world's seven natural wonders, and with the exotic array of colours found in it, it isn't at all a wonder why so many people wish to see it. Both the Aurora Borealis (named by Pierre Gassendi, a French artist, after the Roman goddess of the dawn, Aurora, and the Roman god of the northern wind, Boreas) and the Aurora Australis (named Australis, meaning "Southern") [1] have caught the attention of hundreds of men for hundreds of years, and records dating back from the Vikings (The King's Mirror, written in 1250).
Not only the Vikings had their ideas on the Northern Lights, but also the Romans; Seneca the Younger classified the Northern Lights into a number of different categories depending on how they looked – there was the well (putei), casks (pithaei), chasms (chasmata), bearded (pogoniae) and cypresses (cyparissae). [3] Much later in history, from 1902 to 1903, a Norwegian scientist by the name of Kristian Birkeland [figure 1] did extraordinary amounts of research into the Aurora Borealis. His theory was that the auroral electrojets (which are found in the auroral ionosphere) [4] were connected to currents named in honour of
In The King's Mirror, a number of ideas on the formation of the Aurora Borealis, such as "the frost and glaciers have become so powerful there that they are able to radiate forth these flames." [2]
Figure 1: A picture of Kristen Birkeland, available at http:// upload.wikimedia.org/wikipedia/ commons/e/e7/Asta_Norregaard_ Kristian_Birkeland_1900.jpg
death. However, his theory was proved in 1967 when the USA sent a probe into space. [5]
him (Birkeland currents), that streamed along geomagnetic lines, flowing between the magnetosphere and high latitude ionosphere, away from the polar region of the Arctic. Birkeland's theory of the auroral electrojets and Birkeland currents were a source of controversy when he was alive and even a number of years after his
Actual Causes of the Aurorae
Both of the Aurorae, the Borealis and Australis, are caused by solar particles in the solar wind (numbering in the hundreds of millions) colliding with the atmospheric shielding. These solar particles, without the atmospheric shielding, would make the Earth an inhospitable place to live. The solar particles are electrically charged when they collide with the
12
atmospheric shielding surrounding the Earth. The energy resulting from these crashes is released as photons, innumerable particles of light, giving the intense colours of the Aurorae. Seneca the Younger was right when he categorised the aurorae into different groups by how they looked, as they can vary vastly. The shimmering effect in most aurorae is produced by the fading particle explosions at the exact same moment that new collisions and explosions occur.
Solar storms can also cause aurorae. This can change the course of the aurorae, shifting them towards the equator due to the magnetic disturbance of the Earth by the sun. [7]
collision of solar particles with nitrogen found in the atmospheric shielding. However, at alternate altitudes nitrogen can also cause some pink and red colours as well. Purple can be seen when really energetic particles pierce deep into the atmospheric shielding about eighty kilometres above the surface of the Earth.
The colours of the aurorae are caused by two things:
1) The height of the collisions
2) The gases in the atmosphere
The green in the aurorae, the most common of all colours, is caused by low height collisions of the solar particles with oxygen, from heights of one hundred kilometres above the Earth's surface. At greater heights of around 250 kilometres these collisions with oxygen produce red aurorae. [6]
The blues are found at the very bottom of the "aurora zone", at only ninety-six kilometres from the Earth's surface. They are caused by
Aurorae Found on Other Planets
Just like aurorae on Earth [figure 2], other planets have their own versions. On Jupiter, the Jovian Aurora is found. These are caused by the same effect as that on Earth, by the solar particles colliding with an atmospheric shield. Even more similar is that Jupiter's aurorae are at its poles, just like that of Earth. Not only Jupiter and Earth have aurorae though. Saturn is another planet that has its own aurorae, caused by the same effect as that on Earth and Jupiter. However, Saturn's aurorae have only recently been found by
13
camera - the Cassini camera in 2008. Again, like Earth, Saturn's aurorae are at its poles due to the magnetic fields, found on every planet, which force them either northward or southward. [8]
Where to see the Aurorae
The best places to see the Aurora Borealis, the Northern Lights, are in high latitudes of the northern hemisphere, in countries such as Norway and Sweden, and some areas of Russia, such as Siberia. The best time of day to see the aurora is during the night, as long as it's clear.
The Aurora Australis is much harder to see as it's rare to see it outside of Antarctica, though they can be seen in countries such as New Zealand and the southernmost tip of Argentina and Australia. [9]
References:
1. http://en.wikipedia.org/wiki/Aurora_(astronomy)
3. http://en.wikipedia.org/wiki/Aurora_(astronomy)#His- tory_of_aurora_theories
2. http://www.vikinganswerlady.com/njordrljos.shtml
4. http://en.wikipedia.org/wiki/Electrojet#Auroral_Elec- trojet
6. http://www.universetoday.com/42623/aurora-australis/
5. http://en.wikipedia.org/wiki/Kristian_Birkeland
7. http://news.discovery.com/space/aurora-northern-lights-space-phenomena.html
9. http://odin.gi.alaska.edu/FAQ
8. http://news.discovery.com/space/aurora-northern-lights-space-phenomena.html
About the Author
Andrew Watson is currently doing GCSEs at school and is hoping to go into medicine later in life. After having travelled around for most of his young life, he has settled into school and enjoys sport, including rugby, hockey and running. Also, as an avid fan of the outdoors, Andrew's interest in the Aurorae has made him go to a lot of effort to try and see them, and see them he has, recently, in Iceland.
Call for Submissions, Scientists and Editors
Who are we?
The Young Scientists Journal is an unique online science journal, written by young scientists for young scientists (aged 12-20). More than that, the journal is run entirely by teenagers. It is the only peer review science journal for this age group, and the perfect journal for aspiring scientists, editors, and graphic designers.
Who are you?
Similarly, if you would be interested in getting more involved in the management of the Journal, let us know! We are actively recruiting students at the moment to our Young Scientists team for tasks such as editing articles, managing the website, graphic design and helping with publicity.
Do you enjoy research? Or are you more interested in editing text and graphics? Do you work well in a team? Or perhaps you have the ability to produce papers on interesting topics by the handful? In short, if you have recently done an interesting school project, enjoy pursuing unique research, or have documents written for competitions languishing on your computer, get in touch about having your article published by The Young Scientists Journal! Simply submit your work via the website, and your article will be processed by a team of students and then an International Advisory Board, before being made into an official article with its own unique code. We are also keen to receive shorter review articles, and creative material such as videos or cartoons.
Get Involved!
Involvement with the Young Scientists Journal promises to be rewarding, fun, and will look fantastic on your CV. Get in touch at email@example.com
14 | <urn:uuid:696aab3c-36be-47c0-a0ce-92945afaf52d> | CC-MAIN-2023-50 | https://ysjournal.com/wp-content/uploads/Issue14/The-Aurorae.pdf | 2023-12-05T18:39:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00342.warc.gz | 1,206,361,289 | 1,867 | eng_Latn | eng_Latn | 0.995969 | eng_Latn | 0.996257 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2774,
4860,
8185
] | [
3.140625
] | 1 | 0 |
Religious Education Subject Statement
Ethos and Intent
At Alveley Primary School, Religious Education is taught following The Shropshire Agreed Syllabus and it aims to challenge t a range of religions and non-religious worldviews. We believe that RE has a significant role in the development of our pupils' spiritual, moral, social and cultural development. We therefore promote respect and open-mindedness towards others with different faiths and beliefs and encourage pupils to develop their sense of identity and belonging through self-awareness and reflection.
The Shropshire Agreed Syllabus has three primary aims:
Making sense of belief - Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways.
Making connections - Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils' thinking; discerning possible connections between these and pupils' own lives and ways of understanding the world.
Understanding the impact - Examining how and why people put their beliefs into action in diverse ways, within their everyday lives, within their communities and in the wider world.
Implementation
At Alveley Primary School, Experiences and enrichment opportunities are offered throughout school, with a wide range of topics being taught from EYFS to Key Stage 2. These experiences can include:
* handling artefacts
* exploring sacred texts
* using imaginative play or drama to express feelings and ideas
* responding to images, games, stories, art, music and dance
* meeting visitors from local religious communities
* making visits to religious places of worship where possible, and where not, making use of videos and the internet
* taking part in whole school events - (multi-faith days, Harvest Festival, school performances)
* participating in moments of quiet reflection
* using ICT to further explore religion and belief globally
* comparing religions and worldviews through open discussion
Pupils will learn about a range of religions including Christianity, Islam, Judaism and Buddhism, as well as non-religious worldviews, such as humanism.
Impact
At Alveley, we use a range of strategies to assess what skills and knowledge the children have attained. These may include the following:
* Book Looks
* Videos and photos of lessons
* Pupil Voice
These will help inform the subject lead about the effective teaching learning of RE and whether alternations may need to be made to the curriculum model.
SEND
RE is a fully inclusive subject at Alveley and we are committed to the Special Educational Needs and Disability Code of Practice. Wherever possible, the curriculum is not narrowed for pupils, however ways of recording ideas may be altered in order to ensure all pupils have the opportunity to join in the varied and interesting discussions that our RE curriculum creates. | <urn:uuid:2267cea6-730d-4b42-92dc-e79ed0e0b828> | CC-MAIN-2023-50 | https://www.alveleyprimary.co.uk/media/53670/re-curriculum-statement.pdf | 2023-12-05T18:01:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00344.warc.gz | 694,191,793 | 595 | eng_Latn | eng_Latn | 0.99597 | eng_Latn | 0.99597 | [
"eng_Latn"
] | false | docling | [
3109
] | [
4.125
] | 3 | 0 |
Signposting and Guidance Drugs and Alcohol
Manchester Support
* Eclypse is a free and confidential drug and alcohol service for young people under 19 and families in Manchester. https://www.changegrowlive.org/eclypse-manchester
Information
- Mentor ADEPIS – Alcohol and Drug Education and Prevention Service offers information and resources for schools and practitioners working in drug and alcohol prevention.
- Drinkaware is an independent charity working to reduce alcohol misuse and harm in the UK. We're here to help people make better choices about drinking. https://www.drinkaware.co.uk/
- FRANK is a national drug education service for young people which includes a website with an A-Z of drugs, a telephone helpline and information to access local counselling and treatment. https://www.talktofrank.com/
- NHS Smoke Free offers advice, information and links to local expert support.
- Re-Solv is a national charity dedicated to the prevention of solvent and volatile substance abuse.
- Rise Above is a health and wellbeing website for young people. 'Rise Above' tackles topics that young people are most concerned about, such as puberty, relationships, alcohol, selfharm, smoking, contraceptive choices, drugs, body confidence, peer pressure and mental health.
National Support
- FRANK is a national drug education service for young people which includes a website with an A-Z of drugs, a telephone helpline and information to access local counselling and treatment. https://www.talktofrank.com/
Resources
- Quality Standards for Drugs Education highlights preventative approaches and approaches for drugs education that have no effect or that can be counterproductive: http://mentoradepis.org/quality-standards-effective-alcohol-drug-education/
- Unplugged is an evidence-based programme designed to equip young people with specific skills and resources that they need to resist social influences and to support knowledge about drugs and their adverse health consequences. http://mentor-adepis.org/unplugged/
-
KS2 and KS3 Lesson Plans from Mentor ADEPIS http://mentor-adepis.org/lesson-plans/
- Public Health England lesson plans including alcohol and smoking: https://campaignresources.phe.gov.uk/schools/topics/rise-above/overview | <urn:uuid:f0d4b8ea-91c8-4202-88bd-ee07292405aa> | CC-MAIN-2023-50 | https://www.stdunstansmoston.com/serve_file/411159 | 2023-12-05T18:55:55+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00342.warc.gz | 1,114,315,678 | 461 | eng_Latn | eng_Latn | 0.99405 | eng_Latn | 0.99405 | [
"eng_Latn"
] | false | docling | [
2251
] | [
2.453125
] | 1 | 0 |
Evaluate Your Marital Communication
Instructions for the Counselor
This exercise is meant to help couples reflect on their communication and to give feedback on their strengths and weaknesses. The couple should fill out a copy of the worksheet separately, and then follow the instructions on the last two pages.
Note the husband fills out both the "Evaluate Yourself" and the "Evaluate Your Spouse" pages. The wife does the same thing.
The real usefulness of this exercise is that the person not only evaluates himself or herself, but then hears how his/her spouse would evaluate himself/herself on the same parameters. Example: Jim marks a "2" (hardly ever) for anger and his wife marks a "7" (frequently) for the same thing. As they talk through this exercise, the similarities and differences in what they marked will be instructive.
After the couple has filled out the worksheet and also worked through the instructions on the last page, sit down with them and talk with them about what they learned. (Be sure to do this only after they have completed the instructions on the last two pages!)
Evaluate Yourself
Instructions: Individually evaluate yourself according to the following scale. When you are done then compare your evaluation with your spouse's evaluation of your communication.
Strength UnbiblicalCommunication ScaleWeakness
Hardly Almost
Ever Seldom Sometimes Frequently Always
1 2 3 4 5 6 7 8 9 10
I blow-up (vent my anger) when I talk with you (Eph. 4:26).
1 2 3 4 5 6 7 8 9 10
I clam-up instead of talking with you (Prov. 6:1-5; 24:11-12).
1 2 3 4 5 6 7 8 9 10
I interrupt you when you're talking (Prov. 18:13).
1 2 3 4 5 6 7 8 9 10
I judge your motives (1 Cor. 4:5).
1 2 3 4 5 6 7 8 9 10
I use sweeping generalizations/absolute statements when I talk to you.
1 2 3 4 5 6 7 8 9 10
I blame-shift my responsibilities to you (Gen. 3:12).
1 2 3 4 5 6 7 8 9 10
Idig upthings from the past (1 Cor. 13:5).
1 2 3 4 5 6 7 8 9 10
I use harshness when I talk with you (1 Sam. 25:3, 10-11).
1 2 3 4 5 6 7 8 9 10
Weakness
Biblical Communication Scale
Strength
Hardly Almost
Ever Seldom Sometimes Frequently Always
1 2 3 4 5 6 7 8 9 10
I dogrant forgivenessto you (Eph. 4:32).
1 2 3 4 5 6 7 8 9 10
I doask for your forgiveness.
1 2 3 4 5 6 7 8 9 10
I strive to bringunity and peaceto our relationship (Eph. 4:3).
1 2 3 4 5 6 7 8 9 10
I speakloving and kindwords when I talk to you.
1 2 3 4 5 6 7 8 9 10
I demonstrateself-controlwith the words and emotions I choose.
1 2 3 4 5 6 7 8 9 10
I communicate with alovingcountenance on my face (Gen. 4:6; Isa. 3:9a).
1 2 3 4 5 6 7 8 9 10
I consistently communicate biblical truth when I talk to you (Eph. 4:25).
1 2 3 4 5 6 7 8 9 10
I usehonest,accurate,and truthfulstatementswhen I talk to you (Eph. 4:25).
1 2 3 4 5 6 7 8 9 10
Whenever you explain your motives, Ibelieve you(1 Cor 13:7 "love believes all things").
1 2 3 4 5 6 7 8 9 10
I amquick to listen(Jas. 1:19).
1 2 3 4 5 6 7 8 9 10
Islow to speak(Jas. 1:19).
1 2 3 4 5 6 7 8 9 10
I takegreat pleasureinunderstandingmy spouse (Proverbs 18:2)
1 2 3 4 5 6 7 8 9 10
Ilook at youwhen I talk to you (Job 6:28).
1 2 3 4 5 6 7 8 9 10
Itouchyou enough when I talk to you (Jn. 13:23; 21:20).
1 2 3 4 5 6 7 8 9 10
Evaluate Your Spouse
Instructions: Evaluate your spouse's communication according to the following scale. When you are done compare your evaluation with your spouse's evaluation.
Strength Unbiblical Communication Scale
Weakness
Hardly Almost
Ever Seldom Sometimes Frequently Always
1 2 3 4 5 6 7 8 9 10
My spouse blows-up when he/she talks with me (Eph. 4:26).
1 2 3 4 5 6 7 8 9 10
My spouse clams-up instead of talking with me (Prov. 6:1-5; 24:11-12).
1 2 3 4 5 6 7 8 9 10
My spouse interrupts me when I am talking (Prov. 18:13).
1 2 3 4 5 6 7 8 9 10
My spouse judges my motives (1 Cor. 4:5).
1 2 3 4 5 6 7 8 9 10
My spouse uses sweeping generalizations/absolute statements when he/she talks to me.
1 2 3 4 5 6 7 8 9 10
My spouse blame-shifts his/her responsibilities to me (Gen. 3:12).
1 2 3 4 5 6 7 8 9 10
My spouse digs up things from the past (1 Cor. 13:5).
1 2 3 4 5 6 7 8 9 10
My spouse uses harshness when he/she talks with me (1 Sam. 25:3, 10-11).
1 2 3 4 5 6 7 8 9 10
Weakness Biblical
Communication Scale
Strength
Hardly Almost
Ever Seldom Sometimes Frequently Always
1 2 3 4 5 6 7 8 9 10
My spouse grants forgiveness to me (Eph. 4:32).
1 2 3 4 5 6 7 8 9 10
My spouse asks for my forgiveness.
1 2 3 4 5 6 7 8 9 10
My spouse strives to bring unity and peace to our relationship (Eph. 4:3).
1 2 3 4 5 6 7 8 9 10
My spouse speaksloving and kindwords when he/she talks to me.
1 2 3 4 5 6 7 8 9 10
My spouse demonstrates self-control with the words and emotions he/she chooses.
1 2 3 4 5 6 7 8 9 10
My spouse communicates with alovingcountenance on his/her face (Gen. 4:6; Isa. 3:9a).
1 2 3 4 5 6 7 8 9 10
My spouse consistently communicates biblical truth when he/she talks to me (Eph. 4:25).
1 2 3 4 5 6 7 8 9 10
My spouse useshonest,accurate,and truthfulstatementswhen he/she talks to me.
1 2 3 4 5 6 7 8 9 10
Whenever I explain my motives, my spouse believes me (1 Cor 13:7 "love believes all things").
1 2 3 4 5 6 7 8 9 10
My spouse isquick to listen(Jas. 1:19).
1 2 3 4 5 6 7 8 9 10
My spouse isslow to speak(Jas. 1:19).
1 2 3 4 5 6 7 8 9 10
My spouse takesgreat pleasureinunderstandingme (Proverbs 18:2)
1 2 3 4 5 6 7 8 9 10
My spouse looks at me when he/she talks to me (Job 6:28).
1 2 3 4 5 6 7 8 9 10
My spousetouchesme enough when he/she talks to me (Jn. 13:23; 21:20).
1 2 3 4 5 6 7 8 9 10
Talking to Your Spouse About Communication
Evaluate the Husband's Communication
Step 1. Husbands, look at your evaluation of yourself. Wives, look at your evaluation of your spouse. Go through each statement one at a time and compare it with your spouse's answer. ("I put a 3 on 'my spouse does not look at me', what did you put, honey?")
Step 2. After comparing answers, come to some agreement about the husband's two greatest areas of weakness. (You may choose weaknesses from the unbiblical communication page, the biblical communication page, or both pages.)
Husband's greatest areas of weakness:
1.
2.
Step 3. Wives, give a specific example of each of your husband's areas of weakness. Take a moment and write them down.
An example of first area of weakness:
An example of second area of weakness:
Step 4. Wives, affirm your husband for one or two of his communication strengths.
Evaluate the Wife's Communication
Step 1. Wives, look at your evaluation of yourself. Husbands, look at your evaluation of your spouse. Go through each statement one at a time and compare it with your spouse's answer. ("I put a 3 on 'my spouse does not look at me', what did you put, honey?")
Step 2. After comparing answers, come to some agreement about the wife's two greatest areas of weakness. (You may choose weaknesses from the unbiblical communication page, the biblical communication page, or both pages.)
Wife's greatest areas of weakness:
1.
2.
Step 3. Husbands, give a specific example of each of your wife's areas of weakness. Take a moment and write them down.
An example of first area of weakness:
An example of second area of weakness:
Step 4. Husbands, affirm your wife for one or two of her communication strengths. | <urn:uuid:30525f03-279c-4c64-83f0-b61152fb38e9> | CC-MAIN-2023-50 | https://livinghopechurch.net/handouts-pdf/evaluate_your_marital_communication.pdf | 2023-12-05T19:08:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00343.warc.gz | 419,495,820 | 2,984 | eng_Latn | eng_Latn | 0.749588 | eng_Latn | 0.953797 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1107,
3206,
6175,
8326,
11466,
12366,
13213
] | [
2.046875
] | 4 | 0 |
Online library of Quality, Service Improvement and Redesign tools
Pareto collaboration
trust respect
innovation courage
compassion
Pareto
What is it?
Pareto analysis is a simple technique that helps you to focus efforts on the problems that offer the greatest potential for improvement by showing their relative frequency or size in a descending bar graph.
Pareto's 80/20 principle states that roughly 80% of the effects come from 20% of the causes.
When to use it
When analysing a problem, this tool will quickly identify the major causes so that resources can be directed accordingly. You may find it helpful to use a Pareto chart after you have completed a cause and effect (fishbone) diagram to identify which causes to work on first.
How to use it
1. Identify the problem area you want to know more about and the possible causes. This can be done using a cause and effect (fishbone) diagram or brainstorming.
2. Collect and analyse data to verify the causes you have identified. Choose the most meaningful unit of measurement that relates to your problem – often frequency or cost. Rank the causes from largest to smallest ie compare the relative frequency of the cause.
3. Draw a Pareto graph to illustrate the findings by listing the problem categories on the x-axis (horizontal) and the frequency or cost on the y-axis (vertical). This simple bar chart will help to ensure that your findings are quickly and easily understood by others (see figure 1).
You can further enhance this by using a cumulative frequency graph (see figure 2):
* Draw the cumulative percentage line showing the proportion of the total number that each problem category presents.
* On the y-axis line, record 100% opposite the total number and 50% at the halfway point. Fill in the remaining percentages drawn to scale.
* Starting with the highest problem category, mark the upper right hand corner with an X or a dot.
* Add the total of the next problem category to the first and draw a dot above the bar showing both the cumulative number and percentage. Connect the dots and record the remaining cumulative totals until 100% is reached (see example two).
Quality, Service Improvement and Redesign Tools: Pareto
You can use the Pareto principle to give an insight into a wide variety of issues, for example:
* 80% of interruptions come from 20% of the people
* 80% of an equipment budget relates to 20% of the items
* 80% of benefits come from the first 20% of effort
* 80% of complaints are about 20% of your services
*
80% of a nurse's time is spent on 20% of the patients
* 80% of the decisions made in meetings come from 20% of the meeting time
* 80% of innovation comes from 20% of the staff
* 80% of staff problems come from 20% of the staff
* 80% of your success comes from 20% of your efforts.
TIPS
Tackle the causes with the highest score/frequency first as these offer the greatest benefit if resolved. Causes with the lowest scores/frequencies may not be worth tackling as solving these problems may not give a good return on investment of time or resources.
The 20–20–60 rule claims that in most organisations, 20% of people support process improvement and 20% do not. The people in these two groups are basically fixed and no amount of persuasion is likely to change their view. People in the remaining 60% are interested, but need to be convinced. Applying the 20–20–60 rule suggests focusing on the 60% by addressing their questions and concerns – these are the people who are most likely to get involved in service improvement in the future.
Examples
1. An improvement team set out to reduce delays in its hospital but was unsure which of the most common causes to tackle first. After collecting data on the causes of delay, the team produced this Pareto chart:
Quality, Service Improvement and Redesign Tools: Pareto
Figure 1: Pareto chart showing cause of delays
Cause of delays – hospital example
Frequency
(from 100 records)
Poor bed
management
Cause
Wait for
diagnosis
Senior clinical
opinion not
available
Inappropriate
GP referrals
Inappropriate
follow-ups
This graph shows that the main cause of delay was poor bed management. Prior to the Pareto analysis, diagnostics was assumed to be the main cause. As a result, the team allocated resources to improving bed management, significantly reducing delays.
2. This Pareto chart shows that the highest volume operations within a hospital are in general surgery:
Quality, Service Improvement and Redesign Tools: Pareto
What next?
After using the Pareto technique to identify the causes that have the most potential for improvement when solved, you can produce an action plan to outline the next steps.
Additional resources
Koch, R (2014) The 80/20 Principle: The Secret to Success by Achieving More with Less, Bolinda Audio: MP3 Una edition
Background
The Pareto principle was first suggested as an improvement tool by management thinker Joseph Juran in the 1940s and was named after the Italian economist Vilfredo Pareto. In the early 20th century, Pareto observed that 80 percent of income in Italy was received by 20% of the Italian population. Joseph Juran, the renowned quality management author, built on this idea and came up with the assumption that the majority results of any situation can be determined by a small number of causes.
This idea is often applied to data such as sales figures ie 20% of clients are responsible for 80% of sales volume, but can easily be applied to the NHS, eg 80% of a nurse's time is spent on 20% of the patients.
Statements of 80/20 principles can be tested using the Pareto chart and are useful to support decision making. Richard Koch has written many books on how Pareto can be applied. | <urn:uuid:327978ad-444c-4e46-b779-d2f228cb8a68> | CC-MAIN-2020-45 | https://improvement.nhs.uk/documents/2137/pareto.pdf | 2020-10-30T16:31:48+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00060.warc.gz | 359,758,168 | 1,299 | eng_Latn | eng_Latn | 0.967322 | eng_Latn | 0.998226 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
134,
2199,
3826,
4485,
5704
] | [
2.046875
] | 2 | 0 |
Instruction are Settled Science Research Findings in Reading
1967 Learning to Read: The Great Debate, Jeanne Chall, Harvard University
1998 Preventing Reading Difficulties in Young Children, Snow, Burn & Griffin, Harvard University
Findings: A code emphasis tends to produce better overall reading achievement by the beginning of fourth grade than a meaning emphasis. At about the end of the first grade, meaning-emphasis programs tend to affect comprehension and vocabulary test scores adversely, mainly because the child does less well in word recognition (p.137).
1967 USOE First Grade Reading Studies
This project pooled the findings of 27 independent studies that were conducted under the direction of Guy Bond and Robert Dykstra to establish 'which of the many approaches to initial reading instruction produces superior reading and spelling achievement at the end of first grade.' (p. 348)
Findings: Word study skills need to be emphasized and taught systematically. This is best shown by the superiority of the approaches which augmented the basal readers with a phonetic emphasis, as compared to basal readers as usually taught (word memory). Direct instruction was deemed to be the most effective approach to teaching reading.
1985 Becoming a Nation of Readers, National Academy of Education
Findings: Classroom research shows that on the average, children who are taught phonics get off to a better start in learning to read than children who are not taught phonics (p. 37)
1990 Beginning to Read: Thinking and Learning About Print, Adams, M.J.
Findings: 'The vast majority of program comparison studies indicate that approaches including systematic phonics instruction result in comprehension skills that are at least comparable to, and word recognition and spelling skills that are significantly better than, those that do not. Furthermore, approaches in which systematic code instruction is included alongside, meaning emphasis, language instruction, and connected reading, are found to result in superior reading achievement overall. And these conclusions seem at least as valid for children with low readingreadiness profiles as they are for their better prepared and more advantaged peers.' (p. 49)
Findings: There is converging research support for the proposition that getting started in reading depends critically on mapping the letters and the spelling of words onto the sounds and speech units that they represent. Failure to master word recognition impedes text comprehension… Kindergarten Instruction should be designed to provide practice with the sound structure of words, the recognition and production of letters, knowledge about print concepts, and familiarity with the basic purposes and mechanisms of reading and writing. First grade instruction should be designed to provide explicit instruction and practice with sound structure that leads to phonemic awareness, familiarity with spelling-sound correspondences and common spelling conventions and their use in identifying printed words, "sight" recognition of frequent words, and independent reading, including reading aloud. A wide variety of well-written and engaging texts below the children's frustration level should be provided. (pp. 321 – 322)
2000 The Report of the National Reading Panel
Congress appointed 'The Director of the National Institute of Child Health and Human Development, in consultation with the Secretary Education to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read.'
Findings: Teaching children to manipulate the sounds in language helps them learn to read. Phonemic Awareness instruction produced positive effects on both word reading and pseudo-word reading, indicating that it helps children decode novel words as well as remember how to read familiar words. Phonemic Awareness also boosts reading comprehension. Systematic phonics instruction makes a bigger contribution to children's growth in reading comprehension than alternative programs providing unsystematic or no phonics instruction. Phonics instruction taught early proved much more effective than phonics instruction introduced after first grade. Phonics instruction produces the biggest impact on growth in reading when it begins in kindergarten or 1st grade before children have
International Foundation for Effective Reading Instruction
1
No.4—June 2015
Instruction are Settled Science Research Findings in Reading
learned to read independently. Systematic phonics instruction in kindergarten and 1st grade is highly beneficial, and children at these developmental levels are quite capable of learning phonemic and phonics concepts. The Panel's analysis determined that systematic instruction in the components of reading – phonemic awareness, phonics, fluency, vocabulary development, and comprehension –was effective in teaching children to read.
2000 Progress in Understanding Reading (Twenty five years of research on the reading process) Stanovich
Findings: 'That direct instruction in alphabetic coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioral science (Adams, 1990); Anderson et al., 1985; Chall, 1983b, 1989; Perfetti, 1985; Stanovich, 1986b). Conversely, the idea that learning to read is just like learning to speak is accepted by no responsible linguist, psychologist, or cognitive scientist in the research community (Liberman & Libeman, 1990), (Stanovich, 1994)
2004 The Voice of Evidence in Reading Research, McCardle and Chhabra
'An extraordinary collection by the finest educational and neurological researchers… this book will surely become required reading for any and all who claim to care about the quality of reading instruction in America." J. Thomas Viall, Executive Director, The International Dyslexia Association.
be required reading in every School of Education.' Benita Blackmann, Ph.D., Trustee Professor of Education and Psychology, Syracuse University
2009 Reading in the Brain: The New Science of How We Read, Stanislas Dehaene
The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? This riveting investigation explores every aspect of this human invention, from its origins to its neural underpinnings. A world authority on the subject, Dehaene reveals the hidden logic of spelling, describes pioneering research on how we process languages, and takes us into a new appreciation of the brain and its wondrous capacity to adapt.
Findings: The dispute between advocates of wholelanguage learning and the proponents of phonics instruction has plagued schools and education policy makers around the world for at least the last fifty years. The whole language approach has today been officially abandoned. Nonetheless, I suspect that the issue is still alive in many a teacher's mind because whole language advocates are still firmly entrenched in their position. They are convinced that their approach is best suited to children's needs.
Findings: 'Reading research has followed real children, in real classrooms, for long periods of time. It has employed strong and rigorous research methods from a variety of disciplines, has contributed to the development of assessment strategies to identify children at risk for reading failure, and has evaluated the effectiveness of different types of instructional interventions with children who have difficulty learning to read. Teachers should not be asked to change their classroom practice based on a single study or a good idea that has not been thoroughly and rigorously tested. There is now such converging evidence for early reading instruction. The Voice of Evidence in Reading Research is outstanding and just what the field needs. It should
In France as well as in the United States, efforts to reconcile the two camps have led to the adoption of an unhealthy compromise called 'mixed' or 'balanced reading' instruction. The punch line is quite simple: We know that conversion of letters into sounds is the key state in reading acquisition. All teaching efforts should be initially focused on a single goal, the grasp of the alphabetic principle whereby each letter or grapheme represents a phoneme.
2015 Stanford study on brain waves shows how different teaching methods affect reading development, Professor Bruce McCandliss
Findings: beginning readers who focus on lettersound relationships, or phonics, increase activity in the area of their brains best wired for reading.
http://www.nrrf.org/stanford-study-on-brain-wavesshows-how-different-teaching-methods-affectreading-development/
International Foundation for Effective Reading Instruction
2 | <urn:uuid:2051e133-f0b3-476c-baf8-a639ea176e80> | CC-MAIN-2020-45 | https://www.jet.org.za/clearinghouse/projects/primted/resources/language-and-literacy-resources-repository/iferi-inform-no-4-june-2015-settled-science.pdf/@@download/file/IFERI-INFORM-No.4-June-2015-Settled-Science.pdf | 2020-10-30T16:54:25+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00059.warc.gz | 751,648,730 | 1,685 | eng_Latn | eng_Latn | 0.996218 | eng_Latn | 0.996266 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4423,
8838
] | [
3.546875
] | 2 | 1 |
Published on Books for Keeps - the children's book magazine online (http://typo3.booksforkeeps.co.uk)
Home > Dog Andy Mulligan
Dog Andy Mulligan
Books Reviewed:
Dog Andy Mulligan [1]
Issue:
228 [2]
Reviewer:
Nicholas Tucker[3]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
4
This edgy, unsettling story features talking animals and their various relationships with the human world. Even fleas and moths are granted adult understanding and voices, yet at other moments they behave like the animals and insects they are. This paradox sometimes jars, as when Spider, the supremely intelligent and articulate dog of the title, suddenly and inexplicably decides to wreck his young master?s room, thereby putting everyone in grave danger. But Mulligan is a good writer and always manages to convince. He treats his motley cast of characters with a cool detachment reminiscent of a Russell Hoban or Richard Jefferies, spinning his fictional web with all the skills of Thread, a malicious spider who is another main character.
Human-animal stories often tend to end happily on a note of mutual congratulation, species to species. This story ends cheerfully too after some last moment melodramatics it could have done without. But it remains a troubling tale. Descriptions of general misery accompany moments of terrible danger arising from bullying, misunderstandings and a capacity on both sides, human and animal, to do the wrong thing without wishing to. There are also questions that are not always answered. Is it fair to blame the spider for capturing and ?torturing? a moth? Are there really industrial plants that melt down stray animals into pet food? If Tom, the eleven-year-old hero of the story, won?t talk to his estranged mother when she phones every day for six months, how about a home visit? But never mind; this is still good, original writing that in every other way remains grippingly readable right through to the end.
Source URL (retrieved on Oct '20): http://typo3.booksforkeeps.co.uk/issue/228/childrens-books/reviews/dog-andymulligan
Links:
[1] http://typo3.booksforkeeps.co.uk/childrens-books/dog-andy-mulligan
[2] http://typo3.booksforkeeps.co.uk/issue/228
[3] http://typo3.booksforkeeps.co.uk/member/nicholas-tucker | <urn:uuid:c4a6633e-7db3-4833-a388-3c594bf466fe> | CC-MAIN-2020-45 | http://typo3.booksforkeeps.co.uk/printpdf/issue/228/childrens-books/reviews/dog-andy-mulligan | 2020-10-30T16:11:08+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 98,186,487 | 517 | eng_Latn | eng_Latn | 0.998453 | eng_Latn | 0.998453 | [
"eng_Latn"
] | false | docling | [
2269
] | [
2.078125
] | 1 | 0 |
(
Sample Preparation Outline for Monroe's Motivated Sequence Pattern
You will be motivating your audience to an immediate action. Take a good look at this sample outline. The Motivated Sequence Pattern Outline is different from the Informative outline. Always Consider your audience--every step of the way. Use the Audience Centered Approach to public speaking.
The Following student's outline is a sample outline that you may use as a guide as you prepare your Motivated Sequence Pattern preparation outline. You will want to include all the labels that you see in this outline. The Visual Framework here is what I will be looking for in your outlines. The Visual Framework is the use of Roman numerals, Letters (both upper and lower case) and Arabic numerals along with clean indentation and the use of all labels for all elements. Your use of connectives is up to you. I would suggest that you use internal previews and internal summaries where you feel that they are needed. Your objective is to put together a clear concise speech that is easy to follow, and the use of connectives is very important in doing this. Just because you don't see internal previews and summaries here does not mean that you can't or shouldn't use them.
Topic: Random Acts of Kindness
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Specific Purpose: To motivate my audience to partake in random acts of kindness.
Central Idea:
Partaking in random acts of kindness can brighten someone's day, save someone's life, and even change the world.
INTRODUCTION
I. The Attention Step
A. (Attention Getter/Relevancy Statement) Example of Mark walking home and dropping his books.... (Canfield, p. 35)
1. Bill saved Mark's life ... with a small, random, seemingly unimportant act of kindness.
2. So how many times have you stopped to help someone pick up the books they dropped? Or paused to thank a housekeeper for keeping your hall so clean? Asked to speak to the manager of a restaurant because you had a great waitress?
3. If your answer is not often or never, you should consider participating in random acts of kindness.
B. (Credibility Statement) I have recently become interested in random acts of kindness and by reading several books on the subject, I have learned more about the impact these acts can have on people's lives.
C. (Preview) Random acts of kindness can brighten someone's day, save someone's life, maybe even change the world.
Transition: So why do we need random acts of kindness?)
II. The Need Step
A. Throughout the nation, throughout the world, people are having bad days.
1. In fact, 17.5 million Americans suffer from depression each year. (Drexler)
2. How many times have you heard about people in the news who were so distraught or depressed that they decided to go shoot a few people? The postal worker. The boy at his high school.
3. And I'm sure all of you can recall having a bad day or feeling unhappy.
B. As College Students we tend to get wrapped up in the stress and deadlines of our everyday life.
1. We forget to take the time to offer a compliments to others.
2. We are often in too much of a hurry to stop and help someone in need.
3. When we are in need of help and can't get it we may become unhappy.
C. Unhappiness leads to more unhappiness.
1. For instance, a teacher having a bad day might yell at a student.
2. The Student may then go back to the dorm and yell at his/her roommate.
3. The roommate then yells at his/her friend. It's a chain reaction.
(Transition:
But there is a way to break a link in this chain. The smallest effort can stop this chain reaction in its tracks and even reverse it. And every one of you can do it.)
III. The Satisfaction Step
A. By partaking in random acts of kindness, you can change someone's day for the better, give someone a boost of confidence, possibly even save a life or eventually change the world.
1. There are so many ways to be kind.
a. You could tell the next worker you see what a great job he/she's doing.
(MSP Sample Satisfaction step continued)
b. Pick up and return that pen the person walking in front of you dropped.
c. Thank the cafeteria worker for the superior service.
d. Compliment a friend on a quality or a classmate on his/her strong points.
2. Just think of the things you could do for others or say to others that will brighten their day.
(Transition: These are only a few examples of kind acts that you can do.)
B. According to a Greek proverb, "Kindness begets kindness."
1. It's true! Kindness is also a chain reaction.
2. One act of kindness leads to another.
a. Example--A teacher compliments you on the strong points of your speech.
b. With the boost of confidence, you will go to your room and thank your roommate for cleaning last weekend.
c. He/She'll compliment a friend and so on. And it all started with a teacher's simple comment on a speech.
(
Internal Summary:
Now you know how you can use random acts of kindness everyday to benefit yourself and everyone around you.)
(Transition: Envision yourself partaking in Random Acts of Kindness on a daily basis.)
IV. The Visualization Step
A. Imagine yourself thanking your professor for his/her enthusiasm.
1. How would that make him/her feel? Probably terrific
2. And the next class that comes in that day will be in for the most enthusiastic lecture ever.
B. Or imagine commenting on a classmate's talent, only to find out later that you saved his/her life.
C. There are no disadvantages--It is a Win-Win situation.
1. It doesn't cost anything, and we definitely don't lose anything by doing it.
2. In fact, random acts of kindness will not only cheer other people up, they will make you feel good too.
3. Let's admit it, when we compliment someone or lend a helping hand, we feel good about ourselves.
(Transition: But don't just think about what you can do--go do it!)
CONCLUSION
V. The Action Step
A. (Summary) With all of the problems in the world, and the bad days that people are having sometimes all it takes to turn a problem into an opportunity, and a bad day into a smile is a simple act of kindness.
B. (Call to Immediate Action) According to William Wordsworth, "nameless, unremembered acts of kindness" are "the best portion" of a person's life, so go out and demonstrate it in every way that you can. (Ryan, p. 578)
1. I'm going to hand out some cards that have a suggestion for a random act of kindness you can do today.
2. Try one of the random acts on the card you receive, or try one of your own ideas.
3. Be honest, sincere, generous and kind.
C. (Memorable Close) Who knows, the world may slowly become a better place because of a single random act of kindness.
1. Let it be yours.
2. Oh, and by the way, you are a TERRIFIC audience!
REFERENCES
Canfield, Jack, and Mark Victor Hansen. Chicken Soup for the Soul. Deerfield Beach, FL: Health Communications, Inc., 1993.
Drexler, Madeline. "When the Blues Turn Black." Redbook. Vol. 184, Issue 1, p. 108. November, 1994.
Lieberman, Gerald F. 3,500 Good Quotes for Speakers. Garden City, NY: Doubleday and Company, Inc., 1983.
Ryan, Alan, John Sparrow, T. C. Worsley, eds. The Oxford Dictionary of Quotations. 3rd edition. New York: Oxford UP, 1979.
Briggen, Nancy (1997). Random Acts of Kindness [Online]. Available: http://www.readersndex.com/randomacts/ [1997, October 27]. | <urn:uuid:628fb3b5-435a-4f19-b6d6-75ead101e00a> | CC-MAIN-2020-45 | https://excelshe.com/wp-content/uploads/2019/09/Informative-Speech-43.pdf | 2020-10-30T15:32:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00060.warc.gz | 306,958,235 | 1,710 | eng_Latn | eng_Latn | 0.998395 | eng_Latn | 0.998654 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4025,
7364
] | [
2.828125
] | 4 | 2 |
Welcome to the City of Chelan Youth Sports Program:
Participation in sports programs is very valuable to the development of children. Aspects of teamwork, dedication, discipline, physical fitness, self-esteem, and fair play all contribute to the overall growth and maturing of young people. Chelan Parks and Recreation takes this responsibility seriously and strives to offer quality programs that aid in the development of the youth of Chelan. Staff member Jane Farris has been a Certified Youth Sports Administrator since 2008 and staff member Mike Haerling has been a Youth Sports Coordinator since 1998. Parks staff feels that communication with parents, coaches, and participants makes for a more successful program.
It is staff's goal to continue to improve the quality of the youth sports programs and in the effort to do so, we are requiring a broader volunteer coaching application process. Volunteer coaches go through an application process that includes criminal background checks through the Washington State Patrol as well as the Inland Empire Amateur Athletic Union (AAU), one of the largest non-profit volunteer sports organizations in the United States. AAU is a multi-sport organization dedicated exclusively to the promotion and development of amateur sports and physical fitness programs. Coaches are also required to view a "Concussion in Youth Sports" video and complete a volunteer coaching application, Coaches Code of Ethics, and Concussion form. These requirements help to implement our philosophy of children's sports, injury prevention, practice organization, basic game rules, and much more.
Professional administrators, volunteer coaches, and parents sometimes forget why we do what we do. It is not to satisfy our egos or relive our past. It is to provide a positive, healthy experience for children and teaches the importance of teamwork, cooperation, ethics, playing by the rules, winning and losing with grace, respecting authority figures, and always striving to do your best. This above all else, is what we should be about and it must be a cooperative effort between our staff, our volunteer coaches, our officials, and our parents.
This handbook is to serve as a reference for parents and volunteer coaches, so they understand the philosophies and rules of the Chelan Parks and Recreation Department regarding youth athletics. This is one component in making the program a positive experience for your athlete. We believe that working together, through training and education, we can raise the standards for youth sports, and we can return to the age-old notion that children's participation in organized sports should be FUN!
Best Regards,
Jane Farris Certified Youth Sports Administrator Chelan Parks and Recreation Department
GOOD SPORTSMANSHIP AND FAIR PLAY AGREEMENT
By participating as an Administrator, Coach, Official, Parent, Player or Spectator I hereby pledge to encourage youth sports in a positive manner by following the Good Sportsmanship and Fair Play Agreement:
- I will demonstrate Good Sportsmanship and Fair Play.
- I will promise to make youth sports Fun for everyone.
- I will become Knowledgeable in the rules of the game.
- I will Attend and Participate at every practice/game that I can.
- I will Properly Maintain uniforms, equipment and athletic facilities.
- I will demand a Drug, Tobacco and Alcohol Free environment.
- I will encourage and promote a Safe and Healthy playing environment.
- I will Respect all administrators, coaches, officials, parents, players and spectators.
- I will place the emotional and physical Well Being of the kids ahead of myself.
I WILL REMEMBER THAT YOUTH SPORTS IS FOR THE KIDS
In order for Chelan Parks to offer the best youth sports programs possible, it is necessary to set forth certain policies, procedures, rules, regulations, codes of ethics and, in this case, a Good Sportsmanship and Fair Play Agreement. Our staff created and adopted this Agreement in order for all patrons to have a positive experience. Whatever your role with the program, as a coach, official, parent, player or even a spectator, you are expected to abide by this agreement.
Our staff has become accustomed to running a quality program, and this season will be no different. We will provide professional customer service, and in return, we ask that our patrons follow the rules set forth in order to maintain the integrity and spirit in youth sports...
PHILOSOPHY AND GOALS
The Value of Sports
Sports are one of the greatest tools that exist in today's society to help children develop positive character traits and life values. Early adolescence is a time when children are looking for basic values that they can count on in their lives. Under the right conditions, many youth sports experiences can be enormously beneficial, teaching the importance of teamwork, cooperation, and hard work, among many other qualities. In spite of this enormous potential for good, many youth sports experiences, in which the focus on what's truly best for children strays, can be emotionally damaging and that damage can last a lifetime.
During the years in which most children are typically involved in organized sports they are learning about themselves psychologically, physically, emotionally, and socially. During this juncture their personalities are being molded, their bodies are going through all sorts of changes, and their minds are forming lasting impressions on the importance of sports in their lives. It is at this level that parents, coaches and administrators play the greatest role in making the sports experience positive, healthy, and safe. The results of a child's experiences during these years are crucial, especially when we consider the positive role sports can play in their overall development.
Children learn a multitude of important lessons through sports that are basic to leading productive adult lives in our society. Sports provide an ideal forum to teach such valuable fundamentals as ethics, abiding by the rules, winning and losing with grace, coping with success and failure, respecting authority figures, always striving to do your best, etc. These traits provide the building blocks that help young citizens of our communities become well-balanced adults, and which translate into leading productive lives. A study conducted by Hardiness Research of Wyoming found that by a 2: 1 ratio for boys and a 3: 1 ratio for girls, those who participate in sports perform better in school, do not drop out, and have a better chance to attend and graduate from college.
The foundation for human development occurs during the early years of life. Individuals are exposed to many different learning situations that contribute to their potential for successful development in future endeavors. Activities at home, schools and clubs, play a role in a child's growth and development. Organized sports are near the top of that list.
Regardless of which sports they choose to pursue, children will reap the positive benefits of participation, as regular physical activity is the basis for a healthy and active lifestyle. Sports and fitness activities promote a variety of healthy status.
Comm
u
nit
y
Sta
n
C
dards ommunit
in
C
ies hildren'
s
d
Sp
e
o
v
e
rt
l
o
s
p
e
d
t
hrou
g
h
t
h
e N
a
t
i
o
n
a
l Su
m
m
i
t on Rai
s
in
g
Philosophy of Youth Sports
The City of Chelan has embraced the philosophies set forth in "National Standards for Youth Sports," a publication compiled by the National Alliance for Youth Sports based on an assembly of 48 of the nation's leading experts representing a vast variety of disciplines affecting youth sports. The following Standards were established:
Standard #1 - Proper Sports Environment
Parents must consider and carefully choose the proper environment for their child, including the appropriate age and development for participation, the type of sport, the rules in the sport, the age range of the participants, and the proper level of physical and emotional stress.
Standard #2 - Programs Based on Well-Being of Child
Parents must select youth sports programs that are developed and organized to enhance the emotional, physical, social and educational well-being of children and respect the child's decision to play or not play.
Standard #3 – Training and Accountability
All those involved in the youth sports programs must receive information about the program's philosophy, policies, and procedures to strive to make youth sports programs safe, positive and fun for all children, parents, and coaches.
Standard #4 –Screening Process
Consistent and comprehensive volunteer screening must be done to ensure the safety and wellbeing of all children in youth sports.
Standard #5 – Parents 'Active Role
Parents must make a serious effort to take an active role in the youth sports experience of their child providing positive support as a spectator, coach, and league administrator and/or caring parent.
Standard #6 – Sportsmanship
Parents must be a positive role model exhibiting sportsmanlike behavior at games, practices, and at all times while giving positive reinforcement to their child and support their child's coaches.
Standard #7 - Safe Playing Situations
Parents must insist on safe playing facilities, healthful playing situations and the application of proper first aid, should the need arise.
Standard #8 – Equal Play Opportunity
Parents, coaches, and league administrators must provide equal sports play opportunity for all youth regardless of race, creed, sex, economic status or ability.
Standard #9 - Drug, Tobacco & Alcohol-Free Adults
Parents as coaches, fans, and league administrators must be drug, tobacco and alcohol-free at youth sports activities.
Goals and Objectives
The Chelan Parks Department is designed to provide healthy activities and develop athletic, social and life skills under good leadership. This policy is aimed at meeting the spirit and intent of this goal.
The goals & objectives for the Chelan Parks Department Sports Programs are:
1. To Ensure The Safety of Our Participants
a. Consistent and comprehensive volunteer screening must be done to ensure the safety and well-being of all children in youth sports.
b. Complete routine and preventative maintenance of facilities and equipment
c. Provide quality equipment
d. Provide proper training to coaches and program staff
2. To Offer Participation Opportunities regardless of Race, Creed, Gender, Religion, Social or Economic Status or Ability
a. Provide reasonable accommodations
b. Provide scholarships
3. To Teach Basic Fundamentals, Skills and Rules of Play
a. Provide qualified volunteer coaching
b. Provide accessible rule books, training, manuals, videos, coaching clinics
4. To Demand Professionalism From Staff and Volunteers
a. Provide access to continued education opportunities
b. Complete program, coach and staff performance reviews
5. To Expect That Sportsmanship And Fair Play is the Standard
a. Enforce the "Good Sportsmanship and Fair Play Agreement"
b. Recognize and follow the National Alliance for Youth Sports Code of Ethics
6. To Maintain Financial Stability
a. Ensure registration fees are appropriate for the program
b. Utilize team sponsorship opportunities
c. Solicit donations to enhance scholarship fund | <urn:uuid:60691231-37e4-4b9f-97e9-a2fc6d1562ee> | CC-MAIN-2020-45 | https://cityofchelan.us/pdfdocs/2016/04/GoodSportsmanshipAndFairPlayAgreement.pdf | 2020-10-30T16:26:13+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 253,601,193 | 2,218 | eng_Latn | eng_Latn | 0.989953 | eng_Latn | 0.994415 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2776,
4453,
7388,
9795,
11353
] | [
2.15625
] | 2 | 0 |
KidsHealth.org/classroom
Teacher's Guide
This guide includes:
* Standards
* Related Links
* Discussion Questions
* Activities for Students
* Reproducible Materials
Standards
This guide correlates with the following National Health Education Standards:
Students will:
* Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
* Comprehend concepts related to health promotion and disease prevention to enhance health.
* Demonstrate the ability to access valid information and products and services to enhance health.
* Demonstrate the ability to use decision-making skills to enhance health.
* Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
* Demonstrate the ability to use goal-setting skills to enhance health.
* Demonstrate the ability to advocate for personal, family, and community health.
* Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Your state's school health policies: nasbe.org/HealthySchools/States/ State_Policy.asp
Grades 6 to 8 • Personal Health Series Fire Safety
Once kids are old enough to staying home alone or babysit younger kids, it's important they know basic fire safety rules. The following activities will help your students stay safe in the event of a fire.
Related KidsHealth Links
Articles for Kids:
What to Do in a Fire
KidsHealth.org/kid/watch/er/fire_safety.html
When It's Just You in an Emergency
KidsHealth.org/kid/watch/house/emergency.html
Being Safe in the Kitchen
KidsHealth.org/kid/watch/house/safe_in_kitchen.html
Articles for Teens:
911 Emergencies
KidsHealth.org/teen/safety/safebasics/911.html
Babysitting: Emergencies
KidsHealth.org/teen/safety/safebasics/babysit_emergencies.html
Dealing With Burns
KidsHealth.org/teen/safety/first_aid/burns_sheet.html
Discussion Questions
Note: The following questions are written in language appropriate for sharing with your students.
1. The U.S. Fire Administration says surviving a fire is not a matter of luck, but a matter of planning. What does that mean? Name some ways to plan ahead for a fire emergency.
2. Name some fire hazards that can be found in almost every home. What kinds of precautions can families take to address these hazards?
3. Name some seasonal fire hazards (for example, firework-related fires on the Fourth of July).
4. Why is smoke even more dangerous than flames in a fire? What can you do to avoid inhaling dangerous smoke?
Activities for Students
Note: The following activities are written in language appropriate for sharing with your students.
Fire Science
Objectives:
Students will:
* Examine the basic chemistry principles that are foundational to common fire safety tips
Materials:
* "Fire Science" handout
* Pencil or pen
Class Time:
* 20 minutes
Activity:
In simplest terms, a fire needs three things to burn: oxygen (air), heat (from a match or electrical spark, for example), and fuel (anything that will burn, such as wood, paper, leaves, gasoline, etc.). If any of these things are not present, a fire can't start. If any of these things are taken away, a fire will go out. For each fire safety tip on the "Fire Science" handout, briefly describe the chemistry principles that explain the safety tip. Afterward, we'll discuss our findings.
Extension:
Forensic fire investigators can often tell when, where, and how a fire started just by studying the fire scene and analyzing samples. If possible, invite a firefighter or fire investigator to talk to your students about what can be learned in the aftermath of a fire.
Acting Against Fire Hazards
Objectives:
Students will:
* Work as part of a group to create a one-act play about fire safety
Materials:
* Computer with Internet access
* Paper, pens or pencils
* Props
* Videocamera (optional)
Class Time:
* 90 minutes
Activity:
Brief plays performed by older kids and teens might be a great way to teach fire safety tips to younger kids in our community. First, we'll break into small groups to research fire safety with the KidsHealth articles, then choose one important fact or tip to turn into a dramatic scene. Then each group will establish characters, write dialogue, and suggest stage settings, props, and directions. Each group will act out the scene for the rest of the class, and audience members will offer constructive criticism about how to make the messages most effective and memorable to kids. Then we'll perform our skits at a local elementary school or provide the elementary school with videos of our skits.
Extensions:
Create a series of fire safety videos to be shown at school assemblies or uploaded to appropriate online video sharing sites.
Reproducible Materials
Handout: Fire Science
KidsHealth.org/classroom/6to8/personal/safety/fire_safety_handout1.pdf
Answer Key: Fire Science
KidsHealth.org/classroom/6to8/personal/safety/fire_safety_handout2.pdf
Quiz: Fire Safety
KidsHealth.org/classroom/6to8/personal/safety/fire_safety_quiz.pdf
Answer Key: Fire Safety
KidsHealth.org/classroom/6to8/personal/safety/fire_safety_quiz_answers.pdf
KidsHealth.org is devoted to providing the latest children's health information. The site, which is widely recommended by educators, libraries, and school associations, has received the "Teachers' Choice Award for the Family" and the prestigious Pirelli Award for "Best Educational Media for Students." KidsHealth comes from the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!
Personal Health Series
Fire Safety
Name:
Date:
Fire Science
Instructions: A fire needs three things to ignite and burn: oxygen (air), heat (from a match or electrical spark, for example), and fuel (anything that will burn, such as wood, paper, leaves, gasoline, etc.). Keeping these basics facts in mind, answer each question below.
1. Why is it important not to open a door if the doorknob is hot?
2. Why is crawling through smoke safer than walking through it?
3. Why is running a bad idea when your clothes are on fire?
4. Why is "Stop, drop, and roll" a good idea?
5. Why will a wooden house burn faster than a brick one?
6. How does a fire extinguisher work?
7. How do fire doors work?
8. Why do firefighters carry compressed air and not oxygen in their tanks?
F U
E
L
A
I
R
H
E
A
T
Personal Health Series
Fire Safety
Fire Science Answer Key
1. Why is it important not to open a door if the doorknob is hot? Fire might be on the other side and opening the door could give it the oxygen it needs to spread.
2. Why is crawling through smoke safer than walking through it? Smoke rises, leaving more smoke-free air to breathe closer to the ground.
3. Why is running a bad idea when your clothes are on fire?
Running is like using air to fan the flames.
4. Why is "Stop, drop, and roll" a good idea? Rolling deprives the fire of oxygen.
5. Why will a wooden house burn faster than a brick one?
Wood is a better fuel; it's more flammable.
6. How does a fire extinguisher work?
The foam deprives the fire of oxygen.
7. How do fire doors work?
Fire doors are made of fire-resistant materials that help prevent or delay the spread of smoke, heat, and flames.
8. Why do firefighters carry compressed air and not oxygen in their tanks?
Oxygen tanks could explode in a fire.
F U
E
L
A
I
R
H
E
A
T
Personal Health Series
Fire Safety
Name:
Date:
Quiz
Instructions: Answer each question.
1. If you're in a house alone and you see flames, you should:
a. call your mom and ask her what to do
b. gather up all your personal belongings and then get out
c. look for your pets and then get out
d. get out immediately and call 911 once you're safe
2. Your home fire escape plan should include at least ways out of every room.
3. When practicing your home fire escape plan, see if everyone can get out to the meeting spot in less than:
a. 12 minutes
b. 10 minutes
c. 5 minutes
d. 3 minutes
4. If you're babysitting at a new house, it's important to know:
a. the parents' phone number
b. if the child has any food allergies
c. where the fire extinguisher is
d. all of the above
5. Smoke alarm batteries should be changed at least:
a. once a year
b. twice a year
c. every day
d. every week
Personal Health Series
Fire Safety
Quiz Answer Key
1. If you're in a house alone and you see flames, you should:
a. call your mom and ask her what to do
b. gather up all your personal belongings and then get out
c. look for your pets and then get out
d. get out immediately and call 911 once you're safe
2. Your home fire escape plan should include at least 2 ways out of every room.
3. When practicing your home fire escape plan, see if everyone can get out to the meeting spot in less than:
a. 12 minutes
b. 10 minutes
c. 5 minutes
d. 3 minutes
4. If you're babysitting at a new house, it's important to know:
a. the parents' phone number
b. if the child has any food allergies
c. where the fire extinguisher is
d. all of the above
5. Smoke alarm batteries should be changed at least:
a. once a year
b. twice a year
c. every day
d. every week | <urn:uuid:f896acc5-235b-49e5-bd91-571dc730a58b> | CC-MAIN-2020-45 | https://classroom.kidshealth.org/classroom/6to8/personal/safety/fire_safety.pdf | 2020-10-30T16:41:05+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 255,833,516 | 2,120 | eng_Latn | eng_Latn | 0.996552 | eng_Latn | 0.997512 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2536,
3657,
5589,
6400,
7427,
8333,
9202
] | [
4.65625
] | 2 | 1 |
Universal l Primary Educa ation
Saskatche ewan School Library Association
THE MEDIUM – FALL 2009
Donna DesRoches SSLA Executive
Universal Primary Education Universal Primary Education
Saskatchewan School Library Association
Lesson plan Lesson plan used used used courtesy of The WorldBeat Global Education Project. courtesy of The WorldBeat Global Education Project. courtesy of The WorldBeat Global Education Project. For more Global Education lesson plans, visit For more Global Education lesson plans, visit www.worldbeat.ca www.worldbeat.ca www.worldbeat.ca.
This lesson plan has been created to support the Saskatchewan Council for International Cooperation's, Millennium Development Goals Comic Series - Goal #2 Achieve Universal Primary Education. For more information about these comic books please visit http://ebeat.sasktelwebhosting.com/youthbeat/.
The lesson plan utilizes the Understanding by Design (UbD) format and incorporates elements of inquiry as outlined in the Saskatchewan Social Studies Curriculum.
This lesson plan was created by Donna DesRoches, WorldBeat Volunteer, SSLA President, and Learning Resources Consultant, Living Sky School Division.
UbD Stage One What do we wan What do we want them to learn? t them to learn? t them to learn?
Outcome And Topic: Universal Primary Education – Grade Six Social Studies
RW6.1 Examine and analyze factors that contribute to quality of life, including material and non-material factors.
Indicator: Compare and contrast the quality of life in Canada with the quality of life in a selection of countries bordering the Atlantic Ocean using various sources of data.
IN6.3 Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean.
Indicator: Become aware and describe the role of international development agencies such as UNICEF in helping communities achieve Universal Primary Education (UPE)
RW6.2 Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability.
Indicator: Represent through visual art, music, dance, writing, or other representation the contribution of individuals and communities [and organizations] to initiate change that supports sustainability.
Universal primary education (UPE)
Factors that prevent children from going to school
Factors that lead to successful implementation of UPE
Factors that demonstrate education improves quality of life
National and international agencies that promote and support education
Essential Questions
Does an education lead to environmental, social and economic sustainability?
UbD UbD Stage Two Stage Two Stage Two Ho How w w Will We Find Out What They Know And Have Learned? Will We Find Out What They Know And Have Learned?
Performance Task/Authentic Summative
Other Evidence/AS and FOR
Create a Public Service Announcement (PSA)which advocates for universal primary education
Teacher checks and observation
Data collection chart
Quick write reflections
Storyboard (rough draft)
Written reflection on learning life
Education contributes to a higher and more sustainable quality of life
Individuals can advocate for change data
Use data to advocate for change
Create a Public Service Announcement (PSA)
UbD Stage Three UbD Stage Three How Will We Instruct?
1. Lesson Focus – Activate Prior Knowledge, Introduce Essential Question
Assessment – Quick write – reflection on essential question, "Does an education lead to environmental, social and economic sustainability?"
Learning Experiences – after explaining to students that the next few lessons will be about education ask students in groups of four to list on large paper the benefits of an education.
Place the papers on the walls around the room and then pose the essential question to the students. Ask if they can explain the term sustainability. Ask them if the benefits they have listed provide environmental, social and economic sustainability. Add to the lists if other benefits are generated through the discussion.
Explain to the students that they will be going back to these initial thoughts at the end of the unit.
2. Lesson Focus – Front Loading Vocabulary
Assessment – Teacher check and observation
Learning Experiences - Jigsaw activity
Give student in a group of four one or two of the terms to research and define.
* Universal Primary Education
* Millennium Development Goals
* Literacy level
* Debt in developing countries
* UNICEF
* Cooperatives
* Civil war
Explain to the students that they need only make rough notes that they will need to show the teacher, but in the next activity they must be able to explain the terms to their group members when it is necessary to do so.
3. Lesson Focus – Scaffolding – Modelling and demonstrating the process of collecting data using a collaborative online data collection form such as the spreadsheet or a table in a word processing document of Google Docs.
Assessment – No assessment
Learning Experiences – Set up a Google Doc with the categories:
* Does the country have Universal Public Education (UPE)?
* What is the literacy rate of the country? (adult and children)
* What factors prevent kids from going to school?
* What factors led to the ability for all kids to go to school? (if applicable)
* How do individuals benefit from going to school? How does the society benefit from all children being able to attend school?
* Are there any organizations that help make going to school possible?
As a class respond and record the student responses for Canada.
Using a computer and projector or an interactive white board like a Smartboard, demonstrate to students the login process (at this point each student should have a Google account and be able to login) and add the student's contributions to the pre-made table as they call them out.
4. Lesson Focus - Data Collection Using The Comic Book, Achieve Universal Primary Education
Assessment – No assessment
Learning Experiences - Provide each student with a copy of the comic book, assign or have the group assign a recorder. Working together the students collect the information as presented in the comic book and record it in the appropriate category. (Note: this will take some careful organizing as only one recorder at a time can be in a cell in a table in Google Docs– you might want to assign a category to a group and then after a certain amount of time have them move on to the next category and add whatever the first group might have missed)
5. Lesson Focus – Comparing and contrasting the data collected to date (scaffolding the students for the more indepth individual analysis which will take place later)
Assessment – Quick write on the essential question
Learning Experiences - Class Discussion - Project the chart and have the students read the two sets of data – ask them to share any commonalities and any differences. Ask if they can explain why some of the differences might exist. Ask if the data answers the essential question, "Does an education lead to environmental, social and economic sustainability?" Have the students do a quick write responding to the question using the data in the chart. (2 – 3 sentences only)
6. Lesson Focus - Introduction to individual research
Assessment – teacher check – student has found two readable and relevant Web sites
Learning Experiences – Explain to students that the next activities will be based on individual research although they will all be contributing to the class online document. On a map of the world ask each student to select an Atlantic country to research its historical and current state of education.
Using an overhead projector or an interactive white board like a Smartboard demonstrate and explain the following: 1) how to read an entry from a list of search engine results 2) how and when to use an article from Wikipedia and 3) and to quickly skim and scan the entry page of a site to determine if it will meet the required needs of the search.
Provide student with access to laptops or a computer lab and time to locate two sites.
7. Lesson Focus – Individual Data Collection
Assessment – Data collection for individual country
Learning Experiences - Using the research notes that each student has collected, students add the necessary information to the online document.
8. Lesson Focus – Introduction to the performance task – Public Service Announcement and the creation of a the rubric
Assessment – teacher check – creating the rubric
Learning Experiences - Explain the purpose of a Public Service Announcement (PSA) using examples from WorldBeat, http://ebeat.sasktelwebhosting.com/worldbeat/newvideo.htm#matters.
Explain the purpose of a rubric and demonstrate how one is made. (if students have not used one before)
After watching the PSA examples brainstorm with the class the elements of a PSA and use them to create the elements/categories of the rubric. As a class create the criteria for the highest level on the rubric. Have students create the criteria for the other levels in small groups.
Establish with the students the purpose and audience of their PSA – e.g. the PSA could be used to direct the school community to support a fund raising initiative such as the Brick by Brick – build a school campaign from Free the Children - http://www.freethechildren.com/getinvolved/youth/campaigns/campaigns.php?type=brickbybrick - this would provide the students with an authentic audience and purpose for their PSAs.
9. Lesson Focus – Create a storyboard
Assessment – Group self-assessment – does the storyboard contain the key elements as established in the rubric?
Learning Experiences – explain the purpose of the storyboard; provide students with an example and blank storyboard forms. Students create the storyboard for their PSA.
10. Lesson Focus - Create the Public Service Announcement
Assessment – self, student, teacher assess the PSA based on the class created rubric
Learning Experiences – provide the students with time, access to appropriate technology and instruction and support to use the necessary software to create the PSA. (e.g. Windows Movie Maker or iMovie)
Share the PSAs with the class and provide students with time to make revisions based on their classmates suggestions.
Show the PSAs to the designated audience.
11. Lesson Focus – Reflection on learning
Assessment - written reflection
Learning Experiences - bring the students back to the essential question and to their initial brainstorming about the benefits of an education. Ask them to reflect back on this learning experience and to respond to the essential question, "Does an education lead to environmental, social and economic sustainability?" | <urn:uuid:b323447a-b273-4320-8f8b-25e318f82b4f> | CC-MAIN-2020-45 | https://www.ssla.ca/uploads/9/5/3/6/95368874/10_universalprimaryeducation_ddesroches_fall2009.pdf | 2020-10-30T17:14:42+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00059.warc.gz | 883,065,217 | 2,105 | eng_Latn | eng_Latn | 0.943353 | eng_Latn | 0.993989 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
130,
2318,
3332,
4800,
6805,
8576,
10405,
10802
] | [
4.8125
] | 2 | 2 |
Gallery - References
Note: Entries that are annotated have been used extensively for reference and concepts. Those that are not annotated are source documents for quotes.
Clifford, P. and Friesen, S. (1993-2007). Creating essential questions. [electronic resources] http://galileo.org/teachers/designing-learning/resources/creating-essential-questions/ Retrieved 15 September 2013.
.
Crockett, L. & Jukes, I. (2011). Literacy is not enough: 21st-century fluencies for the digital age Kelowna, B.C.: 21st Century Fluency Project.
Daniels, H., & Harvey, S. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.
This resource has been regularly referenced throughout this website and is recommended for Saskatchewan schools for ELA, Core Resource Grades 3-9 and 10, 20, 30. It provides many examples of inquiry questions in numerous subjects, and offers ways to refine or revise a question. The authors also promote Inquiry Circles with examples at various grade levels.
Chapter 3 highlights students as collaborators. Chapter 7 provides key lessons on the gradual release of responsibility and the four stages of an inquiry: Immerse, Investigate, Coalesce and Go Public.
Chapter 5 features information on preparing an active learning classroom. The authors proclaim, "When we commit to helping kids develop and use knowledge, we carefully set the scene. We create a culture where everyone can think well together".(p. 76) The recommended steps for preparing an active learning classroom follow:
* Set up an engaging environment
* Gather great text and resources
* Hone our teaching language
* Provide for rich interaction
* Differentiate instruction for everyone.
* Teacher with the big ideas in mind.
* Promote authenticity and relevance.
* Think about purpose
* Foster passion, curiosity, and fun.
Doiron, R. & Asselin, M. (Eds). (2005). Literacy, libraries, and learning. Markham, ON: Pembroke Publishers.
Galileo Educational Network. (2013). http://galileo.org/
The Galileo organization is an independent, charitable organization that creates, promotes and disseminates innovative teaching and learning practices through research, professional learning and fostering external collaborations. The various links in the left menu offer examples of inquiry projects.
http://www.galileo.org/inquiry-what.html
* The following rubric may help teachers to determine the dimensions of inquiry that they have incorporated into their planning and provide ideas for personal growth in the process. http://www.galileo.org/research/publications/rubric.pdf
* This resource from the Galileo Educational Network outlines a series of principles for assessment and provides a number of generic rubrics that can be used in assessing inquiry. There are also a number of additional links provided to articles and other resources on assessment. http://galileo.org/teachers/designinglearning/resources/inquiry-and-assessment/
* Galileo Discipline-based inquiry http://galileo.org/wpcontent/uploads/2012/10/rubric.pdf,
Gordon, Carol. "The culture of inquiry in school libraries", School Libraries Worldwide January 2010, Volume 16, Number 1, p. 77. Accessed 12 May 2013.
Harvey, C. A. (2012). Adult learners, professional development, and the school librarian. Santa Barbara, California: Libraries Unlimited.
Hume, K. (2011). Tuned out: Engaging the 21st century learner. Don Mills, ON: Pearson Canada.
Jones, J. & Gail Bush. (2009). "Collaboration." Tales out of the school library: developing professional dispositions. Santa Barbara, CA: Libraries Unlimited. Accessed from ABC-CLIO eBook Collection on 15 Apr 2013.
Koechlin, C., & Zwaan, S. (2009) "Engage and grow with questions". School Libraries in Canada. Vol. 27, Number 3. Retrieved, 15 September 2013 from http://clatoolbox.ca/casl/slicv27n3/273koechlin.html .
Koechlin, C., & Zwaan, S. (2007). Q Tasks. Markham, ON: Pembroke Publishers.
Chapter 3 explains learning to question in suitable styles for all grade levels. It offers many templates with accompanying pedagogy. There is a question builder chart on page 65 for formulating questions from starters. The chapter also demonstrates a correlation between
questions and Bloom's taxonomy. The last six pages specifically address building a research focus or an inquiry focus. Examples provided from pp. 73 & 79 on Student-generated Questions webpage.
Koechlin, C., & Zwaan, S. (2007). Q-Wheel. Markham, ON: Pembroke Publishers.
There are three video clips demonstrating the use of this question developing tool in a grade 1 / 2 classroom.
Kohler-Evans, Patty A. "Co-teaching: How to make this marriage work in front of the kids." Education 127.2 (2006): pp. 260-264.
Laboratory School, University of Toronto
This resource identifies principles and practices in assessment inquiry-based learning and includes teacher stories of working in inquiry as well as a few student samples to support understanding.
http://www.naturalcuriosity.ca/environmental.php?pgcat=branch1&sfield=ten
McTighe, J. and Wiggins, G. (2013). Essential questions opening doors to student understanding. Alexandria, VA: Association for Supervision & Curriculum Development.
McVittie, J., Probert, C., & Marcia Klein. (2004). Circles of learning: Inquiry discourse communities, Saskatoon: Stirling McDowell Foundation, p. 16. [electronic resource] Accessed 12 May 2013.
http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/project_88.pd fNETS for students curriculum planning tool: A NETS project.(2012). Eugene, OR: International Society for Technology in Education.
.
Nicholson, Judy. "Who are the Métis? Using the RAN strategy to engage in inquiry." The Medium Winter 2010.
The RAN strategy (reading and analyzing non-fiction) is an adaptation of the KWL chart by educator Tony Stead. This is a good example of a teaching tool to use with Inquiry and includes a template.
November, A. (2010). Empowering students with technology, Second Edition. Thousand Oaks, CA: Corwin, A SAGE Company.
Parker, Dianne. (2007). Planning for inquiry: It's not an oxymoron! Urbana, IL: NCTE.
Recommended for use in Saskatchewan schools for ELA, Core Resource PreKindergarten, Kindergarten,Grades 1-9 and 10, 20, 30.
Prevost, Elizabeth. (2010). Developing a culture of inquiry in elementary schools: The role of the teacher-librarian. Edmonton, Alberta: Department of Elementary Education, University of Alberta. Accessed 12 May 2013.
Rheingold, H. (2012). Net smart: how to thrive online. Cambridge, MA: MIT Press.
Rothstein, Dan and Santana, Luz. (2011). Make just one change: teach students to ask their own question. Cambridge, MA: Harvard Education Press.
Rothstein, Dan and Santana, Luz. (2011). "Teaching students to ask their own questions," Harvard Education Letter. Vol 27. Number 5, September/October 2011. http://hepg.org/hel/article/507#home Accessed online 3 July 2013.
Saskatchewan Ministry of Education. (2013) Saskatchewan provincial curriculum. [electronic resource] www.curriculum.gov.sk.ca
All subject areas and grade levels are listed on this website including the core and additional learning resources lists for each curriculum and support materials.
Small, R. (2012). Teaching for inquiry: Engaging the learner within. New York: Neal-Schuman Publishers.
Smith, M. W., & Wilhelm. J. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann. Recommended for use in Saskatchewan schools for ELA, Core Resource Grades 3-9 and 10, 20, 30
Villa, Richard A., Thousand, Jacqueline S., & Nevin, Ann. A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Sage Publications, 2004.
Wallace, V. & Husid, W. (2011). Collaborating for inquiry-based learning: School librarians and teachers partner for student achievement. Denver, CO: Libraries Unlimited.
Wiggins, Grant and Jay McTighe. Understanding by Design. (Expanded 2nd edition). (2005). Alexandria, VA: Association for Supervision and Curriculum Development.
Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York, NY: Scholastic.
Recommended for use in Saskatchewan schools for ELA, Core Resource Grades 3-9 and 10, 20, 30
Wilhelm, J. (2012). Improving comprehension with think alouds. New York, NY: Scholastic.
Recommended for use in Saskatchewan schools for ELA, Core Resource Grades 3-9 and 10, 20, 30
Wilhelm, J. (2013) Dr. Jeffrey Willhelm: Teaching with inquiry and understanding. [website]. Retrieved, 20 September 2013. http://jeffreywilhelm.com/
Wilhelm, J. & Wilhelm, P, & Boas, E. (2009). Inquiring minds: Learn to read and write: 50 problembased literacy & learning strategies. Markham, ON: Scholastic.
Woodward, Tracy. Building inquiry: You can do inquiry. The Medium. Winter 2012.
This resource features a LiveBinder presentation with many valuable resources curated by Tracy Woodward, a practising teacher-librarian, using the Live Binder tool. | <urn:uuid:258b678f-726e-49eb-88ef-584723dcaffc> | CC-MAIN-2020-45 | https://www.ssla.ca/uploads/9/5/3/6/95368874/gallery_references_sept19.pdf | 2020-10-30T15:53:42+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 888,802,782 | 2,181 | eng_Latn | eng_Latn | 0.968609 | eng_Latn | 0.974351 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1817,
4217,
6270,
8433,
8992
] | [
2.96875
] | 1 | 0 |
This Policy was adopted by the governing body of
Half Acres Primary Academy
POSITIVE BEHAVIOUR POLICY
Dated: September 2019
Date for Review: September 2020
1. Aims
The principles underlying our Behaviour Policy are
Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
All pupils, staff and visitors are free from any form of discrimination
Staff and volunteers set an excellent example to pupils at all times
Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy
The behaviour policy is understood by pupils and staff
The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved
Pupils are helped to take responsibility for their actions
Families are involved in behaviour incidents to foster good relationships between the school and pupils' home life
This policy aims to:
* Provide a consistent approach to behaviour management
* Define what we consider to be inappropriate and unacceptable behaviour, including bullying
* Prevent bullying
* Outline how pupils are expected to behave
* Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
* Outline our system of rewards and sanctions
2. Legislation and Statutory Requirements
This policy is based on advice from the Department for Education (DfE) on:
* Behaviour and discipline in schools
* Searching, screening and confiscation at school
* The Equality Act 2010
* Use of reasonable force in schools
* Supporting pupils with medical conditions at school
It is also based on the special educational needs and disability (SEND) code of practice.
In addition, this policy is based on:
* Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school's duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy
* DfE guidance explaining that academies should publish their behaviour policy and anti-bullying strategy online
3. Definitions
See grid below
4. Bullying
Bullying is considered an extreme unacceptable behaviour and treated as such.
Bullying is defined as when, 'one child is deliberately using his or her power over another to make them feel bad. Bullying is not having a single argument or fight with someone. It isn't saying something bad to someone once when you are angry. Bullying goes on deliberately (on purpose) over a period of time'. Page 5; Say no to bullying – SEAL theme overview PNS (DfES) 2005.
Bullying is, therefore:
* Deliberately hurtful
* Repeated, often over a period of time
* Difficult to defend against
Bullying can include:
Bullying and Cyberbullying
We would always work with the definition of bullying given above. We believe that our school has a duty to ensure all children are able to come to school and learn in a safe, healthy environment.
Any incidences of bullying will be taken seriously and dealt with quickly and firmly.
We would expect children to report any incidents that make them feel uncomfortable to an adult. Within school this could be the classteacher or a member of the support team. Initially this staff member would investigate the situation. The staff member would then bring this to the attention of the Headteacher who may need to investigate further and contact parents. By everyone working together it would ensure the situation would be resolved. Any actions, sanctions or support, would be put in place for all the parties involved.
Within the curriculum and throughout our school ethos we place great emphasis on how we can learn strategies and life skills to deal with this kind of behaviour if or when it happens to us or other people we know.
Cyber-bullying would be treated in a very similar way. However, we would also investigate, to such an extent as is reasonable, any incidences of cyber-bullying that occur off site that affected any of our pupils. Appropriate action would be taken and parents would be informed. Children in school will be taught how to respond to any incidences of cyber-bullying. An Acceptable Use Policy will outline the rules that children have to follow when using technology in school. The Acceptable Use Policy will be shared with parents so that they can follow this guidance outside of school also.
Our policy on bullying encompasses cyber-bullying. Children learn about E Safety and how to keep themselves, and others, safe when using technology. In 2019/20 work around anti bullying/e-safety will take place week commencing 11 th November 2019.
Racist Incidents
The Steven Lawrence enquiry defined racism as 'any incident which is perceived to be racist by the victim or any other person'.
This definition has been adopted by many public agencies and is the definition we would use in school.
Isolated racist incidents will be investigated and treated in accordance with the escalations on the behaviour pyramid. Parents of both parties will be informed.
Racist bullying would be treated as an extreme unacceptable behaviour. If an incident was investigated and racism was evident then appropriate sanctions would be applied. This would be recorded in a racist log.
Homophobic Incidents
Homophobic bullying is defined as 'any incident where people behave or speak in a way which makes someone feel bullied because of their actual or perceived sexuality. People may be a target of this type of bullying because of their appearance, behaviour, other physical traits or because they have friends or family who are gay, lesbian, bisexual, or transgender or just because they are seen as being different"
Isolated homophobic incidents will be investigated and treated in accordance with the escalations on the behaviour pyramid. Parents of both parties will be informed.
Homophobic bullying would be treated as an extreme unacceptable behaviour. If an incident was investigated and homophobia was evident then appropriate sanctions would be applied. This would be recorded in a homophobic log.
5. Roles and Responsibilities
5.1 The Local Governing Body
The governing body is responsible for monitoring this behaviour policy's effectiveness and holding the Headteacher to account for its implementation.
5.2 The Headteacher
The Headteacher is responsible for reviewing and approving this behaviour policy.
The Headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.
5.3 Staff
Staff are responsible for:
* Implementing the behaviour policy consistently
* Modelling positive behaviour
* Providing a personalised approach to the specific behavioural needs of particular pupils
* Recording behaviour incidents
The senior leadership team will support staff in responding to behaviour incidents.
5.4 Parents
Parents are expected to:
* Support their child in adhering to the pupil code of conduct and Behaviour Policy
* Inform the school of any changes in circumstances that may affect their child's behaviour
* Discuss any behavioural concerns with the class teacher promptly
6. Pupil Code of Conduct
School Rules - The 3 As
As an Academy, we only have three, short school rules. These are easy for all stakeholders to remember and any incident of misbehaviour can be linked to a rule that has been broken. The rules also link to the aims of the policy and are all consumed within the rules.
It is the right of everyone at our school to be happy. We therefore have a responsibility to:
1. Always keep everyone safe
2. Always keep everyone learning
3. Always respect people and property.
The poster below is displayed in all classrooms. Although not exhaustive, it gives everyday illustrations to children about how their behaviour and conduct may look if they are following the rules. This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning.
Half Acres Primary Academy Code of Conduct
We want our school to be a happy and safe place that is friendly and welcoming and where everyone can learn.
This is how you can help:
Always keep everyone safe
* Be friendly and kind to others
* Use kind words and actions
* Stay on the playground/field within set boundaries
* Walk at all times
* Make sensible behaviour choices
* Play games that everyone enjoys
* Sit on chairs properly
* Use safe hands and feet
Always keep everyone learning
* Share with others
* Listen to others
* Talk at the appropriate time
* Complete work you have been asked to do to the best of your ability
Always respect people and property
* Smile to your classmates and visitors
* Do as you are asked by an adult straightaway
* Remember to say "please" and "thank you"
* Help visitors and new people
* Play cooperatively together
* Keep the classroom tidy
* Look after your own and other people's property
*
Put things back in the right place
* Pick things up when they fall on the floor
* Take care of displays
* Look after the environment
* Use equipment correctly
* Wipe your feet coming into school
Remember -
If ANYONE hurts you, frightens you, calls you names or makes you unhappy in any way PLEASE TELL SOMEONE either at school or at home. You will get help.
Pupils are expected to:
* Adhere to the School Rules (The 3As)
* Behave in an orderly and self-controlled way
* Show respect to members of staff and each other
* In class, make it possible for all pupils to learn
* Move quietly around the school
* Treat the school buildings and school property with respect
* Wear the correct uniform
* Accept sanctions when given
* Refrain from behaving in a way that brings the school into disrepute, including when outside school
7. Rewards and Sanctions
The school expectation is that children demonstrate good behaviour and this is reinforced through a system of praise and reward. This is for all children.
7.1 List of Rewards and Sanctions
To promote team work, children are given rewards in jars as a whole class. At the end of each half term these are counted and the class with the most receive £10 to spend on an event of their choice.
Positive behaviour of individuals will be rewarded with:
* Praise –written or verbal
* Merit marks for making good choices that are spent at the reward shop at the end of each term
* Postcards or texts home to parents
* Special responsibilities/privileges eg sports leaders
* Star of the Week –awarded to one child in celebration assembly each week and followed with refreshments with the Headteacher
Most children respond to this positive wave 1 approach where their efforts are seen to be valued, and make considerable efforts to improve their work, and, where necessary, their behaviour.
Sanctions
What the Law allows (Behaviour and Discipline in Schools DfE 2016):
If a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction, the teacher can impose a punishment on that pupil. To be lawful, the punishment must satisfy 3 conditions:
1. It must be made by a paid member of school staff
2. The decision must be made on the school premises or while the pupil is under the charge of the school member of staff. This includes being at a school organised event or educational visit off the school site.
3. It must not breach any other legislation (for example, in respect of disability, SEN, race and other equalities and human rights) and it must be reasonable in all circumstances.
Children need to discover where the bounds of acceptable behaviour lie and a Behaviour Policy must state these boundaries firmly and clearly. Each case is treated individually taking in to account the incident, antecedents to the incident and pupil age. Generally children are made aware that they are responsible for their own actions and if they choose to break the rules it will lead to a sanction
The school may use one or more of the following sanctions in response to unacceptable behaviour:
* A verbal reprimand
* Sending the pupil out of the class
* Expecting work to be completed at break or lunchtime
* Missing break or lunchtime,
* Loss of privileges
* Referring the pupil to a senior member of staff
* Letters or phone calls home to parents
* Agreeing a behaviour contract
In more extreme cases, schools may use temporary or permanent exclusion
A punishment must be proportionate (…taking account of the pupils age, any SEN or disability).
* Corporal punishment is illegal in all circumstances.
Guidance to the level of behaviour and the sanctions that may be imposed:
Level 4
Unacceptable Behaviour
Eg:
* Refusal to complete work
* Refusal to comply with adult instruction
* Series of incidents between children –physical or verbal
* Mild swearing
* Single incidents of racist or homophobic name calling
* Fighting (low level)
Level 5
Extreme unacceptable behaviour
* Extreme swearing or repeated use of mild swear words
* Repeated incident of racist or homophobic name calling
* Physical assault/extreme fighting
* Vandalism
* Stealing
* Truancy/leaving school premises without permission
* Verbal and racial abuse
* Refusal to co-operate
* Continued disruptive behaviour in class
* Sexual abuse
* Taking or selling drugs on school premises
* Carrying offensive weapons
* Bullying – including cyber-bullying, racist bullying and homophobic bullying
Assistant Head teacher Or Headteacher
Assistant Headteacher, Headteacher
* Missed playtimes
* Rewards for wellbehaved children
* Behaviour contract agreed
* Time out in another class
* Consequence sheet completed - may be shared with parents
* Behaviour slip issued (appendix 2)(exclusion for 3 slips – term to be agreed with HoS)
* Meeting with parents and home/school partnership agreed
* Daily/Weekly report
* Request immediate conversation with parents
* Involvement of other professionals e.g. Child Protection, Social Services, Educational Psychologist
* Withdrawal from class for rest of day supervised by senior staff
* No contact with rest of their class/school
* Exclusion for breach of contract
* New contract agreed with further exclusion imposed if breached
* Child Well-Being Meeting from other agencies.
involving parents and staff NB: WORST CASE SCENARIO IS PERMANENT EXCLUSION
* Malicious allegation against a staff member
NB: Any incidents (observed or spoken) where a member of staff feels a child may be at risk - at school or at home then an orange concern form (available in staffroom or office) must be completed and given to the headteacher as soon as possible. If in doubt, write it down – it is better than doing nothing.
NB: If a fixed term or permanent exclusion has to be imposed then the DfE Guidance on 'Exclusions from maintained schools, Academies and pupil referral units in England' (September 2017) will be followed.
7.2 Incidents Outside of School
School is responsible for behaviour within the school day (8.50am- 3.20pm) and aims to encourage standards of behaviour in pupils that transfer well to other contexts eg. walking home from school, playing in the park after school. On occasions, this may not be the case.
Subject to the behaviour policy, teachers may discipline pupils for:
* misbehaviour when the pupil is:
taking part in any school-organised or school-related activity or travelling to or from school or
wearing school uniform or in some other way identifiable as a pupil at the school.
* or misbehaviour at any time, whether or not the conditions above apply, that:
could have repercussions for the orderly running of the school or poses a threat to another pupil or member of the public or
could adversely affect the reputation of the school.
It is not possible to consider the school's response to the broad range of possible incidents children could be involved in out of school. The school deems that parents are responsible for pupils outside school premises but that school should work in partnership with parents to promote good behaviour in pupils outside of school. Where non-criminal bad behaviour is reported to the school, school will inform parents or external agencies as appropriate for the matter to be considered for sanctions in line with the families own parenting strategies and appropriate sanctions. School will encourage children to consider their out-of-school behaviour in line with school expectations but will not administer sanctions within school time.
7.3 Malicious Allegations
Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the Headteacher will discipline the pupil in accordance with this policy.
Please refer to our safeguarding policy for more information on responding to allegations of abuse.
The Headteacher will also consider the pastoral needs of staff accused of misconduct.
8. Behaviour Management
Generic Practice
At Half Acres Primary Academy most behaviour issues are dealt with by the adult responsible for supervising the child at the time of an incident of unacceptable behaviour. This may be the classteacher, teaching assistant or lunchtime supervisor.
The classteacher has responsibility for the pastoral care and development of all children in their class and will be the initial person who is informed and expected to deal with behavioural issues.
At lunchtime, behaviour issues are the responsibility of the lunchtime supervisor team and the leadership team.
For incidents of a more serious or persistent nature the Headteacher or Assistant Headteacher must be informed and involved. For serious or persistent unacceptable behaviour a behaviour slip may be written and sent home to parents. If 3 behaviour slips are sent home in one term this will result in a fixed term exclusion. Behaviour slips can only be written by the Headteacher or Assistant Heads. These are recorded on CPOMs.
The Academy employs a Family Mentor who works with groups, individuals and families across the school, (often in conjunction with outside agencies), in relation to pastoral, attendance and behaviour issues.
Playtime Support Strategies
It is recognised that as an unstructured part of the day playtime can be difficult for children who find it hard to control their own behaviour without the support of an adult. A system of peer supporters, who are given specific training, is in place to help pupils deal with and resolve minor disputes.
8.1 Classroom Management
Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.
They will:
* Create and maintain a stimulating environment that encourages pupils to be engaged
* Display the pupil code of conduct and the school rules (3 As)
* Develop a positive relationship with pupils, which may include:
o
Greeting pupils in the morning
o Establishing clear routines
o Communicating expectations of behaviour
o Highlighting and promoting good behaviour
o Concluding the day positively and starting the next day afresh
o Dealing decisively with low-level disruption
o Using positive reinforcement
8.2 Physical Restraint
In some extreme circumstances, appropriately trained staff may use reasonable force to restrain a pupil to prevent them from hurting themselves or others.
Incidents of physical restraint must:
* Always be used as a last resort
* Be applied using the minimum amount of force and for the minimum amount of time possible
* Be used in a way that maintains the safety and dignity of all concerned
* Never be used as a form of punishment
* Be recorded and reported to parents
8.3 Confiscation
Any prohibited items (listed in section 3) found in pupils' possession will be confiscated. These items will not be returned to pupils.
We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
8.4 Pupil Support
The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.
The school's special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
9. Pupil Transition
To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.
To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff before the start of the new school year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.
10. Training
Our staff are given a copy of this policy as part of the induction process and are expected to follow this guidance and the appropriate procedures in managing behaviour.
Behaviour management will also form part of continuing professional development.
Appropriate staff will be trained eg in Positive Handling.
11. Monitoring arrangements
This behaviour policy will be reviewed by the Headteacher every year. At each review, the policy will be approved by the Headteacher and Chair of Governors and shared with staff before communicating expectations with all pupils in the first week of the new school year. It is shared with parents through the website.
12. Links with other policies
This behaviour policy is linked to the following policies:
* Exclusions policy
* Safeguarding policy
* Anti Bullying policy | <urn:uuid:90465fc5-b85b-4e80-91fd-b4bf7834ccb8> | CC-MAIN-2020-45 | https://www.halfacres.com/sitetemplate/halfacres/uploads/Policy%20Documents/Positive%20Behaviour%20Policy%202019.pdf | 2020-10-30T15:33:19+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00060.warc.gz | 714,403,735 | 4,500 | eng_Latn | eng_Latn | 0.994321 | eng_Latn | 0.998627 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
159,
2224,
3723,
6557,
8645,
10076,
12772,
12903,
14591,
17149,
19817,
22290,
22447
] | [
3.125,
1.296875
] | 2 | 0 |
n One spy from each tribe
The 12 Spies of Israel
NUMBERS 13:1 -14:38
n Camped in the Wilderness of Paran (Kadesh Barnea) (13:1)
* Tribe of Reuben - Shammua
* Tribe of Simeon - Shaphat
* Tribe of Judah - Caleb
* Tribe of Issachar - Igal
* Tribe of Ephraim - Hoshea (Joshua)
* Tribe of Benjamin - Palti
* Tribe of Zebulun - Gaddiel
* Tribe of Manasseh - Gaddi
* Tribe of Dan - Ammiel
* Tribe of Asher - Sethur
* Tribe of Naphtali - Nahbi
* Tribe of Gad - Geuel
n Eight charges to the spies.
* To see what the land is like (13:18)
* To see whether the Canaanites are strong or weak. (13:18)
* To see whether the Canaanites are few or many. (13:18)
* To see whether the land is good or bad. (13:19)
* To see whether the cities are like camps or strongholds (13:19)
* To see whether the land is rich or poor. (13:20)
* To see whether there are forests or not. (13:20)
* To bring back some of the fruit of the land. (13:20)
C
n The spies were gone for 40 days. (13:25)
n Ten spies said the land could not be taken,
C
* The people who dwell in the land are strong. (12:28)
* The cities are fortified. (13:28)
* The cities are very large. (13:28)
* The descendants of Anak (giants) are there. (13:28)
* We were like grasshoppers in their sight. (13:33)
* The land devours its inhabitants (13:32)
* Amalekites live in the south. (13:29)
* The Hittites, Jebusites, & Amorites dwell in the mountains. (13:29)
* The Canaanites dwell by the sea and by the Jordan River. (13:29)
n The people wept and wanted to stone Joshua and Caleb. (14:1, 10)
n Two of the spies (Joshua & Caleb), said the land could be taken.
n The people wanted a new leader to lead them back to Egypt. (14:4)
n The people were to wander in the wilderness one year for each day the spies were gone. (14:32-34)
n God sent a plague upon the ten spies and they died. (14:37)
n Of the twelve spies, only Joshua and Caleb were permitted to live to enter Canaan. | <urn:uuid:7448a7bb-0e2b-4f1b-a401-9cd5b41d9b0a> | CC-MAIN-2020-45 | http://www.biblecharts.org/oldtestament/thetwelvespiesofisrael.pdf | 2020-10-30T16:06:46+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00060.warc.gz | 123,399,312 | 613 | eng_Latn | eng_Latn | 0.99206 | eng_Latn | 0.99206 | [
"eng_Latn"
] | false | docling | [
1938
] | [
2.5
] | 1 | 0 |
Big Words
LANGUAGE LEVEL: Advanced
TELEVISION: 25 Minutes
AV NO: 100363/tv1-17
STUDENT'S BOOK: 34-35
Contents
Big Words is a fun quiz in which English words is the main focus. The show is introduced by Keith Foster and features regular team captains Sara Young and Henry Bronett and each week introduces special guests and Reynard the Fox. Big Words has its own UR. webpage www.ur.se/Ung/Bigwords/Startsida/) where you can find out more information and play on-line games.
Purpose
* to help students to learn English in a fun context of a game show
* to improve listening skills to authentic native and near native speech
14
Ideas for using the programme
Scripts and wordlists are available on-line. Review the word-lists, but watch the programme without the scripts. You can later refer to the scripts when resolving langu age problems.
Tips
Don't forget, you can play the Big Words game on-line: www.ur.se/Ung/Bigwords/Startsida/
Have fun!
CREDITS
A UR production
Presenter: Keith Foster | <urn:uuid:66ce11fb-f4d8-418d-8f80-ac15f2714459> | CC-MAIN-2020-45 | https://www.ur.se/mb/pdf/handledningar/Sprak/Engelska/100363_hand.pdf | 2020-10-30T17:23:16+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 923,729,601 | 242 | eng_Latn | eng_Latn | 0.997803 | eng_Latn | 0.997803 | [
"eng_Latn"
] | false | docling | [
1006
] | [
2.015625
] | 1 | 0 |
Name: __________________________________________ Date: _____________________
Messin' With Mixtures Activity – Soil Sleuths Worksheet
1. Look at the items in Bag A. What do you see?
___________________________________________________________________________
___________________________________________________________________________
2. If peanuts and raisins are the regular components of soil, how many different types of contaminants are present in your soil sample? ___________
3. What is the total mass of your bag? Be sure to subtract the mass of the Ziploc® bag itself. Record this amount in the "Mass of Mixture" column of the chart.
4. Separate the parts of the items and find the mass of each group. Use the following formula to calculate the percentage for each part of the mixture. Record your data in the chart.
Mass ÷ Mass of Mixture x 100 = % of Mixture
5. Check your answer by adding up all the numbers in Column 4. The total should be 100 because all the parts of your mixture combine to make up the whole mixture.
6. What percentage of the soil was contaminated? _________________
7. What situations would a contaminated soil sample be of concern to engineers?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ | <urn:uuid:b37d9d2f-0963-46fe-8d4b-ac7fc793701c> | CC-MAIN-2020-45 | https://www.teachengineering.org/content/cub_/activities/cub_mix/cub_mix_lesson3_activity1_soil_sleuths_worksheet.pdf | 2020-10-30T17:24:03+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00058.warc.gz | 898,519,648 | 249 | eng_Latn | eng_Latn | 0.986164 | eng_Latn | 0.986164 | [
"eng_Latn"
] | false | docling | [
1421
] | [
4.21875
] | 4 | 1 |
I hope you all had an enjoyable Summer Break and we are delighted to welcome the new Hedgehogs to start the Autumn Term at Warmington School.
We are starting this academic year with a new, highly qualified and experienced Early Years Team: I will be leading the team and will be the Class Teacher for Hedgehogs/Reception and I will be supported by Mrs Nicki Dunkley BA.
Mrs Amy Kruger-Dean BA will continue to lead our preschool Robins' Nest and has recently been joined by Mrs Karen Marrs BA. We are all absolutely delighted to welcome Karen to the team.
Nicki, Karen, Amy and I were all trained at the internationally renowned Centre of Excellence Pen Green. This year Nicki is continuing her training at Pen Green and is hoping to qualify as a teacher. She is combining her training with her work at Warmington. We wish her all the very best in her studies.
On Monday afternoons the Robins' Nest will join the Hedgehogs' class along with Mrs Kruger Dean who will lead some activities.
On Wednesday afternoons the Robins will again join Hedgehogs classroom and the activities will be led by Mrs Dunkley.
On Wednesday afternoons the children will also be taught by Mrs Beth Ranson (PE Specialist.)*
On Friday afternoons the Robins will join the Hedgehogs with Mrs Marrs and will engage in creative activities led by her. Madam Kernick will also teach the Hedgehogs French on a Wednesday morning.
In the mornings the children will begin to follow the Read Write Inc. programme. They have already been introduced to the letters: m,a,s,t,d, and they are starting to practice blending the letters to read and write words that can be made from these letters such as: mad, sad, mat, dad etc. They will also start to follow the White Rose scheme of work in maths sessions.
Anne MacKenzie
*Please send your child to school in their PE Kit on a Wednesday.
Warmington School
Hedgehogs' Reception Class
This term the children's learning will link into the theme 'All about Me'
The children will be exploring their five senses. They will be encouraged to explore their differences and their development. We will be asking about their likes and dislikes and comparing the makeup of their families. To help us with this theme we are asking you to bring in pictures of your child as a baby. We will also ask you to bring their favourite book into school to share with the class.
This year and particularly this term is very important for your child. We would like to encourage your child to feel confident and happy at school. We want to develop your child's love of books, knowledge, and curiosity and for them to have a thirst for knowledge.
Your child's happiness is key to all of this. An unhappy unsettled child does not learn as quickly as a happy settled child. If you have any concerns, no matter how small, that you feel may be affecting your child's happiness, please speak to me or a member of our Early Years Team.
N.B. This document will also be available to view on the school website www.warmingtonschool.net.
Children share fiction books, discussing the characters and events. Children share non-fiction books discussing the information and how it relates to them and their families.
Children roleplay home, school and being in a health centre, using and exploring the associated language.
Children discuss being in a family and what it is like.
They use talk to work and play collaboratively.
Key texts:
Do you like?
It's ok to be different by Todd Parr, Peace at Last by Jill Murphy,
The Great Big Book of Families by Mary Hoffman
Children roleplay family life and discuss music they enjoy listening to. They think about what things they enjoy doing with their family, including meals and hobbies. Children observe and compare their features, making observational drawings and measuring themselves.
They share pictures of themselves as babies and consider how they have changed.
They look at differences between likes and dislikes of the class. They consider that despite many variations, there are some similarities which they share.
Children describe themselves and their families. They discuss their preferences and talents. Children think about themselves, making observational drawings and measuring features, such as their own height.
Children have conversations in roleplay and small world play, often taking on roles of different people, e.g. parent. They talk about themselves and their families and what makes them special.
Children will use simple ways to measure their height and hands, making comparisons.
They will build a tower the same height as they are. They will be learning to recognise some numerals of personal significance and recognise numerals 1 to 5. The children will count up to three or four objects by saying one number name for each ite and count actions or objects that cannot be moved. They will count objects to 10, and begin to count beyond 10. The children will practice counting on up to six objects from a larger group and they will count an irregular arrangement of up to ten objects. They will learn to estimate how many objects they can see and check by counting them and they will begin to use the language of 'more' and 'fewer' to compare two sets of objects.
Children will create portraits of
themselves and their families using different media and techniques. They will make biscuits using cutters, and make finger and handprints. Children will learn songs with actions. They will be asked to share music from home. Children will be asked to create an ideal home from different media.
Children develop writing and fine motor skills, with lots of opportunities for writing their names and the names of other people in their families. Children make fingerprints, handprints, place beads and coins Children build an ideal home from with precision, draw portraits, and make biscuits using cutters. They use scissors to make paper dolls. a choice of materials and build a brick tower as tall as they are. | <urn:uuid:2e9829fe-2974-45db-9a48-b95daa6fac0d> | CC-MAIN-2020-45 | https://warmingtonschool.net/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=68&id=1128&Itemid=1000000000000 | 2020-10-30T16:02:53+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00064.warc.gz | 590,580,430 | 1,214 | eng_Latn | eng_Latn | 0.998659 | eng_Latn | 0.999088 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3029,
5985
] | [
2.671875
] | 1 | 0 |
Year 7: ASK Yourself!
Subject: Physical Education
Unit: Belong, Believe, Become
Launching
Developing
Progressing
kills
and
nowledge
Belong
How can I belong
to my class and
my team?
I participate in
one homework
extra-curricular
club but need to
attend it more
regularly. Most of
the time I bring
the correct PE kit
to lessons. I need
to try harder to
fulfil my role as a
learner,
teammate, player
and supporter. I
need to learn to
communicate with
others using
empathy.
I regularly attend
a school or
community sports
club. I meet the
PE kit
expectations on a
regular basis but
am not always
prepared for
changes in
weather. I
participate well in
lessons and will
fulfil various roles
when asked. I am
beginning to show
empathy toward
the performances
of others.
I can regularly
empathise with
others and use
praise to
encourage them
when they make
mistakes. I
contribute well to
the roles I fulfil
in lessons. I
belong to and
regularly take
part in both
school and
community extra-
curricular sports
clubs. I always
bring the correct
PE kit
appropriate for
all conditions.
I always offer
constructive
feedback to
improve peers
performance. I
always put
everything into my
role in lessons and
am a committed
member of extra-
curricular sports
clubs, both in school
and in the
community. I always
bring and wear the
correct PE kit with
pride.
Believe
How well do I
believe in my own
ability and
potential?
I understand
what makes up a
fit and healthy
lifestyle & that
this is achievable.
I can, with help,
impact others
understanding of
an active lifestyle.
I am beginning to
realise that my
personality can
help me to achieve
my full potential.
I have knowledge
of, and can
demonstrate some
of, the components
of fitness. I
believe that my
personality can
help me to achieve.
At times I show
that I believe in
my potential to
achieve.
I am living a
healthy, active
lifestyle and can
help others
understand how
to improve their
own. I believe in
my potential and
that all elements
of my personality
can affect my
performance
positively.
I am living a
healthy, active
lifestyle. I
understand fitness
and this is having a
positive impact on
my life. My
personality has a
positive effect on
others as well as my
own achievement.
My self-belief has
an inspirational
impact on others
S
K
Mastering | <urn:uuid:bba78e85-979a-442e-9c2b-b81af1217eb2> | CC-MAIN-2020-45 | https://www.sbeschool.org.uk/_site/data/files/files/content/ask%20yr7/1B7E0F817D95B1938F40B674C2D52A29.pdf | 2020-10-30T17:40:18+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00062.warc.gz | 862,730,813 | 629 | eng_Latn | eng_Latn | 0.998523 | eng_Latn | 0.998523 | [
"eng_Latn"
] | false | docling | [
2298
] | [
3.1875
] | 1 | 0 |
As a student I will:
- Show respect to other students, staff, visitors and members of our local community
- Respect the Christian Values of the school
- Arrive promptly, regularly and with the appropriate equipment for learning
- Wear full school uniform and bring the right equipment to school
- Play an active role in my learning
- Observe the school's rules
- Complete all homework and schoolwork to the best of my ability
- Do as I am asked by any adult within school
- Inform an adult if I have any worries
As a parent I will:
- Work with the school to achieve its aims
- Respect the Christian Values of the school
- Make sure my child attends regularly, on time, properly equipped and wearing school uniform
- Support school policies; especially the Behaviour Policy
- Notify the school on the first day of my child's absence and inform the school of any circumstances which may affect my child's progress
- Attend as many of the school's activities as possible
- Attend parent consultation evenings / target setting days etc.
- Support my child with their daily reading and homework
- Be supportive of our school in the local community
Signed
___________________________ Date______________
Child's Name ___________________________ Class______________
Signed Parent's Name ___________________________
___________________________ Date______________
Signed
___________________________ Date______________
Teacher's Name___________________________
Home School Agreement
St John the Baptist C of E Primary
We believe, we achieve
We believe in providing a safe and happy learning environment where children and adults are valued, nurtured and empowered to achieve.
We believe a good education is the foundation on which our children's futures are built equips them for their life ahead. We aim to develop the whole child through a diverse and culture rich curriculum.
We are committed to providing an excellent education through helping children to achieve, by developing enquiring minds, instilling the motivation to learn and the ability to work both independently and collaboratively.
Our approach is underpinned by our strong Christian ethos. We aim to help children learn to love and forgive each other and aspire to be the best they can be, rejoicing in their own success and the success of others. We also aim to establish a clear understanding of rights and responsibilities for all by embedding the United Nations Convention on the Rights of the Child.
We believe everyone in the school community is responsible for instilling Christian values that will help our children become confident and responsible members of society.
Our beliefs
At St John the Baptist we respect each other: We try to Love our neighbour as ourselves. To help us achieve this, we have five St John the Baptist Beliefs which are supported by five key words:
Welcome, celebrate and care for each other to make our school a safe and happy place (Celebration)
Co-operate, help and listen to each other so we can learn from each other and settle disputes peacefully (Cooperation)
Work hard and try our best so we can be proud of ourselves and our work (Determination)
Be honest and tell the truth so we can trust each other (Honesty)
Look after the school and our belongings so we have a pleasant place to work (Respect)
Our messages enable us to work together to share a common purpose. We see them as a positive way to learn how to become the best we can be. They are often referred to throughout the day by adults and children.
Home School Agreement:
At St John the Baptist C of E Primary School we recognise that children achieve more when our school and our parents/carers are working together. This partnerships is a cornerstone of our whole approach; it will be based upon trust, mutual respect, communication and understanding.
We as a school will honour our responsibilities in the sure knowledge that parents will be more effective helpers in their child's education if they know what the school is trying to achieve and how they can support our aims.
For our children we will:
- Provide a rich, stimulating, secure and safe learning environment in which there is an opportunity for all to achieve success and to develop their full potential.
- Give access to a broad and balanced core curriculum
- Provide high quality teaching opportunities and extra support where needed
- Ensure equality of opportunity for all children
- Keep students regularly informed as to their progress and set realistic targets for improvement
- Treat students as individuals and recognise that they have individual needs
- Listen, take seriously any concerns properly reported and act upon them
For the parents we will:
- Communicate regularly to inform parents about their child's educational progress, attendance and welfare
- Acknowledge, investigate and respond to any concern within three working days.
- Keep parents informed of the activities of the school, particularly noting any changes to existing practises
- Actively seek the views of parents about how the school can improve | <urn:uuid:84c9a8d9-6145-4013-91c7-f854bce49e56> | CC-MAIN-2020-45 | http://sjb.pa.creativeschools.co.uk/wp-content/uploads/sites/8/2019/06/Home-School-Agreement.pdf | 2020-10-30T17:22:43+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00064.warc.gz | 96,197,867 | 979 | eng_Latn | eng_Latn | 0.997578 | eng_Latn | 0.998944 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1484,
5094
] | [
2
] | 1 | 0 |
Money Idioms Worksheet
Instructions: Write the meanings of the idiomatic expressions and create sentences using the expressions.
I bet
lion's share
live from hand to mouth
nest egg
pay a king's ransom
penny pincher
pour money down the drain
put in my two cents
put your money where your mouth is
rags to riches
save for a rainy day
time is money | <urn:uuid:a46921d6-e619-4311-9ac0-43fb14307ec5> | CC-MAIN-2020-45 | https://eslexpat.com/wp-content/uploads/2019/01/Money-Idioms-Worksheet-A.pdf | 2020-10-30T16:11:26+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00063.warc.gz | 322,480,177 | 84 | eng_Latn | eng_Latn | 0.855095 | eng_Latn | 0.976519 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
131,
360
] | [
2.703125
] | 1 | 0 |
Statics
The sum of the forces acting on an object is equal to o
Dynamics
free body diagrams:
Newton's second law of motion:
[x] We know that the forces acting on our rockets are:
[x] Another force to take into account is the force due to air friction; we will assume it is negligible
First law of thermodynamics:
Energy is conserved; it can neither be created nor destroyed
heat
[x] Any energy that you put into a system must come out of the system as work or heat
[x] The energy that we put into the rocket (fuel) is equal to the work (how far it travels) and heat (from combustion and air friction) that come out of the rocket
The energy in the fuel that is not lost to the heat of combustion is converted into work energy to propel the rocket into the air
[x] Combustion reactions require fuel, oxygen and heat
[x] The energy of combustion comes from the breaking of molecular bonds of the reactants
[x] Fuel for our rockets is a mixture of KNO 3 (in the stump remover) and C 12 H 22 O 11 (table sugar)
Think about it: How does changing the size of the fuel particles affect the combustion reaction?
Recall:
We know:
E chemical energy from our fuel
Q heat energy from combustion
W (F thrust x distance traveled)-Wrocket
You are now a rocket scientist!
Using stoichiometry, we can calculate the relative quantities (grams, moles, atoms, etc.) of reactants and products in chemical reactions
[x] Example 1: 85.0 g of propane (C 3 H 8 ) is burned in excess oxygen. How many grams of water are formed?
O
[x] Example 2: Iron reacts with superheated steam to form hydrogen gas and iron (II, III) oxide. Calculate the number of moles of hydrogen produced by 20.0 g of iron in excess steam.
3 Fe + 4 H
2
O
1 Fe
3
O
4
+ 4 H
2
20.0 g Fe (1 mol Fe) (4 mol H 2 ) = 0.478 g H 2 Another mouse click to reveal example 2 answer
(55.85 g Fe) (3 mol Fe)
Using stoichiometry, we can calculate the relative quantities (grams, moles, atoms, etc.) of reactants and products in chemical reactions
[x] Example 1: 85.0 g of propane (C 3 H 8 ) is burned in excess oxygen. How many grams of water are formed?
[x] Example 2: Iron reacts with superheated steam to form hydrogen gas and iron (II, III) oxide. Calculate the number of moles of hydrogen produced by 20.0 g of iron in excess steam. | <urn:uuid:9bd117a6-1fee-44c4-8279-c26043287621> | CC-MAIN-2020-45 | https://www.teachengineering.org/content/uoh_/lessons/uoh_liftoff/uoh_liftoff_lesson01_presentation_v3_tedl_dwc.pdf | 2020-10-30T16:42:39+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00065.warc.gz | 897,333,235 | 645 | eng_Latn | eng_Latn | 0.973284 | eng_Latn | 0.996312 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
96,
288,
637,
1113,
1523,
1885,
2318
] | [
2.765625
] | 2 | 0 |
Subject:
Topic
Use voices expressively
Play tuned and untuned
instruments.
Listening to music
Composition
Reception
Year 1
Year 2
Notes
All children sing and perform as
part of whole
Children listen to music daily as | <urn:uuid:a01c5e24-d70d-4998-aaa8-55788021f965> | CC-MAIN-2020-45 | http://www.folly-hill.surrey.sch.uk/sites/default/files/Progression%20map%20music.pdf | 2020-10-30T16:42:20+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00062.warc.gz | 134,217,778 | 54 | eng_Latn | eng_Latn | 0.993185 | eng_Latn | 0.993185 | [
"eng_Latn"
] | false | docling | [
229
] | [
2.796875
] | 1 | 0 |
Sketching
Choose a subject for your sketch.
Draw your chosen subjects in multiple ways following the challenges.
1. Using your dominant hand
2. Using your non-dominant hand
3. Continuous line drawing (Don't take your pencil off the paper)
4. Blind (Don't look at your drawing until you finish)
5. Make your own stretching challenge
piece of art. Click here to find out more.
Natural Sculpture Create a piece of artwork using nature resources.
Recreate
Look at famous artwork and try and recreate using things you have at home.
ART Family Project | <urn:uuid:17a67969-2acd-4032-a38b-6c4024c0cdcb> | CC-MAIN-2020-45 | https://1e5b58fb-a-d85d50e8-s-sites.googlegroups.com/a/dore.sheffield.sch.uk/website/year-groups/reception-learning-journey/finalweekstimetable/Art%20-%20Family%20Project.pdf?attachauth=ANoY7cqDUP5PHa6_zXUZpowITaGoaxjaCJupGhv25UIIfj4hIDvWD4F6tJv1quWoI0Lav75HuWgPPx-T-Muo4D-Hco-NUT5cdUNv7TM-NSVLfnc0RJQx6vDt0blrXiMqRbTNMLR5MrGDbWkSBYsth2wYcmAdJUc1JekziPsFhAdTOMNcmygIf3_Zb38BV1CHFE_QPCQgYhZQr0pH7D8pVv0g2YrDxIsvbJtTcigGSvnWN3E5gVK9HLSLgGcOEpSDSDDvtefpCViVZeux2rvK451djGEU65994TlNv1IrhD6-jQxZe188Su-XddvO78-OIe2KynW_ZOsX&attredirects=0&d=1 | 2020-10-30T15:49:15+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00065.warc.gz | 193,739,886 | 119 | eng_Latn | eng_Latn | 0.998054 | eng_Latn | 0.998054 | [
"eng_Latn"
] | false | docling | [
553
] | [
3.9375
] | 1 | 0 |
Name: Lab Station No. _______
Lab 1-1: Measurement in Chemistry
Introduction
Most chemistry lab activities involve the use of various measuring instruments. The three variables you will measure most are mass, volume and temperature. Failure to obtain a satisfactory result in a lab is usually the result of improper or inaccurate use of measuring instruments. In this activity you will become familiar with the measuring instruments most often used in chemistry.
Materials:
Metal cylinder Water
Weighing dish 400 mL beaker
Balance 250 mL beaker
Metric ruler 150 mL beaker
Bunsen burner 100 mL graduated cylinder
Wire gauze 10 mL graduated cylinder
Safety: Although there are no specific hazards involved with this lab, you must wear safety goggles.
Pre-Lab:
1. List all of the safety precautions you are taking to conduct this experiment?
2. What is the difference between weight and mass? Which will be measured in all lab activities?
Note: All answer are written on the Report sheet at the back of this packet.
PROCEDURE. Read the entire procedure for each part before you begin lab. Write a checkmark on each step once you completed it.
1. Graduated Cylinders
a. Obtain two graduated cylinders: 100mL and 10mL. Record the graduation interval of each cylinder.
b. Half fill each cylinder with water. Notice the shape of the surface of the water. Sketch a drawing of the shape of the water surface. This is called the meniscus. Always read the level of the liquid at the bottom of the meniscus.
c. Write down the measurement of the liquid you have placed in each cylinder. Remember to estimate the last digit.
2. Laboratory Balance
a. Go to an unoccupied balance. Record the balance's number.
b. Raise the lid and turn on balance. Make sure nothing is on the balance. Observe that the readout reads "0.00" If not, press the "zero" button.
c. Obtain 3 samples of the same item (pen, coin etc.). Measure and record the mass of each sample. Calculate mean mass of the samples for each item
d. Use a 3-beam balance to mass the same three items. Explain which balance is more accurate.
e. Place a weighing dish on the balance. Press the zero (tare on some balances) button. What happens? How can this be useful when measuring substances?
3. Ruler
a. Obtain a centimeter ruler. Record the smallest increment on the ruler. Be sure you are using the centimeter side of the instrument.
b. Measure and record the length and diameter of the cylinder. Be sure to estimate the last digit. Have your lab partner write down your data on your lab sheet. Repeat two more times. Calculate the mean mass.
c.
Have your partner perform Step 3b, but you record your lab partner's data.
d. Calculate the volume of the cylinder using the mean lengths. Compare with partner.
4. Beaker
a. Obtain a 150mL, 250 mL and a 400 mL beaker. Record the graduation intervals of each beaker.
b. Place 100mL of faucet water in the 400mL beaker using the markings on the beaker as your guide. Pour the water into a 100mL graduated cylinder (if the water appears to be more than 100mL, stop at 100mL, pour out the water and determine the remaining amount of water with the graduated cylinder. Add to 100mL). Record the volume. Repeat this with the 250mL and 150mL beakers.
c. Calculate the percent error for each of the beakers. The formula for percent error is on the Lab Board. Assume the volume in the graduated cylinder is the true volume.
d. What does the percent error tell you about the accuracy of the markings on a beaker?
5. The Bunsen Burner
a. Make sure your safety goggles are on, hair is tied back, and sleeves are not loose.
b. Light the Bunsen burner according to the instructions given by your teacher. Open and close the needle valve gradually and note how the shape of the flame changes. Why does this happen?
c. Turn the barrel to adjust your flame so that there is a blue cone inside a lighter blue cone. There should be no red/yellow flame. Have your flame inspected by the teacher.
d. Test the temperature in the different zones of a hot flame (air window open) by holding a wire gauze (one without the white center) horizontally with a crucible tongs about 1 cm above the burner (see diagram). Note color and appearance of gauze. Now move it up through the flame until it no longer glows.
e. Position the wire gauze vertically in the flame. This shows a vertical profile of the temperature regions of the flame. Sketch a profile of the flame and label the "cool" and "hot regions.
f. Close the air port and repeat steps d & e.
6. Thermometer Calibration
(Caution: Thermometers are very easily broken. If a thermometer breaks, inform your instructor immediately.)
* Place about 100 mL of deionized water in a 250 mL beaker. Measure the temperature of the deionized water.
* Set up the ring stand with the wire gauze that has the white circle and place your beaker on the white part of wire gauze.
* Measure the temperature of the water at one-minute intervals for 5 minutes.
* Heat the water strongly with your Bunsen burner.
* Once the water begins rapid boiling record the temperature to the nearest 0.5°C.
Allow water to cool to 30°C then discard water into the trough.
*
* Calculate the percent error of your thermometer.
7. Clean Up
1. Make sure all glassware has been dried before placing in your drawer.
2. DO NOT PUT AWAY A HOT RING STAND!! The ring stand is always the last item to put away in order to make sure it is cool.
3. Make sure your station is clean. Wipe up area with sponge and squeegee if needed.
4. Wash your hands with soap & water after the experiment.
5. Neatly put away your safety goggles into the goggle cabinet.
6. Put away your apron into the apron closet.
Data:
1. Graduated Cylinder
a. Graduation interval: 100 mL ____________________ 10 mL _____________
b. Sketches of meniscus:
c. Measurement of each liquid volume: 100 mL ____________ 10 mL ____________
2. Laboratory Balance
a. Precautions:
b.
Balance no. ________ Name of Item: _________________
Mass of Sample 1: __________
Mass of Sample 2 __________
Mass of Sample 3 __________ Mean mass: ______________
c. What happens when you press zero button? How can this be useful?
3. Ruler
a. Smallest increment of ruler _______________
b.
Length of cylinder: Trial 1 ________ Trial 2 ________ Trial 3________ Mean length ___________
c.
Diameter of cylinder: Trial 1 ________ Trial 2 ________ Trial 3________ Mean length ___________
d. Volume of the cylinder (show your work with units): ___________
e. Partner's calculated volume: ___________________
4. Beaker
a.
Graduation interval: 400 mL _________ 250 mL__________ 150 mL __________
b. Actual volume of 100 mL of water in: 400 mL ________ 250 mL _________ 150 mL _________
c. Percent error for each beaker: 400 mL ___________ 250 mL __________ 150 mL __________
d. How accurate would you say are the markings on the beaker?
5. The Bunsen Burner
b. What happens to the flame?
c. Teacher's initials for correct flame: _________
d.
Sketch of flame for 5e. Sketch of flame for 5f
6. Thermometer
Accepted value for the boiling point of water: ___________
Experimental value for boiling point of water: ___________
a.
% error = _______________
Minute
Temperature
0
1
2
3
4
5
Analysis:
1. If you were asked to measure approximately 200 mL of water what instrument would you use?
2. If you were asked to measure exactly 100.0 mL of water what instrument would you use?
3. Why should you use the same balance for an entire lab activity?
4. Why is it important to perform repeated trials, especially when measuring?
5. Explain, step by step, how 5.0 g of a liquid chemical solution should be massed on a balance.
Problems:
1. A student recorded the temperature of boiling water as 100°C. Her partner recorded the same measurement as 100.0°C. Which is the more precise measurement? What is the relationship between precision and significant digits of a measurement?
2. Explain what you would do if you found a beaker containing colorless, odorless liquid at your station. (hint: "Asking everybody in the room "Who did this?" is not acceptable.)
Bonus +1: Why is called a beaker called a "beaker"? | <urn:uuid:a0cda3b0-e3ae-4a85-a31b-9e45ecdb23ca> | CC-MAIN-2020-45 | https://www.schlickscience.com/uploads/3/9/4/8/39482287/lab_1-1_measurment_in_chemistry.pdf | 2020-10-30T17:15:17+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00069.warc.gz | 881,825,011 | 1,965 | eng_Latn | eng_Latn | 0.951407 | eng_Latn | 0.996876 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1963,
4875,
6040,
6970,
7705,
8632
] | [
4.65625
] | 2 | 0 |
From ASSEFA to Europe – towards a Gandhian education in the XXI century
Elena Camino (Gruppo ASSEFA Torino) & Laura Colucci-Gray (University of Edinburgh)
How the adventure began
I try to remember how the adeventure began… it was at the beginning of the eighties. My two children, Luca and Chicco, were 9 and 4 years old; my marriage had recently come to an end, and I was sensing the desire to explore new paths of knowledge, of study and ofsocial commitment.
Some friends told me about a small group of people in Turin who were periodically reading and commenting Gandhi's texts. The name of the group was 'Gruppo Sarvodaya'. I joined them and felt comfortable amongst them, and it was them who introduced me to the Association For Sarva Seva Farms, and the developing collaboration to support rural communities in Southern India. I appreciated the Gandhian approach of this movement, and the relationship of respect and trust between the Indian partners and the Italian group. The theoretical and ethical reflection was integrated in a coherent way with the action: small projects, adapted to the context; involvement of 'beneficiaries'; periodic checks of effectiveness; and a holistic look, which takes into account the complexity and interdependence of the problems to be faced.
I was lucky, I had the opportunity to visit the Farms: the first trip took place in 1983, the last (the seventh!) In 2006. At each visit - always accompanied by our partners Loganathan and Vasantha - I discovered new places, new initiatives; and returning to places already visited, I noticed the changes. Not only were the schools better kept and bright, the fields well-cultivated. It was the people who had changed: women who did not dare to speak, after a couple of years, will talk about their activities in a relaxed manner. Badlydressed and shy children became protagonists of theatrical performances which were not only beautiful, but also witty: they performed in traditional dances, recovering with pride the local culture, organizing competitions of skills ...
With Franco and other friends we set up an Association, "Gruppo ASSEFA Torino", that is still active after many decades.
University research and experimentation
Gradually my involvement in ASSEFA became deeper: the ideas and activities of ASSEFA, and more generally the gandhian vision (the writings of Gandhi, but also of Vinoba Bhave and Kumarappa) began to influence, shape and model my professional work, concerned with research and experimentation in science education.
I was looking for answers to some questions that seemed crucial to me: what is the purpose of education? Is there only one science, or many possible sciences, that express the ideas and values of a society? How can science education provide young people with critical analysis tools, and can offer them a profoundly lived knowledge and reverence for the natural world hosting us?
How important is the relationship between teacher and pupils in fostering the development of critical and autonomous thinking? What happens when the conventional model of the 'expert' teacher portraying the 'truth' is replaced by a participative dynamic relation where students and teachers together are involved in 'action-research' processes? How a nonviolent approach can shape ideas, choices and behaviour in science education?
Thanks to my evolving experiences with ASSEFA and to the exploration of new teorethical approaches to the ideas of science and of science education, I had the opportunity to propose within the academic context some educational paths, characterized by a transdisciplinary approach: epistemological aspects were considered alongside participatory methodologies in learning, teaching and research; attention was given to help students overcome misconceptions and cognitive obstacles, and to the practice of shared assessment of the educational process.
But I could not have gone on alone. I found support, participation and new ideas in some students of Natural Sciences who courageously decided to undertake their thesis with me, despite the lack of academic consideration given to this field of research in Italy. It was with them, and thanks to them, that we could develop an idea of scientific education that was different from the conventional one. This approach to education was based upon the enhancement of the students'role, reverence for nature, nonviolent relationships and consciousness of the critical aspects of the techno-scientific challenge and endeavour. Despite the obstacles and resistance – we finally succeeded to express this view, from within an 'academic' position.
Nonviolence is the root
Gradually we have succeeded in giving voice in Italy, but also internationally, to a way of understanding, practicing and evaluating scientific education starting from a Gandhian vision, which emphasizes the ethical component of any idea of science: nonviolence - in thought, in relationships, in the construction of knowledge, in individual and collective choices - is the basis upon which all our work emerges and develops.
The idea of development, which in the Western world has been misinterpreted and pursued as 'economic growth', is easily dismantled if we take into account the biophysical limits of the planet and the need for socio-environmental justice: this means bringing the ethical dimension to light, as Gandhi had expressed in two simple sentences a century ago: ""Earth provides enough to satisfy every man's needs, but not every man's greed." And from this it follows: "Live simply so that others may simply live."
Among the research and teaching materials that we have developed over time, there were some role-plays centered on issues of development and interdependence. One in particular concerned the nonviolent struggle carried out by a Gandhian activist, Sri Jeganathan, in defense of populations of fishermen against industrial aquaculture facilities in Tamil Nadu. Defense of natural systems and social equity are the foundation of the nonviolent approach applied to this and to many similar problems, which are now in dramatic growth. Another role-playing game that we recently published in Italy concerns the case of the high-speed train Turin –Lion. Here again, the conflict is between two world visions: one pursues the search for power and domination of a minority upon people and nature; the other one asks for inclusiveness and sharing of places and resources between humans and all other living beings. Role-plays about socioenvironmental conflicts provided the basis for our reflection on nonviolent and participatory methodologies base on dialogue. In line with Sarvodaya's prerequisites, classroom education in the formal school context can also offer a privileged space for young people to deal with the complex world; to experience oneself not in competition with others, but in open dialogue, where communication stimulates linguistic creativity and shared imagination.
The international context of a nonviolent approach to science and science education
Our research on nonviolent education has been developed in the international context thanks to the academic activity of the members of our Research Group, as witnessed and documented by publications and participation to conferences (see References).
In Italy, Anna Perazzone – teacher of Didactics of Biology for future primary school teachers – encourages students to develop a reflexive attitude towards scientific knowledge and in the teaching / learning processes in the life sciences, and declares that this professional choice expresses a precise ethical guidance, which is linked to a model of sustainable and equitable society. It is no coincidence that her forthcoming book begins with an excerpt from Vinoba Bhave: Thoughts on Education.
In UK, and in the international research context, Laura Colucci-Gray working at the University of Edinburgh, is developing pathways of research and practice in teacher education which include awareness of the 'environment' as a vital and agentic context, in which people can express and define their sense of self in relation to the more than human world. Her research looks at the role of teachers in supporting children growing their food in school gardens but also to the changes of perspectives required of both teachers and pupils: from a transmissive position on learning to a reflexive, critical and creative position towards knowledge which is produced collectively in dialogical and experiential settings.
Twinships between schools
Thanks to the committment of school teachers – both in Italy and in the ASSEFA villages - since 1983 some 'twinning' between classes have been carried out: in the early stages it was only elementary school pupils who were involved, but later, with the expansion of secondary schooling in ASSEFA , also teenagers. On the Italian side, all twinnings have been realized by taking care to include this experience in a general educational project, aimed at promoting an attitude of openness, curiosity and respect towards other peoples and cultures. The exchange of letters, drawings and small objects built by hand has promoted childrens' awareness of the different ways of life (countryside /city, temperate / warm country, …) and of the different linguistic tools: the complexity of the Tamil alphabet has aroused interest and appreciation, and the effort of a double translation from and into the English language made the children reflect on the importance of overcoming communication obstacles.
The publication by ASSEFA of booklets about nonviolent education was highly appreciated by Italian teachers, who in turn published similar documents.
The first twinning began in 1983, and lasted 4 years: the children of a small school in Gerbole (a village in the hinterland of Turin) in contact with the ASSEFA school of Viralipatti carried out the entire school program by putting in parallel their story with that of their Indian friends, thus achieving the goal of a global education that led them to know and appreciate the diversity of food, nutrition, nature, traditions.
This twinning was followed by many others, gradually made easier by the improvement of postal services. Some books and videos in Italian and publications in English have accounted for the wealth of these exchanges and their ethical and educational value (see References).
The most recent twinning, still underway, began in 2008 between a middle school class at the Comprehensive Institute of Gassino (TO) and the ASSEFA secondary school in Andipuram. The 'Italia - India Project: a meeting between cultures' sees the students of the two schools as protagonists, who pass the baton to their younger partners every three years.
The vast documentation collected, for 35 years now, offers an extraordinary testimony of the importance of having met ASSEFA, and having had the opportunity to establish an increasingly intense and friendly relationship with this Gandhian movement over time. The personal and professional life of many people have been shaped profoundly, and gained knowledge and inspiration from the encounter of ASSEFA India.
And now… what about technology?
From two opposite poles the social and environmental conditions of India and Italy are approaching: the socio-economic situation of the ASSEFA villages is considerably improving, thanks to the commitment of the staff, the hard work of the farming communities involved and the economic support offered by multiple channels. Meanwhile, in Italy the socio-economic situation is deteriorating, while environmental pollution makes us more aware of the importance of protecting the natural ecosystems that feed us all. Moreover, the problems caused by a rampant and invasive use of Information Technology Communication (ICT) raise increasingly hard questions about the role of such new tools in the lives of people, societies and environment. In this period, together with other friends in Turin, we are engaged in a reflection on the opportunity to reduce the use of information technology, while in the ASSEFA villages there is an extensive computer literacy initiative aimed at women in self-help groups. It could be very interesting to discuss together the meaning and the opportunities that - after a century - the appropriate technology that was dear to Gandhi (and which is now mainly in the form of information technology) can offer to promote the self-development of communities globally. Our working group's name in Torino is 'slow tech', aiming to a just, equitable and sustainable use of ITC … According to Gandhi, "There is more to life than simply increasing its speed."
References
We write down some articles that were published in English, and are downloadable from the web. Camino E. (1996) I Have a Friend on the Other Side of the Earth: twinning classes from different cultures to introduce environmental and development education.
Camino E, Ferrando M, Bo ME. To look at development from a Gandhian perspective. Cultural exchanges, educational opportunities and twinships between schools.
Colucci-Gray L., Perazzone A. Dodman M. & Camino E. (2012) Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarily. Cult Stud of Sci Educ. DOI: 10.1007/s11422-012-9405-3
Camino E. (2013) North, South, East and West. Let's multiply views, and converge on values. Invited paper to the Special Issue of Education in the North "Space, Place and Pedagogy: Local contexts in a Globalised World". (http://www.abdn.ac.uk/eitn/about/ ).
Camino E, Colucci-Gray L. (2015) The nuclear power option: exploring boundaries and limits, asking open questions Visions for Sustainability 4: 22-42, DOI: http://dx.doi.org/10.13135/2384-8677/1437 .
Camino, E., Larecchiuta, L., & Battaglia, M. (2016). Interconnections between environment, violence and nonviolence. Visions for Sustainability, 1(4). http://dx.doi.org/10.13135/2384-8677/1439
Colucci-Gray, L., & Camino, E. (2016). Looking Back and Moving Sideways: Following the Gandhian Approach as the Underlying Thread for a Sustainable Science and Education. Visions for Sustainability. http://dx.doi.org/10.13135/2384-8677/1869 | <urn:uuid:c9a713af-5def-4a34-905e-2612debebfb6> | CC-MAIN-2020-45 | http://www.assefatorino.org/images/Iniziative_educative_culturali/Contribution_for_ASSEFA_50_years.pdf | 2020-10-30T15:49:26+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00069.warc.gz | 117,261,047 | 2,904 | eng_Latn | eng_Latn | 0.970363 | eng_Latn | 0.998164 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3933,
8576,
10458,
13017,
14332
] | [
2.03125
] | 1 | 0 |
Turning Dreams into SMART Goals
Section #1: Identifying Dreams/ Wishes
Write down three "dreams" that fall under each category. These items can be anything you have every thought about achieving. Each item listed should be important to you; if you achieved one of these items, it would make this year unbelievable!
Health and Wellness (physical)
#1 #2 #3
Social (family/community)
#1 #2 #3
Psychological and Emotional (thoughts and feelings)
#1 #2 #3
Professional (job-related)
#1 #2 #3
Section #2: Turning Dreams into Goals
Specific
Measurable
Achievable/Adjustable/Action-oriented
Realistic
Time-Oriented
Once we have identified the things in our life that we have resolved to change, we need to create a plan to make these dreams into achievable goals.
a) Choose one "dream" from the Health and Wellness section and list it below:
b) Rephrase this "dream" to be positive:
c) Rewrite this "dream" to be more specific:
d) Describe how you will measure your goal:
Turning Dreams into SMART Goals
e) List 3 actions that you will need to take in order to reach this goal:
#1 #2 #3
Today's Action:
f) Decide whether this goal is realistic?
□ Yes
□ No
g) Record the timeframe in which you would like to achieve this goal:
Section #3: Establishing Motivation
Why is this goal important to you?
What will you gain by reaching this goal?
Section #4: Surviving Setbacks
What setbacks do you foresee in trying to reach your goal? How will you counter each setback?
Potential setback #1:
Action plan to counter:
Potential setback #2:
Action plan to counter:
Potential setback #3:
Action plan to counter: | <urn:uuid:9d472135-7331-4ae9-bcef-298ea167b27e> | CC-MAIN-2020-45 | http://www.timborys.com/curveball/wp-content/uploads/2018/03/Dreams-to-Goals-Worksheet.pdf | 2020-10-30T16:30:25+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00069.warc.gz | 175,539,650 | 387 | eng_Latn | eng_Latn | 0.990279 | eng_Latn | 0.991251 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
986,
1636
] | [
3.078125
] | 1 | 0 |
Issue 1
Contents
* Welcome
* News
* Keeping Children Safe in Education 2018
* Latest Games and Apps
* Sharing Practice
* Help and Support
* Website of the month
* Pass it on
* Events
Welcome
A warm welcome to the first edition of the Online Safety Newsletter which has been created and edited by members of the Bristol Safeguarding Children's Board - E-Safety Working Group. This group works to raise awareness and tackle online safety issues by giving schools tools and resources to help keep children safe. The group is made up entirely of volunteers, people who work in education and are passionate about keeping children safe online. We come from a variety of sectors including the police, early years, independent schools, secondary schools, primary schools and the Safeguarding in Education Team. This Newsletter is here to provide information, updates and advice on a range of key online safeguarding issues. We hope that you
Online Safety Newsletter Summer 2018
find this newsletter helpful and informative. Please help to spread the word about this newsletter and encourage colleagues to access it via the BSCB website.
BSCB E Safety Working Group
News
* It has been identified by an article in the Guardian (15 th May 2018) that there is concern over the growing number of children groomed to film their own sexual abuse over live streaming. A study carried out by the Internet Watch Foundation found that in a three-month period last year, 2,082 images and videos of live-streamed child sexual abuse were identified. Of that number, 96% were girls and 98% were children aged 13 and under, with most (69%) assessed to be between 11 and 13. Almost three in 10 (28%) were aged under 10 and the youngest victim was just three years old.
With the very large percentage of these victims being under the age of 13 and over a quarter being under 10 years old, it shows how imperative it is to teach children in both primary and secondary schools how they protect themselves online.
To read the article in full go to:
https://www.theguardian.com/technology/2018/may/15/growingnumber-of-children-groomed-to-film-own-sexual-abuse
* Advice on Live Streaming
Childnet Digital Leaders talk about their experiences with live streaming and provide their top tips for other young people. To see more tips visit:
http://www.childnet.com/blog/live-streaming-top-tips-from-youngpeople
Further information for teachers and parents can be found here : https://www.thinkuknow.co.uk/parents/articles/live-streamingresponding-to-the-risks/
* Facebook have recently published their first data regarding posts that they have taken action over because of content. The social media platform says it deleted or added warnings to approximately 29 million posts that broke its rules on hate speech, graphic violence, terrorism and sex, over the first three months of the year.
Facebook is developing artificial intelligence tools to support the work of its 15,000 human moderators but the report suggests the software struggles to spot some types of abuse.
Read the article from the BBC here;
http://www.bbc.co.uk/news/technology-44122967
Visit the Facebook Newsroom to see how they decide what they do and don't take action on. Judge their decisions for yourself here; https://newsroom.fb.com/news/2018/05/enforcementnumbers/
Keeping Children Safe in Education 2018
To ensure educational settings meet their legal duties to protect children the government issues statutory guidance to schools and colleges entitled Keeping Children Safe in Education (KCSIE). The latest version of this will come into effect in September 2018. Within this latest guidance there is an increased emphasis of the role of online safety and this requires the engagement of the whole school community, involving children, parents, teachers, governors along with partner agencies and organisations. A particular emphasis is on ensuring staff are kept up to date with training and understand the unique risks associated with online safety particularly for vulnerable pupils. It is hoped this newsletter will support staff to be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online.
According to the latest version of KCSIE 'The breadth of issues classified within online safety is considerable, but can be categorised into three areas of risk:
* content: being exposed to illegal, inappropriate or harmful material;
* contact: being subjected to harmful online interaction with other users; and
* conduct: personal online behaviour that increases the likelihood of, or causes, harm.' (KCSIE 2018)
In this and subsequent editions of the Online Safety Newsletter, information, advice and guidance to support tackling the 3 'C's' will be provided.
Latest Games and Apps
Fortnite
The craze sweeping homes and the England Football Team's changing room may be the new game to be playing but concerns have been raised around this popular game after it was identified that a 12 year old boy was groomed online through this game. Whilst online gaming is a popular pastime for children, it is another game to understand and assess the risks of. Common sense media has reviewed the game for all you need to know about its features and have some tips and ideas about limiting usage. Go to:
https://www.commonsensemedia.org/blog/parents-ultimate-guide-tofortnite
Players of the game should be aware there are scams relating to Fortnite early releases. For further details please go to:
https://nakedsecurity.sophos.com/2018/06/21/dont-download-it-fake-fortnite-appends-in-malware/
Yubo
Originally called 'Yellow', this app was dubbed the 'Tinder for teens' whereby users swipe left or right to connect with new friends to chat and live stream. New safety features have been added to make the experience safer, a summary of these changes can be found here:
https://waynedenner.com/blog/yubo-updates-safety-features
Information for parents and teachers can be found here:
https://www.internetmatters.org/hub/news-blogs/yubo-formerly-yellowsocial-media-app-parents-need-know/
Sharing Practice
To try and capture and listen to the voice of the child regarding E-safety and online use, Sea Mills Primary School have developed a Digital Champions programme within their school. Supported by the E-Safety Staff Lead, the Year 5 and 6 pupils offer advice to their peers through assemblies and in class sessions. They are available for children across the school to talk to when they have questions about online use that they may not want to talk to an adult about. Meetings are held with the champions to gather their thoughts and ideas about keeping themselves and peers safe and sharing these messages.
E-Safety messages, tips and hints as well as useful websites to help parents understand the challenges of digital parenting are also included in every school newsletter, as well as on the school's website.
Help and Support
Website of the Month
In every issue we will be looking to highlight a website that we feel could support practice regarding online safety or offer practical support to parents and children/young people in this ever changing world.
In this issue check out the H2b Safer website which provides online safety advice, including information for young people on how to set up privacy and safety settings and how to block and report users on a variety of apps. Check out the website here: https://h2bsafetycentre.com
Screen less Summer Resource Pack
H2B Safer are offering a free resource pack to encourage children to spend a little less time on their screens this summer. For more information please go to:
http://ineqe.com/professionalsservice/?inf_contact_key=ea4e4157475226ac469572260b1a0f6c3889e 6b862cf6d38f11a35f84fd3fa18#resources
Pass it on
Great resources from Mental Health Awareness week
Find the primary and secondary versions of 'Smiley Sharer', 'Trusted adult' and 'Cyber-hero' for your classrooms here:
https://ineqe.com/2018/05/08/mentalhealthposterpack/
Ask yourself - Did you find any Online Mental Health Resources that you could share, with parents, young people, your staff team, the schools around you?
Events
Online Safety Live
To support the work of professionals online, FREE safety sessions have been set up for across the whole of the UK by the SWGfL (South West Grid for Learning).
There is a 2 hour event In Bristol on 25 September 2018 demonstrating all the very latest in online safety including the latest issues, biggest trends and the best resources. To book your free tickets go to: https://www.saferinternet.org.uk/training-events/online-safety-live
For further information and any questions in relation to this newsletter please contact the Bristol Safeguarding Children Board at: firstname.lastname@example.org | <urn:uuid:24a21207-ae70-4b9c-a826-253eafbeaeaa> | CC-MAIN-2020-45 | https://bristolsafeguarding.org/media/28662/online-safety-newsletter-issue-1.pdf | 2020-10-30T15:34:53+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00068.warc.gz | 249,490,670 | 1,862 | eng_Latn | eng_Latn | 0.996579 | eng_Latn | 0.998504 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
974,
2141,
3327,
4802,
6130,
6964,
7496,
8214,
8832
] | [
2.078125
] | 1 | 0 |
Cambridge University Press 978-1-107-64042-9 – Cambridge Primary English Stage 1 Gill Budgell and Kate Ruttle Excerpt More information
Unit overview
In this four-week unit, learners are introduced to the theme of Playing with friends using three simple texts featuring three friends; Hedgehog, Bear and Dragon.
Learners explore and revisit the stories in a variety of ways: discussing the storyline orally, reading in pairs as independent readers, via oral and written comprehension, extending one aspect of the story orally and in writing ('innovating on the text'), recalling the story and actions, and giving personal responses.
Character, dialogue and setting are each given separate focus through role play, sequencing activities and paired and/or individual reading. Capital letters, full stops, prepositions, instructional sequences (fi rst, then, next, etc.), phonic skills and high-frequency words are all practised.
The sequence of preparing the concepts and vocabulary of a text, enjoying/sharing a text, retelling it orally/ role play, revisiting it (or aspects of it) in pairs/independently and then in writing is important to this unit.
Aims and objectives
By the end of this unit, learners will be able to:
* use action words
* join in with reading a simple story
* understand the story and talk about events and characters in it
* retell a simple story
* join in with discussions and say what they think
* demonstrate their own ideas
* remember who says what in a story
* remember the story sequence and act it out.
Skills development
During the course of this unit, learners will:
* develop an awareness of analogy as a useful strategy for reading and writing
* develop an understanding that in English, print is read from left to right and top to bottom
* develop the skill of reading common words on sight e.g. to, the, no, go, I
* recognise common word endings such as ing
* learn that a capital letter is used for names and for the start of a sentence.
Prior learning
This unit assumes that learners can already:
* follow instruction and simple classroom language in English
* use 'book talk' such as book, cover, beginning, end, blurb, page, line, word, letter, sentence
* recognise and use (for reading and writing) all the basic letter–sound correspondences for letters of the alphabet including double letters (ff, ll, ss, zz) and ck.
Unit 1 Playing with friends 11
© in this web service Cambridge University Press www.cambridge.org
Session 1: The Bike Race
Learner's Book pages: 6–9
Activity Book page: 4
Nice to have: pictures/video of learners racing and/or performing sports or actions to support vocabulary; plastic/magnetic letters for word building.
Phonics link: letter–sound correspondences.
Learning objectives
Learning intentions
* to understand the concept of games and racing
* to listen to the reading of a simple story
* to talk about events and characters in the story. Learning outcomes
Learners can:
* use vocabulary about games and racing correctly and confidently
* show good listening skills during class reading
* talk about the story confidently.
Talk about racing
* Ask the learners if they know what a race is.
* Draw on their experiences and use the pictures in the Learner's Book as prompts. If you have collected pictures of people racing in different events then use these too. Have the learners been in a running race? A swimming race? A bike race? Do they like to race with their friends outside in the playground? Who has a bike? What do you get if you win a race?
* Does anyone know about silly races, such as an egg and spoon race, jumping in a sack race, balancing a beanbag on your head race, etc.? Can the learners think of their own silly race ideas?
niversity Press • Encourage the learners to share their ideas and record these ideas on the board if useful, either in words or pictures.
Answers:
Learners' own answers.
B The Bike Race
* Together, talk about the cover image of the book. Ask the learners to work in pairs to decide together what they think this book is about:
three animals
bikes
playing outside
a race?
* Take their ideas and establish that the book is about three little animals who are probably friends. They are riding their bikes.
* Introduce the characters, Hedgehog, Bear and Dragon.
Write the words on the board and show the learners how to read and write them even though
some of these phonemes may not yet have been formally taught.
H-e-dge-h-o-g B-ear D-r-a-g-(o)n
Get the learners to say each name, and then to clap the syllables.
Note the capital letters for these character names.
* Phonics link: these are difficult words to read so if you want to make a phonic link then focus on the initial letter sounds of each. Further activities on letter sounds appear in the Phonics Workbooks A andB.
* Differentiation: for learners who find this difficult, provide phoneme/grapheme cards so that they can be sequenced to build the word, e.g. h-e-dge-h-o-g. Also allow those who find this difficult to work with more able students.
* Together, read the story The Bike Race.
Assessment opportunities
* Speaking and listening: make notes about learners' confidence in joining in with discussions and ability to use correct language.
* Reading: comment on learners' ability to read and say words with 1:1 correspondence. Check their ability to clap syllables.
We have learned to:
* use vocabulary about games and racing correctly and confidently. Ask: what sort of races do you like?
* show good listening skills during class reading. Observe.
* talk about the story confidently. Ask: who are the characters in the story? Where are the characters in the story racing?
Activity Book
A Learners join the pictures of the actions to the words.
www.cambridge.org
B Learners write each character's name.
Session 2: Check the story
Learner's Book pages: 9–10
Activity Book page: 5
You will need: a space for playing an acting game.
Learning objectives
Learning intentions
* to listen to, respond to and read a story
* to talk about verbs and use them accurately.
Learning outcomes
Learners can:
* answer questions about the story to show understanding
* use verbs correctly and confidently.
Check the story
* Together, re-read or talk about The Bike Race from pages 7 to 9 of the Learner's Book.
* Differentiation: Ask more confident learners to retell the story from memory for the whole class.
* Remind the learners that this is a story about three friends who are riding their bikes in a race.
* Check they can remember the characters' names.
* Can they remember how to write the names Hedgehog, Bear and Dragon? Invite learners to do this on the board or model the writing of the names again for them.
* Pair work: give the learners a few minutes to read and prepare their answers to the three comprehension questions, to check their understanding of the storyline.
* Invite the learners to compare responses with the class. Encourage learners to participate and share their answers.
* Ask the learners to write their answers in their notebooks.
Answers:
1 Bear
2 Yes, they go very fast.
3 Up to the big tree.
* As you move around the classroom, check that learners are holding their pencils and forming letters correctly.
* Differentiation: invite those who are able to formulate a question for others to answer.
B What are they doing?
* Talk to the learners about different actions (verbs).
* Show learners how they can use the ing form of the verb. Encourage the learners to use a wide variety of action words.
* Pair work: get them to say the verbs that best describe the pictures in the Learner's Book. As you walk round the class, listen out for their responses.
niversity Press
* You could begin a class 'word wall' of ing forms of verbs so that you can add to it over time.
C Act out the action
* Invite learners to perform some of the action words they have discussed. Can the others guess the word? Play this like the game Charades. Play several rounds to really embed the new vocabulary and verb form.
* You could also introduce the phrases I like … and I don't like … by inviting the learners to share their ideas about what they like to do with their friends. Play a 'round the class' game again by stating: I like swimming. Do you? Point to a learner to invite him/her to respond, to make a new statement and to choose the next person to respond, e.g. No, I don't like swimming. I like racing. Do you? If the learners struggle, have visual prompts of different activities ready for them to use so that there is a good variety of responses.
* Differentiation: For extension, encourage learners to think more widely about what they like and don't like as hobbies by asking them or providing a selection of pictures to work from to further extend their vocabulary, e.g. I like dancing/singing/playing with my football/flying my kite, etc.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: note which learners are confident to join in with discussions and acting the verbs.
* Writing: check on correct pencil grip and letter formation. Note which learners are able to record their answers to the comprehension questions without support and using phonic strategies to spell some words.
We have learned to:
* answer questions about the story to show understanding. Ask: who wins the race?
* use verbs correctly and confidently. Ask as you perform different actions: what am I doing?
Activity Book
A Learners join the speaker to the words.
B Learners suggest what Bear is saying.
Answers:
A
Hedgehog: Get set … GO!
Dragon with Bear: Let's have a race.
Dragon: I am winning!
B Learners' own answers.
Session 3 Retell the story
Learner's Book page: 11
Activity Book page: 6
www.cambridge.org PCM 3; character badges or hats for role
You will need: a space for role play.
Nice to have:
play, a camera or video-recording facility.
Phonics link: using phonic skills to blend for reading.
Learning objectives
Learning intentions
* to retell the story
* to remember who says what in a story; character dialogue
* to engage in imaginative play, enacting simple characters or situations
* to work collaboratively in groups.
Learning outcomes
Learners can:
* retell the story with confidence
* use the dialogue from the story when retelling or in role play
* demonstrate confidence in role play
* demonstrate good listening and speaking skills in their group work.
Retell the story
* Pair work: ask the learners to re-read the story (pages 7–9) to each other. Sample their reading as you move around the classroom.
* Phonics link: encourage the learners to use their phonic knowledge for words they are less familiar with or feel less confident about reading aloud. Further activities on reading simple decodable and common tricky words appear in the Phonics Workbooks A and B.
* Note any words that more than a few learners are stumbling over and revisit these with the whole class to model how to tackle these.
* Ask learners to look at the story pictures on page 11. They are going to try to retell the story. Use the picture prompts to encourage the right language.
* Check learners are saying Let's ride … and Let's have a race.
* Check that they understand that 'Let's' means 'Let us …'.
* Check that they are clear about who is saying what.
* Ask a pair, or a confident individual, to retell it. Allow several retellings if time allows.
* If you are using the PCMs, use PCM 3 The Bike Race here to help learners with the sequence. They cut out and stick the pictures in the correct order.
* Differentiation: learners may use the story text in their Learner's Book if they still need help with this sequencing.
Act out the story
* Find a large space and choose three learners to act out this story together.
* Choose one learner for each of the characters, Bear, Dragon and Hedgehog. You may wish to make, or get the learners to make, badges or hats for each character to wear.
niversity Press • Invite the rest of the class to prompt the performers with key phrases to support the sequence: Let's ride to the big tree, Let's have a race, Get set … GO!, We are going very fast, Wait for me, I am winning, I am rolling, I am the winner.
* Repeat the activity a few times, choosing different learners to be the characters.
* Talk to the learners about the first sentence of the story, "Let's ride to the big tree." Show the learners how it is possible to innovate on this sentence by changing the verb, for example "Let's jump to the big tree", skip/swim, etc.
* Give the learners a few minutes to think of some alternative verbs/actions before asking them to share their ideas orally.
* Record alternative verbs/action words on the board for those who need to refer to them.
* Group work: organise the class into groups of three and give learners time to revisit retellings of the story, their new action words, and props or name badges as required.
* Differentiation: allow pairs to act together as one character if a learner lacks confidence to speak out alone.
* After ten minutes invite groups to perform. If possible, capture some of the performances in pictures or videos to enjoy later, and share with others in the school and parents.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: make notes about learners' confidence in the role play and ability to use appropriate language.
* Use the pictures/video as assessment evidence.
We have learned to:
* retell the story with confidence. Listen and observe.
* use the dialogue from the story when retelling or in role play. Show Learners' Book page 7. Ask: what does Hedgehog say here?
* demonstrate confidence in role play. Observe.
* demonstrate good listening and speaking skills in their group work. Listen and observe. Ask: who do you think helped your group with the role play ideas. How?
Activity Book
A Learners answer the comprehension questions about the story.
B They then write a question for a friend.
Answers:
A
1 Dragon.
2 Get set … GO!
3 He rolls.
www.cambridge.org
Session 4: Playing games
Learner's Book page: 12
Activity Book pages: 7–8
Nice to have: a selection of games, or pictures/video links of games being played.
Learning objectives
Learning intentions
* to talk about games using correct vocabulary
* to make links to personal experiences
* to write sentences with correct punctuation.
Learning outcomes
Learners can:
* use vocabulary about games correctly and confidently
* share their ideas and experiences
* write about games they enjoy using correct punctuation.
Games
* Ask the learners what sort of games they like to play with their friends. What games do they know? Remind them that they know about races (from earlier lessons). Draw on their experiences, and get them started by using any pictures or videos that you may have sourced.
* Why not? set up a table-top of games and even organise a games afternoon so that everyone has firsthand experiences to draw on.
* Play a chain reaction game:
Set up a chain reaction around the class:
A What is your favourite game?
B My favourite game is … .
[to C]
What is your favourite game?
C
My favourite
…, etc.
Continue until everyone has responded.
Or if your situation allows, play a simple game of Hide and Seek. Choose six learners; three to hide and one each to find each hider, whilst the rest of the class must keep quiet as they will know where the hiders are. When the seekers begin, encourage them to say: Here we come!, Where are you?, etc., and encourage the hiders to say, You found me! as they are discovered.
* Talk about games you play on your own (maybe on the computer, or a jigsaw puzzle); games you play in pairs (Snap), or in small groups or teams (football). Encourage the learners to think about how many people you need to play a game – can you play Hide and Seek on your own?
Answers:
Learners' own answers.
Do you play these games?
niversity Press
* Use the pictures in the Learners' Book to focus on some specific game examples and the language used in the playing of games.
* Ask the learners what they say when they play Hide and Seek, Tug of War, Pin it On (Pin the Tail on the Donkey), computer games, etc. Establish the principle of taking turns as often being important in games – we say, It's your turn or My turn now.
* Differentiation: encourage more confident learners to record in writing which of the games they play and why.
Answers:
Learners' own answers.
C Your favourite game
* Group work: encourage the learners to share their ideas about favourite games they like to play. Give them just three minutes to discuss the games before reporting back their ideas to the class.
* Now encourage learners to work independently and support them to record information about their favourite game, either by writing or drawing in their
notebooks. Remind learners to use capital letters at the beginning of sentences and full stops (or question marks or exclamation marks) at the end.
* Differentiation: allow some learners to work in pairs for support or provide them with letters to build words, or words to build sentences. More able learners may record more than one type of game.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: make notes about learners' confidence to speak out clearly in the chain reaction game.
* Writing: note which learners can begin to write ideas of their own with a degree of confidence using phonic skills where they need to. Note which learners need additional support for ideas and then writing those ideas.
We have learned to:
* use vocabulary about games correctly and confidently. Ask: which games have we talked about?
* share their ideas and experiences. Ask: which is your favourite game? Why?
* write about games they enjoy using correct punctuation. Observe their writing. Check for capital letters, full stops and correct letter formation.
Activity Book
A Learners look at the pictures then choose and write the ing form of the verb to describe each action.
B Learners then write responses about their own likes and dislikes, using either of the following two responses: no. I don't like … or Yes. I like … with the ing form of the verb.
www.cambridge.org
Answers:
A running, skipping, jumping, riding a bike, riding a horse, sitting, rolling, swimming, splashing
B Learner's own answers.
Session 5: Hide and Seek
Learner's Book pages: 13–15
Activity Book page: 9
Phonics link: revisiting letter–sound correspondence.
Learning objectives
Learning intentions
* to demonstrate good listening skills
* to join in with reading a simple story.
Learning outcomes
Learners can:
* show good listening skills in their behaviour and in their comprehension
* join in with class or paired reading.
Hide and Seek
* Using the pictures in the Learner's Book introduce the story Hide and Seek.
* Do the learners recognise the characters from the previous story (Hedgehog and Dragon)?
* Establish the game that Hedgehog and Dragon play in this book.
* Differentiation: invite a confident learner to explain how to play Hide and Seek.
* Phonics link: re-establish that Hedgehog begins with /h/ and Dragon begins with /d/ and both names have two syllables; clap them. Take the opportunity to reinforce some basic phonic and spelling skills here. Further activities on letter-sound correspondence appear in the Phonics Workbooks A and B.
* Read the story to the class asking them to follow in their Learner's Books.
* Talk about the story and what happens. Do they find it funny? Why?
* Re-read the story with the learners joining in this time. They will particularly enjoy making the sneeze!
* Notice that at the end of the story Dragon says, My turn now. Check that the learners understand the implications of this; that the friends are going to play again.
* If time allows, invite learners to try to read the story on their own. Give them time and move round the classroom supporting those that need it.
Answers:
Learners' own answers.
Assessment opportunities
* Reading: note which learners are confident to join in.
niversity Press • Reading: if you allow independent reading time then take the opportunity to target specific learners and note how they are coping with tackling unknown words.
We have learned to:
* show good listening skills in their behaviour and in their comprehension. Observe concentration. Ask: who hides first?
* join in with class or paired reading. Observe and ask: what does Hedgehog do/say while he's hiding?
Activity Book
A Learners write the name of each game under each picture.
B They then number the pictures to sequence the story correctly.
Answers:
A Hide and Seek, Tug of War, Pin it On
Session 6: Check the story
Learner's Book page: 16
Activity Book page: 10
Nice to have: picture cards and word cards to exemplify prepositions.
Phonics link: reading common words.
Learning objectives
Learning intentions
* to answer and ask questions orally and in writing to demonstrate understanding of a story
* to use prepositions correctly.
Learning outcomes
Learners can:
* answer and ask questions about the story either orally and/or in writing
* use in, on, up, etc. correctly.
A Check the story
* If necessary, recap the story Hide and Seek from the last session just to remind learners of the storyline and characters.
* Use the three comprehension questions in the Learner's Book to check the learners' understanding.
* Pair work: you may wish to give the learners a few minutes to prepare their answers and then invite them to feedback and compare responses as a class.
* Model how to write the answer to each question and then ask learners to write the answers in their notebooks.
* Differentiation: allow learners who are more confident about recording to work with those who will benefit from the support; invite those who can to formulate a question for others to answer.
Answers:
www.cambridge.org
A 1 Dragon 2 no 3 Hedgehog is on the box.
B Learners' own answers.
B
Where are they?
* Formally introduce the prepositions in, on and under. Ask the learners where Dragon looks for Hedgehog.
Answers:
in the boxes and under the boxes
* Ask the learners to look at Activity B. Get them to practise each response orally as you work through each question: where is Dragon? – Dragon is under the cone; Where is Hedgehog? – He is on top of the box.; Where is Dragon? – He is on the ball.
* Check that the learners are confident with the prepositions in, on and under.
* Phonics link: check that learners can read and write these words and model how to use their phonics. Further activities on reading common words appear in the Phonics Workbooks A and B.
* Pair work: ask the learners to repeat the activity, asking the questions to each other.
* Differentiation: ask less confident/able learners to choose the correct word, in, on, or under and match it to the picture; those more confident or able may be able to record the word or sentence in their notebook. For extension, get learners to write other prepositions they may know such as next to, behind, above, in front of.
* Why not? if you have physical education equipment then encourage learners to play on a slide, in a tunnel, up and down a (small ladder), in a cone, box and with a large ball.
Assessment opportunities
* Speaking and listening: note which learners can remember and recall the story from the last session.
* Writing: as you move around the classroom, check that learners are holding their pencils and forming letters correctly. Check they have remembered to write a capital letter for Dragon as it is his name.
We have learned to:
* answer and ask questions about the story either orally and/or in writing. Ask: what game are they playing? For written responses: observe and check correct answers as well as correct punctuation and letter formation.
* use in, on, up, etc. correctly. Ask: where is the … ? as you place it either in, on or under various items in the classroom.
Activity Book
A Learners answer the comprehension questions about the story.
B They then write a question for a friend.
niversity Press
Answers:
A
1 Dragon/It is Dragon.
2 No, Hedgehog hides./No, he counts.
3 Hedgehog is at the top of the ladder/above Dragon/on top of the box/in the blue box.
B Learners' own answers.
Session 7: Retell the story
Learner's Book page: 17
Activity Book page: 11
Nice to have: space for role play; any props from previous sessions (badges, hats, etc.).
Learning objectives
Learning intentions
* to retell a story
* to engage in imaginative play, enacting simple characters or situations.
Learning outcomes
Learners can:
* retell the story using the pictures and demonstrating correct and confident vocabulary and sentence structures
* act out the story in groups working together and reflecting the story accurately.
Retell the story
* Pair work: ask learners to retell the story to each other, using the picture prompts for the seven story sections in the Learner's Book.
* Encourage the correct language. Check learners are saying Let's play hide and seek, Dragon looks …, etc.
* Check that they understand that Let's means Let us as in the previous story.
* Check that they are clear about who is saying what, including the narrator.
Answers:
Learners' own answers.
Act it out
* In a large space, choose three learners to act out Hide and Seek together – one learner for each of the characters, Dragon and Hedgehog, and one narrator. Reuse any badges or hats you made for the previous story.
www.cambridge.org • Invite the rest of the class to prompt the performers with key phrases to support the sequence, such as Let's play Hide and Seek, Dragon counts, Hedgehog hides, Here I come!, Where are you?, Dragon looks, Dragon sneezes, There you are, My turn now!
* Repeat a few times choosing different learners to be the characters.
Assessment opportunities
* Speaking and listening: note who participates really well in the role play; note which learners can interact and collaborate well in the group work.
We have learned to:
* retell the story using the pictures and demonstrating correct and confident vocabulary and sentence structures. Ask: what's happening in this picture?
* act out the story in groups, working together and reflecting the story accurately. Observe group interaction and collaboration as well as the final performance.
Activity Book
A Learners read a simple sentence about where Hedgehog is hiding and in each case draw him in the correct place.
Session 8: What Can We Make?
Learner's Book pages: 18–20
Activity Book page: 12
Nice to have: pictures or video links of people making things, or some real examples (perhaps from other classes) of models learners have made; a large sheet of paper and felt tip.
reading common decodable and tricky
Phonics link:
words.
Learning objectives
Learning intentions
* to talk about making things
* to predict what a story might be about or what might happen
* to join in with reading a story.
Learning outcomes
Learners can:
* join in with discussions and use words about making things
* give credible ideas about what might happen in a story
* join in with class or paired reading.
Making things
* Talk about any 'made things' you have in the class. Do the learners have experience of making things? What sort of things do they like to make?
niversity Press • Look at the pictures in the Learner's Book to further stimulate the discussion about what you can make.
* Ensure the learners understand the vocabulary hat, game, model and den (which may be inside or outside).
* Draw learners' attention to the Tip box to talk specifically about the notion of a sentence and sentence structure if appropriate. Encourage those who can to both say and write the sentence and then to write their own.
B The book cover
* Group work: ask the learners to look at the book cover of the next 'friends' story, What Can We Make? Ask them to make predictions about this story:
Who is this story about? (Hedgehog and Bear)
What are they making in this story? (a robot)
What body parts do they make? (body, head, arms, mouth)
What do they use to make their robot? (boxes, paint, sticky tape)
* Invite each group to nominate a speaker to feed back their ideas. Some groups may need help with this feedback.
Answers:
Learners' own answers.
C
What Can We Make?
* Together, read the story. Talk about the story and what happens.
* Do the learners find it funny? Why?
* Just as in The Bike Race and Hide and Seek it is Hedgehog playing a trick on his friends. Can the learners remember what he did in each previous story?
Answers:
The Bike Race: he rolls to win.
Hide and Seek: he hides from everybody.
This time he hides inside the robot or pretends to be the robot!
* Pair work: ask the learners to re-read the story to each other. Ask them to take it in turns to read the text for alternate pictures – one learner reading whilst the other points with a finger or stick to each word.
* Phonics link: encourage the learners to use their phonic knowledge for words they are less familiar with or feel less confident about reading aloud;
Tricky common words include what, we, says, the, me, some.
Words with tricky phonic elements include make(s), body, head, arms, paint, robot, mouth.
* Note any words that more than a few learners are stumbling over and revisit them with the whole class to model how to tackle them. Further activities on reading common decodable and tricky words appear in the Phonics Workbooks A and B.
www.cambridge.org Assessment opportunities
* Speaking and listening: note which learners are able to make predictions about the story.
* Reading: as learners read in pairs, move around the classroom and sample their reading.
We have learned to:
* join in with discussions and use words about making things. Ask: what would you like to make? Have you made anything like the robot?
* give credible ideas about what might happen in a story. Show a book cover and ask: what do you think this story is about?
* join in with class or paired reading. Observe and invite individuals or pairs to join in so that you can hear their contribution.
Activity Book
A Learners think about what you need to make the items in the central column and then join the pictures to each other and then to the correct word.
Answers:
boxes – robot – a robot
tissue roll holder – animal model – animal model
sock – sock puppet – sock puppet
branches – den – camp
cardboard strip – hat – hat paper plate – mask – mask
Session 9: Check your understanding
PCM 4.
Learner's Book page: 21
Activity Bookpage: 13
Nice to have:
Learning objectives
Learning intentions
* to understand a story and answer or write answers to questions
* to read in a small group taking character parts
* to recognise story elements beginning, middle and end
* to use story language; sequencing words.
Learning outcomes
Learners can:
* answer questions about the story to show understanding
* demonstrate reading behaviours (answers, responses, reading aloud, making use of punctuation) that show understanding
* talk about the beginning, middle and end of the story
* use words such as first, then, next when talking about the story.
niversity Press
A Check the story
* Read each of the three comprehension questions to check the learners' understanding of the storyline.
* Pair work: give the learners a few minutes to prepare their answers and then invite them to compare responses as a class.
* Invite those who are able to formulate a question for others to answer.
* Model how to write the answer to each question then ask the learners to work in a writing book to practise the skills they have just worked on with you.
* As you move around the classroom, check that learners are holding their pencils and forming letters correctly.
Answers:
1 It is the robot/The robot.
2 Bear is making the robot's head/Making the head.
3 Hedgehog is in the box/in the robot's body/behind the robot.
B What happens?
* Group work: ask the learners to form groups of threes and re-read the story, What can we make? Get them to each take a part: the narrator, Hedgehog and Bear. Encourage the learners to notice the sequence of events in the story:
ensure that each reader is following his/her part
invite one group to share their reading to the others.
* Talk to the learners about the sequence of events when the animals make the robot; the beginning, the middle and the end. Ask:
What do they make first? (the body)
Then what do they do? (the head)
What do they do next? (the arms)
What do they do at the end? (paint the mouth)
* Group work: use the Learner's Book as a stimulus for the learners to practise the language of sequencing.
* If you are using the PCMs, use PCM 4 Playing with friends to allow learners to practise the language of sequencing.
* Differentiation: ask confident learners to find other examples of texts that use this language. Can they give different examples of a sequence using this vocabulary? E.g. First I get up, then I go to the bathroom, then I wash and brush my teeth and finally I go down for my breakfast. Show the learners that this is a simple four-step sequence. They may be able to create their own four-step sequences and record them in a variety of ways: draw, paint, orally record, sing, act, write, etc.
Answers:
Learners' own answers.
Assessment opportunities
www.cambridge.org • Speaking and listening: sample their discussions about sequencing as learners work in their small groups.
* Reading: while learners work in small groups reading parts, move around the classroom to sample their reading.
We have learned to:
* answer questions about the story to show understanding. Ask any question about the text or a specific question such as: how did Bear make the robot's mouth?
* demonstrate reading behaviours (answers, responses, reading aloud, making use of punctuation) that show understanding. Observe and listen to the group reading.
* talk about the beginning, middle and end of the story.
Ask:
what happens at the end of the story?
* use words such as first, then, next when talking about the story. Ask: what happens first? What happens next? etc.
Activity Book
A Learners choose a word to fill the gap to complete each sentence.
Answers:
1 Robot
2 Robot's
3 makes
4 arms
5 paints
6 "Hello!"
Session 10: A robot
Learner's Book page: 22
Activity Book page: 20
Nice to have: large boxes or furniture to make a robot model; labels, PCM 5.
Learning objectives
Learning intentions
* to talk about significant aspects of a story's language
* to read and write labels and captions using relevant vocabulary
* to read and talk about their own writing.
Learning outcomes
Learners can:
* use the correct names for parts of the body
* write labels with neat and correctly formed letters
* talk about their writing confidently.
Dragon says: point to your …
* Ask the learners if they are able to identify their body parts: head, eyes, arms, legs, mouth, body, feet, hands, etc.
niversity Press • Introduce the game Hedgehog/Bear/Dragon Says (based on the rules for Simon Says).
* Take the lead by saying, for example, Hedgehog says touch your eye, so the learners must touch an eye. Then, for example, Touch your leg. In this case they should not touch their leg as the instruction did not come from Hedgehog/Bear/Dragon. If they do so they are out of the game.
* The game continues until there is an outright winner.
* Play the game several times allowing different learners to be the lead.
* Check that all learners are familiar with the relevant body vocabulary.
B The robot body parts
* Pair work: ask learners to point and say each word before matching the label to the right part of the robot's body.
* Differentiation: can some learners suggest additional labels, for example ears, hands, feet?
Answers:
Learners' own answers.
C Your robot
* In their notebooks, ask the learners to draw and label a robot. To help them, they can use the words for body parts in the Learner's Book.
* Differentiation: if some learners struggle with their writing, allow them to work in pairs to create a 'robot poster' with labelled body parts which may give them additional space to both draw/paint the robot and then label it in writing or orally. Alternatively, if you are using the PCMs, use PCM 5 Make a robot, which invites learners to cut out shapes to create their own robot.
* Why not? have a robot challenge afternoon. Challenge learners to think about how they could make a robot with the items in your classroom. Encourage creative and imaginative contributions and, if your space allows, build a robot with your class:
You could use a chair for the legs, a lidded plastic storage box for its body, and a smaller box or stack of books for its head.
How can you add facial features?
How can you add arms?
How can you make the robot 'speak'?
* Invite learners to be the robot and to answer questions that the rest of the class ask: what is your name? Who is your best friend? Where are you from? Where do you live?, etc. The 'robot' must answer.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: note who can recall the correct vocabulary for the body parts.
www.cambridge.org • Writing: note which learners are confident in their writing of labels for their robot. Check on pencil grip as well as letter formation.
We have learned to:
* use the correct names for parts of the body. Ask (pointing to body parts): what is this?
* write labels with neat and correctly formed letters. Observe.
* talk about their writing confidently. Ask (looking at their drawing and writing): tell me what you have done here.
Activity Book
A Learners draw their own idea of a robot.
Session 11: Making a dragon
Learner's Book page: 23
Activity Book page: 14
Nice to have: junk modelling material (boxes, cartons, etc.); audio-recording technology.
Learning objectives
Learning intentions
* to extend a concept
* to write for a purpose (instructions)
* to write using relevant vocabulary
* to write a sequence of sentences retelling a procedure.
Learning outcomes
Learners can:
* talk about making a different kind of model
* talk and write about what they need and what they do
* use correct vocabulary confidently and write it
* say and write the correct sequence for what they are making.
Making a dragon
* If you talked about models in general at the beginning of this unit, remind the learners what you looked at. If you didn't, invite ideas about the sort of models they can make. Ask the learners what sort of model they would like to make (and ensure that wherever possible in art/craft time, they have time to develop some of these ideas).
* Pair/Group work: invite the learners to share their ideas about making a model like the robot, first in pairs/groups, and then with the whole class.
* Record the ideas on the board, then select one idea with the class and talk about what materials you need and what you need to do.
* Now, formally introduce the notion of writing instructions for someone else.
* Show the learners the template headings and write them on the board:
niversity Press
Let's make a …
What do we need?
What do we do?
* Discuss and share ideas showing the learners how you write lists under each heading. Talk about how to make everything very clear for someone who wants to follow these instructions (further work on instructions will follow in Unit 2).
* Pair/Group work: allow learners to try to write their own lists.
* Differentiation: some learners will be able to have a go at this on their own whilst you may wish to sit with those who need more support.
* Ask learners to look at the Learners' Book and ask what the picture is to ensure that they all have the vocabulary, dragon.
* Ask them to say what you need to make a dragon: boxes, egg boxes, paint, glue, shapes, sticky tape, scissors, etc. Ensure learners are using correct language: I need … to make the dragon.
Answers:
Learners' own answers.
What do you do?
* Talk through the example of how to make a dragon.
* Ask learners to say what you do: First I make a body, then I make a head. Next I stick on some legs and the face. At the end I paint it. (or similar).
* Group work: you may want to allow time for the learners to practise their oral responses to this challenge. Where appropriate or possible, provide audio-recording facilities for the learners to record their ideas and play these back to the class later to share. Some groups may prefer to perform their instructions to others.
* Differentiation: more confident learners may be able to share their ideas for making something different – a badge, a puppet, etc. or talk about something they have previously made.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: note those who can share their creative ideas and use correct vocabulary.
* Writing: take the opportunity to sit with your least confident group to gather evidence about their writing of instructions.
We have learned to:
* talk about making a different kind of model. Ask: what else could we make?
* talk and write about what we need and what we do. Ask: what do you think you might need to make … ? What would you need to do?
* use correct vocabulary confidently and write it. Ask: how would you make wings for a model?
* say and write the correct sequence for what they are making. Ask: what would you make first?
www.cambridge.org
Activity Book
A Learners label the dragon picture using the words provided to help them.
Session 12: Thinking about Bear, Hedgehog and Dragon stories
Learner's Book page: 24
Activity Book page: 15
Nice to have: pictures or video links of learners playing in different settings.
Learning objectives
Learning intentions
* to express personal response and make links to own experiences
* to speak clearly and choose words carefully to express feelings and ideas
* to write a simple sentence with a capital letter and a full stop.
Learning outcomes
Learners can:
* share their experiences and opinions
* use well-chosen and appropriate vocabulary
* write a simple sentence correctly.
A Where do Bear, Hedgehog and Dragon
like to play?
* Review the adventures of Bear, Hedgehog and Dragon.
* Ask the learners if they think the animals are friends.
* Do they like to play together? What sort of play do the characters like?
* Using the Learner's Book for stimulus, ask learners where the story characters like to play. Where do they make the robot? It may be at home or it may be at school.
B Where do you like to play?
* Where do the learners like to play best, inside or outside?
If they like to play outside where do they play? e.g. the park, the garden, the beach.
If they like to play inside where do they play? e.g. school, in the house, in a friend's house, in their bedroom.
* Take a vote on whether most learners prefer to play inside or outside. If you have the space, ask learners to stand in different places to indicate their preference. Or ask them to stand if they prefer to play outside. Those sitting prefer to play inside. Count and decide on your result.
* Show the learners how you can record your findings on a chart:
niversity Press
Prepare a Venn diagram – one circle represents 'Prefer to play inside' and the other represents 'Prefer to play outside'. The overlap of the circles in the middle represents 'Don't mind' or 'Like both'.
Give each learner a sticky note and ask them to write their name on it. Ask each learner to stick their name on the Venn diagram in the section that applies to them.
When each learner has made a vote and stuck their name on the diagram, look at it again together. Ask: how many of us like to play inside/ outside/don't mind?
* Leave this as a wall display and return to it at another time to consolidate this way of recording information.
* Ask the learners to work in their notebooks to record where they like to play in a sentence and extending the notion of inside/outside to more specific settings.
* Differentiation: let learners work with others who find reading and recording easier. Or work with those who need most help so you can offer focused support and ensure progress.
Answers:
Learners' own answers.
Assessment opportunities
* Speaking and listening: note which learners are confident to offer their views and share their experiences about play.
* Writing: note who copes with the recording of information in chart form. Also check pencil grip and letter formation during writing activities.
We have learned to:
* share their experiences and opinions.
Ask: what do you like to play with your friends?
Use well-chosen and appropriate vocabulary.
Ask:
what are your favourite games/places to play?
* write a simple sentence correctly. Observe, read and check for correct pencil grip, letter formation and punctuation.
Activity Book
A Learners ask family and friends where they like to play in order to complete the chart.
B They then look at their data to see which the most popular place is.
Unit review
Learner's Book page: 25
Activity Book page: 16
Nice to have: previous unit work that features the characters (badges, hats, paintings, etc.); PCM 1.
Phonics link: reading and writing common words.
Learning objectives
Learning intentions
* to revisit and review reading experiences
* to express personal opinions and discuss preferences
www.cambridge.org • to develop a sense of becoming a reader
* to read and write common/high-frequency words using phonics and sight vocabulary.
Learning outcomes
Learners can:
* recognise the links between the Bear, Hedgehog and Dragon stories.
* share opinions and preferences about the stories
* share ideas and experiences to show understanding of each story
* read and write common words.
A
Talk about Bear, Hedgehog and
Dragon
* Talk about friends – best friends, groups of friends, friends at school and friends at home. Be sensitive in this discussion if there are learners in the class who find it difficult to make friends – be inclusive.
* If space allows, get the learners to sit in a circle. They are going to each say something positive about
another person in the class. To ensure no-one is left out, put names in a box and ask learners to pick one out. Make sure they can each read the name they choose. Give them a few minutes quiet time to think about why they like that person or what they like about the person. Begin by offering a model:
I like (x) because he/she is kind/smiles/is happy/tries hard, etc.
I like (x's) red jumper/school bag/big brother, etc.
* Ask the learners about the three characters they have been reading about over the course of this unit. If you made Hedgehog, Bear and Dragon badges or hats, retrieve them and use them as stimulus for the discussion.
* Invite the learners to make up descriptions of their favourite character so others can guess. Let them take turns to speak and then listen to others. For example:
My favourite character is green with a tail and big ears.
My favourite character is brown with lots of spikes.
My favourite character is yellow with little ears and a brown nose.
* Why do they like each character – is it how they look, or what they do?
Remind the learners that Hedgehog tricks Bear and Dragon. He has good ideas. He is funny.
What do they know about Bear and Dragon? e.g. Dragon makes fire (when he sneezes). Bear is helpful (he gets the paint).
Take ideas from the learners and refer back to the pictures in the Learner's Book if this helps.
* Talk about which of the three stories, about Bear, Hedgehog and Dragon, the learners like best.
Remind them about each story: The Bike Race, Hide and Seek and What Can We Make?
niversity Press
Take ideas from the learners and refer back to the pictures in the Learner's Book if this helps, but encourage them to give their own ideas.
* Ensure that they can use the structure – I like … best because ... Model how to write it, then get learners to write their view in their notebook using this structure.
Answers:
Learners' own answers.
B Common words
* Remind the learners that there are some words that we see a lot in books and it's good to practise these because we can't always use phonics for them so easily.
* Phonics link: practise using phonics strategies where possible to read these words. Further activities on reading common and tricky words appear in the Phonics Workbooks A and B.
* Some of the words that learners have read and written a lot in this unit include: the, let's, say/ing, what, to, get, some, where, are, you, come, here, I, play/ ing, yes, no, go, into, down, am.
* Write these words on the board or make word cards.
If you have word cards, hand them out randomly. As you say the words the learner holding the matching word card must jump up and read it out loud.
If the words are on the board, choose a learner to come up to the board, choose a word to read and cross it out. That learner then chooses the next learner, and so on, until all the words have been read.
C Add capital letters, full stops or
question marks
* Check that learners are familiar with capital letters, full stops and question marks. Explain to learners that the sentences in the Learner's Book are missing these features.
* Work through the first two as a class and then ask learners to copy them into their notebooks.
* Check for correct responses but also for comfortable pencil grips and accurate scribing of the punctuation marks.
Answers:
1 Can I play with you?
2 Let's get into the box.
3 I am playing with you.
4 Are you in here?
5 What are you playing?
Assessment opportunities
* Speaking and listening: note who is able to play the games with confidence and ease of vocabulary.
* Writing: note those who are not yet confident with
punctuation and plan for some revision activities.
* Self-assessment: if you are using the PCMs, use PCM 1 Check your learning here to encourage the learners to reflect on their learning.
We have learned to:
www.cambridge.org • recognise the links between the Bear, Hedgehog and Dragon stories. Ask: what is the same in each of these stories?
* share ideas and experiences to show understanding of each story. Ask: would you like to be friends with Bear, Hedgehog and Dragon? Why?
* talk about the stories. Ask: what was your favourite story?
* read and write common words. Listen and observe.
Activity Book
A Learners read the common words, then cover them and try to write them.
B Learners then use the numbers 1 to 7 to sequence the words into a question.
Answers:
What are you playing in the park? | <urn:uuid:3214b3e7-eb72-43b7-93c4-15453333f706> | CC-MAIN-2020-45 | https://homeschoolbooks.co.za/wp-content/uploads/2017/03/9781107640429_excerpt.pdf | 2020-10-30T16:22:03+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00069.warc.gz | 358,081,257 | 11,085 | eng_Latn | eng_Latn | 0.998273 | eng_Latn | 0.998495 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2473,
6222,
10469,
14620,
18841,
22762,
26469,
30422,
34294,
38030,
42127,
46300,
50736
] | [
4.90625,
4.75
] | 2 | 0 |
Using Skill Tracker - A sample skill logging scenario
MYP 1: General Science Class
Activity: Learning how to structure a lab report. The teacher has just demonstrated the process for the students.
Log the skill: The teacher reminds students that now is an opportunity to log the demonstration as an ATL skill. Students can also use Skill Tracker to record the steps in the process. They can then refer to this when having to write a lab report at the end of the unit.
How does the student do this? The example below shows the process a student will go through to log the skill using Skill Tracker | <urn:uuid:de652bc2-5765-4310-89be-ea41d183fe8f> | CC-MAIN-2020-45 | https://tracker-apps.com/wp-content/uploads/2019/11/Using-Skill-Tracker-a-scenario.pdf | 2020-10-30T16:07:16+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107911027.72/warc/CC-MAIN-20201030153002-20201030183002-00066.warc.gz | 565,884,472 | 122 | eng_Latn | eng_Latn | 0.999471 | eng_Latn | 0.999471 | [
"eng_Latn"
] | false | docling | [
600
] | [
3.859375
] | 1 | 0 |
Art Merit Badge Pre-requisites:
Be prepared to discuss your completed requirements 1, 2, 3, 6, 7.
Requirements 4 (c will be the activity, so think about a logo), and 5 will be completed in the class. All materials will be supplied.
It is recommended that you read through the Art Merit Badge Pamphlet to be properly prepared.
1. Discuss the following with your counselor:
a. What art is and what some of the different forms of art are
b. The importance of art to humankind
c. What art means to you and how art can make you feel
2. Discuss with your counselor the following terms and elements of art: line, value, shape, form, space, color, and texture. Show examples of each element.
3. Discuss with your counselor the six principles of design: rhythm, balance, proportion, variety, emphasis, and unity.
4. Render a subject of your choice in FOUR of these ways:
a. Pen and ink,
b. Watercolors,
c. Pencil,
d. Pastels,
e. Oil paints,
f. Tempera,
g. Acrylics,
h. Charcoal
i. Computer drawing or painting
5. Do ONE of the following:
a. Design something useful. Make a sketch or model of your design. With your counselor's approval, create a promotional piece for the item using a picture or pictures.
b. Tell a story with a picture or pictures or using a 3-D rendering.
c. Design a logo. Share your design with your counselor and explain the significance of your logo. Then, with your parent's permission and your counselor's approval, put your logo on Scout equipment, furniture, ceramics, or fabric.
6. With your parent's permission and your counselor's approval, visit a museum, art exhibit, art gallery, artists' co-op, or artist's workshop. Find out about the art displayed or created there. Discuss what you learn with your counselor.
7. Find out about three career opportunities in art. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you. | <urn:uuid:981590f1-7505-452f-826c-799c10b9606d> | CC-MAIN-2019-39 | http://storage.wpcbsa.org/event/docs/3294/art_mb_pre_requisites.pdf | 2019-09-17T20:03:15Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00355.warc.gz | 126,863,009 | 456 | eng_Latn | eng_Latn | 0.997064 | eng_Latn | 0.997064 | [
"eng_Latn"
] | false | docling | [
1973
] | [
3.59375
] | 2 | 0 |
How Do You Mean? Scheme of work
Introduction
How Do You Mean? attempts to bring together a series of insights and ideas about language that give students the 'inside track' on how the English language works. It helps students to discover that the 'rules' of spelling and meaning are not fixed and eternal, coming down from a higher authority, but change over time. It shows that words are formed of morphemes and that morphemes allow for the plausible coinage of new words. It encourages a creative approach to language.
There are three elements to this resource:
♦ seven online interactive activities
♦ six classroom activities
♦ how to use the online interactive activities in a classroom as a game.
Objectives of Activities
The activities enrich students' understanding of spelling and the functional use of language in terms of morphology and semantics. This is achieved through online interactive games and classroom activities, each based on a different element of morphology and/or semantics and classroom activities.
Prior Learning Expectations
Good knowledge of English language, Knowledge of phonics; good word recognition; graphic knowledge of words; grammatical awareness.
NC Links and key areas of learning for the Primary Strategy
Builds on the Primary Strategy – Key Aspects of Learning
Reasoning; evaluating; creativity; enquiry; information processing; self awareness; motivation;
National Curriculum
Literacy, IT and History
In the English Language curriculum for Year 5 and 6, this resource supports the following:
Year 5
Year 6
Skills and knowledge to be taught
Literacy Strategy details
Spelling strategies
♦ Work out the spelling of unfamiliar words by using knowledge of familiar words with similar spelling patterns and/or related meanings.
♦ Build up spellings using known prefixes, suffixes and roots.
♦ Build words from knowledge of meaning or derivation of familiar words.
♦ Use dictionaries.
Spelling conventions
♦ Explore the use of word roots, prefixes and suffixes.
♦ Extend word origins/derivations. Investigate words with common prefixes.
Vocabulary extension
♦ Study how words/expressions have changed through history.
♦ Study new words that have recently come into common usage.
♦ Use and understand an etymological dictionary.
♦ Understand that word meanings change with time.
♦ Create new words by using familiar roots/prefixes/suffixes.
♦ Revise, practice, extend vocabulary.
♦ Become experimental with language, for example create new words.
Cross Curricular Skills
* Communication
* Using ICT
* Collaborative work
*
Creative thinking skills
* Enquiry
* Evaluation
*
Information processing
* Reasoning
The following information gives you a suggested guide on how to use the activities but you may wish to use them differently. Four of the online interactives can also be played as class activities and there is guidance on how to do this at the end.
Getting started….
1. Selection of students' personal words
In preparation for the class activities, students use a dictionary, thesaurus or just their memories to select a word they like because of its sound, its meaning, its shape or its connotations. The word can be any English word (which means it might appear in the full Oxford English Dictionary or foreign dictionaries or dictionaries of slang, but may not do so in smaller school dictionaries).
The students will use this personal word through the live activities. As they gain insights about language or word origins, they can apply the knowledge to this word. Students can be motivated when they discover their 'personal' word turns out to be interesting for reasons they didn't at first think of. It encourages them to find out more, because of their 'personal stake' in the word.
2. Online interactives and class activities
There are seven online interactives. Each game could be played as a group with the teacher facilitating using an interactive white board, to model some methods of getting the best out of the interactives. Then they could be played by individual students at first as an introduction to the general sort of concepts they will be dealing with later.
The online interactives and class activities are organised in three elements and focus on key aspects of language:
♦ Morphology
♦ Sound-meaning relationships
♦ Contextual meaning
Morphology activities
Online interactives for use on Whiteboard or own personal computers
Wordstone Tower gives a selection of (mainly Greek and Latin) morphemes, many of which are affixes. Students are encouraged to put these together in combinations and to try and extrapolate the likely meaning of the words they have created. They can put the words together completely at random, or they can be encouraged to reflect on which words have a plausible morphology (i.e. look like they could be English words because they use the roots and affixes in a plausible order). More advanced students might make use of the question mark stone, which allows students to make their own morphemes, and fit them together in any combination.
The Big Dig offers a series of morphemes that come from words for animals in Latin, Greek, Old and Middle English as well as other languages. Students put the morphemes together in combinations of two to create new words for new animals, which they can then describe. The idea here is that students get a sense of how etymology works; that individual pieces of words have a history and a provenance.
Computaword is also about how words can gain meaning from context. Students have to select some words out of a random selection made up by a "morpheme machine", which the interactive then places into the context of a poem or story.
Students might consider at each stage what the word means when they select it and what it means once it has been placed in a context.
Classroom Activity
1. Introducing morphology
Objective: needs rephrasing
Take any of the students' favourite words and ask the students to work out how many 'bits' it is made of. You may get answers that divide it into syllables, or phonemes, but students may also have an instinctive understanding that it divides into 'bits' of meaning. See how many ways you can divide a word. Try to avoid being prescriptive. Ask students if they know words for 'pieces of words' – e.g. syllable, prefix, etc.
Take some words (including the students' words) and tear them up into their component pieces, then analyse the tearing.
Scaffolding students' learning
You can increase the challenge as the activities progress by encouraging to evaluate the morphological complexity of their chosen word, and seeing if they can identify a more complex word with which to repeat their investigations.
2. Spells
Objective: To encourage students to acquire insights into plausible morphology through practical wordsmithing.
In fiction (e.g. Harry Potter), you often find new words coined, and magic words are especially interesting. You could find a list of spells from Harry Potter (there are quite a few on the web) and ask the students to analyse them in terms of their morphology. Students could then make up new spells from existing morphemes (work out what you want your spell to do then look up some roots in an etymological dictionary). As an extension, students could attempt coinages that aren't just made of existing morphemes, or are drawn from other languages they speak as well as English.
Scaffolding students' learning
You can increase the challenge of this activity by encouraging students to discover the etymological source languages of different spells in Harry Potter or elsewhere. There are a range of languages from which the spells are drawn. Where students have used a Latin root for a spell, you might encourage them to find its equivalent using Greek roots (or roots from another language they know). For example, "television" is made up of a Greek and a Latin word. Reverse them and you get something like "Proculoscope".
This can then be linked into the contextual meaning activity, where students can consider which morphemes are most familiar in English and which are obscure.
Sound meaning relationships
Online interactives for use on whiteboard or own personal computers
Sound FX invites students to consider the connotations of words. They must place a series of onomatopoeic words on a scale from 'big' to 'small', 'wet' to 'dry' and 'sweet' to 'sour'. This is an open exercise in which comparing students' choices and their reasons can give rise to understandings about how association and assonance are ways of deciding the meaning of a word.
On-a-mat-o'-meaning is a game in which students can think about how the sound of a word (rather than its morphology) influences its meaning. Students create new words that attempt to sound like the thing they must describe. They then have an opportunity to change the words themselves, to make them fit the definitions better. This could give rise to interesting discussion about how much a word draws its meaning from its sound (and spelling) and how much of the meaning is drawn from context.
Classroom Activity
3. Onomatopoeia and context activity
Object/insight: to collapse the notion that words are an analogous system of codification; that words do not carry intrinsic meaning in their sounds or shapes
Begin this by thinking about how different letters feel…and how they feel in different combinations – possibly students choose favourite letters and you would see if they can make different feeling words out of the combination they select. Ask the students to think of words that carry their meaning in their sound or appearance on the page.
If you have a student who is bilingual, ask that student to pick a word from their other language. The tutor and other students have to guess at the meaning just from the sound. You might ask questions like 'How do you know it means that?' Then ask the student to put the non-English word into the context of an English sentence. See how many tries it takes to deduce the meaning.
Collaboratively compose a poem that invents a new word but gives it a context that gives it meaning. Pose the question to the students: how do words mean? How can you learn a meaning?
Scaffolding students' learning
You can increase the challenge by inviting students to examine a poem like "Jabberwocky" and to create a poem with a larger number of invented words. You can ask them to analyse how many made-up words you can put into a poem before it crosses the line into incomprehensibility.
4. Personal meanings activity
Objective: Object/insight: meaning shifts from person to person because of association and personal grammar.
Suggest a word to the group and ask each student to describe its meaning to you in writing. Choose some easy words (such as dog), then move on to the harder ones (such as life, love, meaning, self, soul, time, art, idea, feeling, remember). Do this on a page like a game of consequences (write what you see/understand of the word, then reveal and compare students' versions of the meaning).
Contextual meaning
Online interactives for use on whiteboard or own personal computers
Dictionary or Doom illustrates that the dictionary is a changing resource which is updated to accommodate changes in the English language. Students have to select just six words out of twelve to include in an edition of the dictionary. This seeks to generate controversy over which words in the language are 'official' and which are not part of the language.
Mean Time is about language change over time. Many words have had multiple meanings in history. Students are given a choice of meanings to compare for each of a series of words, and are asked to decide how much the meaning has differed over time. Once each word has a score ('has changed a lot', 'hasn't changed much'), the students are asked to project a possible meaning for the three most volatile words in the future. This interactive is designed to provoke discussion about language change and the reasons for it.
Classroom Activities
5. Loan words
Objective: To raise students' awareness of the shifting nature of languages in relation to one another and to understand and identify specific loan words in English.
To think about: Why does English need words from other countries when it has plenty already? Which words have travelled furthest?
Resources needed: map of the world, Etymological dictionaries, and 12 cards with words on.
This activity is looking at where words have come from. Some have travelled a long way. Explore as much as you can in the time and find some good examples of words which have travelled. Brainstorm some words that don't look or sound like most English words. Try to do this first, perhaps with one person jotting them down. If you get stuck, try the clues: a) Try some names of games, or kinds of food or musical instruments. b) If you are lucky enough to speak another language, are there any words from that language which are also used in English?
To get them going, children could pick one from a pile of cards, each with a word on (e.g. Pyjamas, Cocoa, Gondola, Hamburger, Yoghurt, Reggae, Teenagers, Anorak, Judo, Discotheque, Typhoon, and Magazine).
Supplementary information
English has many words from Spanish. Some came directly into English, especially in the age of sea travel and conquest:
♦ cigar, armada, guerrilla, matador, mosquito, tornado.
Others have come to Spanish from one of the Indian languages of the Americas: potato and tomato, for example. Many Spanish words have entered American English from Latin America:
♦ canyon, lasso, mustang, rodeo.
Italian contributes to the English lexicon in many ways. The technical lexicon of classical music is almost wholly Italian:
♦ allegro, brio, forte, piano, pizzicato, sotto voce and so on.
In more recent times, Italian has contributed to the English lexicon by giving us the names of many foods and foodstuffs:
♦ ciabatta, lasagne, macaroni, pasta, spaghetti.
And the popularity or notoriety of organized crime, both in real life and in fiction, has given us another set of additions to the lexicon:
♦ osa nostra, mafia and vendetta.
Arabic words have usually come into English by way of another European language, especially Spanish:
♦ alcohol, alchemy, algebra, alkali, almanac, arsenal, assassin, cipher, elixir, mosque, naphtha, sugar, syrup, zenith, zero.
♦ hammock, hurricane, maize, tobacco (Caribbean)
♦ gull (Cornish)
♦ howitzer, robot (Czech)
♦ brogue, blarney, clan, plaid, shamrock (Gaelic and Irish)
♦ ukulele (Hawaiian)
♦ bungalow, dungarees, jodhpurs, jungle, loot, polo, pyjamas, shampoo, thug (Hindi)
♦ paprika (Hungarian)
♦ bonsai, sumo, origami (Japanese)
♦ bamboo, ketchup, orang-utan (Malay)
♦ paradise, lilac, bazaar, caravan, chess, shawl, khaki (Persian)
♦ taboo, tattoo (Polynesian)
♦ flamingo, marmalade, veranda (Portuguese)
♦ mammoth, soviet, vodka (Russian)
♦ coffee (Turkish)
♦ flannel (Welsh).
6. Rewriting the dictionary
Objective: demystifying the dictionary: additions can be made, dictionaries may be wrong. Resources: school dictionaries.
Begin by asking the students to describe and reflect on their relationship with the dictionary: when do they use it? Then ask them to consider its adequacy. How might they improve it? Are there new words to be composed? Take some Post-Its and create some new words to go in the dictionary. Interpolate the dictionary. If the dictionaries are used in the students' own classroom, you might consider leaving the interpolations in the dictionaries for a while after doing this exercise, and inviting further interpolations as and when required.
Scaffolding students' learning
This activity could lead on from students' earlier work in inventing spells, especially if they have examined the source languages. Inventions can then take on some rigour as students attempt to adhere to the morphological rules of their chosen language. Turkish words can be built up with infixes as well as suffixes and prefixes. Some Italian and Spanish words can be expressed in diminutive forms, so students could try to employ similar rules in their inventions. (An infix is an affix which is inserted into a stem to change its meaning. This is not really used when forming words in English but it is common in other languages)
7. Making a dictionary entry
Objective: demystifying the dictionary: additions can be made, dictionaries may be wrong, to understand through practical applications the limitations of the lexicographer's art
Provide students with an example of a full dictionary entry (e.g. from the online Oxford English Dictionary – you can find some free ones at www.bllearning.co.uk/live/text/mean/oedonline) and get them to create their own entry for a word they don't think is in the dictionary yet. This could be a short familiar word, or for greater challenge could be a less familiar academic word or playground slang.
♦ Define the word formally in the same way the Oxford English Dictionary does.
♦ Find out something about its etymology (or mark it as "of unknown origin")
♦ Show the pronunciation for the word, using the International Phonetic Alphabet (there are lots of places on the web that show all the symbols for this – e.g.
♦ 3 Citations (from Google or quoted from speech )
8. Follow-up activities and further learning
Students could use an etymological dictionary to find something out about the history of their 'favourite word' (see above). This would take the learning about language change out of the speculative and into the factual. They might be able to create a history of the word and report on a number of its possible contexts and meanings over time. They might want to speculate about the reasons for semantic shift.
Research Resources
On the London Gifted & Talented and British Library websites there are a series of reproduction dictionary pages from various periods in history (www.bllearning.co.uk/text/mean). In many cases, the word 'fabulous' has been chosen as the main excerpt from each dictionary. This should allow students to look closely at language change using primary sources. As whole pages are reproduced which include 'fabulous' (or a near equivalent), then it should be possible to spot other "f" words changing over time.
Independent learning
For the more able students, there are plenty of research leads they could follow into personally defined activities around language. Some examples are:
Try and find an old dictionary from home or in a library, and try to isolate some examples of words that have changed their meaning in recent history (immediate examples from English are 'sad' or 'gay', but this activity could just as easily be done with a non-English dictionary).
Find some now-defunct words which appear in one of the old dictionaries on the British Library site, and develop a theory as to why they have fallen out of use, or dramatically changed their meaning (technological words are good here, or words relating to forgotten domestic practices.
Additionally ask students to choose a metaphorical expression that contains obscure vocabulary, e.g. "cock a snook", "carry a torch", "steal a march" or "I'll give you a bell." and trace its history using something like Brewer's Dictionary of Phrase or Fable.
Pedagogical Approaches
Most of the activities on the website and the classroom activities are based on a very open pedagogy, and their main purpose is to get students to articulate many rules that they already intuitively understand about language. It aims to help them "bump into learning". This resource is aimed at bringing deep seated knowledge to cognitive level learning.
A further aim is to encourage critical thinking when faced with conflicting sources of authority in language. The first insight that is crucial for this is to understand that language is a shifting arrangement that is not fixed or pinned down even from moment to moment. Some of the implications of this line of thinking can be destabilising for the students' conception of language rules, but looking again at assumptions about language can enormously deepen the students' sophistication when dealing with unfamiliar words in multiple contexts.
However, if you have very able students who are very good at abstracting or applying explicit sets of rules, you could take them through the activities by deliberately spelling out the types of insights you think they might gain. First of all, you can make explicit that the dictionary is open to challenge as the source of authority about language and you could frame the activities as a way of exploring the cracks in the edifice of language.
Using this approach it also becomes easier to move into teaching some particular sets of knowledge. For instance, you can get students learning the international phonetic alphabet and attempting to apply it objectively to their own (or classmates') accents and styles of pronunciation (this is an excellent extension activity from the Sound/Meaning Relationship set of activities). You could also begin to add rigour to their etymological observations, by telling them a series of morphological rules and seeing if they can find exceptions.
There is also a possible corpus-based approach, where students can investigate hypotheses about words by using the Oxford English Dictionary online, where it is possible to enter a text string e.g. *cean or *tion, and using this to discover relationships, abstract or concrete, between words that share common morphological features. This can extend into isolating rare text strings to identify loan words from other languages, or separating Anglo Saxon words in English from Latin or French ones.
How to play games offline
Why not play an offline version of the games with the whole class? The printable material below will give you the tools. We have also suggested ways in which the games could be played but of course you could invent your own.
Wordstone Tower
1 Split the class into groups. Give each group a set of morpheme stones…including several blank stones.
2 Each group has to combine morphemes to come up with four new words.
3 Once they have agreed the words, they now have to come up with definitions for their words. Next they write a sentence/paragraph which contains their words. Finally, they create a piece of artwork to visualise their words.
4 In turn, each group then presents their four words to the whole class…
5 They write each word on the board.
6 Read out definitions and paragraphs that include their words.
7 Finally they present their artwork.
8 The rest of the class then vote on which word they think is the best from that group.
9 Each group ends up with their 'best' word as agreed by the rest of the class.
Print outs needed
♦ Sets of morpheme stone.
♦ Blank morpheme stones.
The Big Dig
Divide the class into pairs.
1. Place the 6 cards bearing a language title (the Language Cards) around the class and number them from one to six. So for example Greek is 1, Latin is 2, Old English is 3 and so on.
2. Now place the buried bones with their appropriate language card.
3. Next invite each pair in turn to throw a dice. If they throw a 1, they go to the language card that is number 1 (e.g. Greek) and select a bone. They throw the dice again and select another bone from the appropriate language card area.
4. The next pair then throws the dice to select two bones and so on.
5. When every pair has two bones, ask them to arrange the bones to invent an animal.
6. And now the fun begins; Rename their animal to give it a fun modern name and they can decide:
♦ where their animal lives
♦ what food it eats
♦ where it sleeps
♦ what its young look like
♦ if it has any interesting characteristics
♦ if it is poisonous....and so on.
7. Finally, create a piece 2D or 3D art work to represent their animal and introduce their new species to the rest of the class.
Print outs needed
♦ Nets for two dice.
♦ Language cards for the six areas.
♦ 30 bones with definitions on the back… NB if you play in pairs for this game, you will need multiple copies of the bones because of the random nature of the dice.
Sound FX
Playing in groups
1 Place the themed paired words (e.g. wet/dry) at either end of the classroom.
2 Divide the class into three equal groups. Give each group a set of nine words. Working collaboratively, ask the children to place their words along the scale and encourage reflection and discussion.
3 If all three groups are working on 'wet/dry' at the same time, it might be interesting for the whole class to come together at the end of the exercise and explore any similarities and differences.
Print outs needed
♦ Themed paired words (possibly on A3).
♦ The nine words placed top, possibly on A4….
Dictionary or Doom?
Print out the four banners (The Dictionary, The Doom Chute, The Vault and Our Favourite Word) and place them around the classroom.
1 Select 12 children and give each a word that is trying to compete for a place in the Dictionary.
2 The rest of the class are the panel and it's their job to decide which six words will end up in the dictionary.
3 The 12 children with the competing words are invited to step forward and give compelling reasons as to why their word should find its way into the dictionary.
4 The panel should hear all 12 words before voting takes place.
5 The panel decide which words go in the Vault… which words go in the Dictionary… and which words are banished to the Doom-Chute forever.
6 You may have to devise a strategy if the panel are undecided (for example, if two words are tying for the final place in the dictionary, why not invite them to come back up but this time give their own reasons why they should be placed in the dictionary).
7 Finally, ask the panel to vote on which is their favourite word of all. You could then compare your results with a parallel class.
Print outs needed
♦ Four banner headings… The Dictionary, The Doom Chute, The Vault and Our Favourite Word on large A3 paper.
♦ The 12 dictionary words… with definitions to stick on back. | <urn:uuid:2c601941-1d2c-42c1-bbb3-c056a7fc3127> | CC-MAIN-2019-39 | http://hdym.londongt.org/downloads/sow.pdf | 2019-09-17T19:00:21Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00356.warc.gz | 65,175,400 | 5,510 | eng_Latn | eng_Latn | 0.99168 | eng_Latn | 0.998659 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1192,
1563,
2670,
4340,
6464,
8139,
10238,
11082,
13236,
14987,
17330,
19322,
21737,
22859,
24186,
24801,
26112
] | [
4.84375,
4.5625
] | 1 | 0 |
Dramatizing a scene from a Reader
Before asking children to dramatize pages or a chapter from your Reader, it is important to think about practical issues. What part of the Reader do you select, and how can you check that children remember it? How should you allocate roles and adapt the dialogue? Let's look at each of these issues in more detail.
Choosing a scene
In a film or stage play, a 'scene' is part of the plot where all of the action takes place in the same location (for example, in a shop) or the dialogue is of a similar type (such as an argument). When acting out a scene from a Reader, it is important to understand where the scene begins and ends.
Select a part of the reader that is self-contained. Stories in lower-level Macmillan English Explorers and all levels of Macmillan Children's Readers consist of illustrations and accompanying text. Episodes in the story tend to start and finish when you turn the page, so it is easy to choose distinct scenes to dramatize.
For example, this is the start of a nine-page café scene from A Fun Day Out (Little Explorers, B), which could be used as a mini-play. The menus contained in these pages could be photocopied and used as props.
A Fun Day Out
For very young readers, who are unable to read the words on the page, you could also use the rhyme or chant in some Readers as a 'scene'.
The higher levels of Macmillan English Explorers are written as continuous text, like a story that a child would read in his or her own language. For this reason, changes of scene may not occur at the end of pages. Here it may help to photocopy pages and mark scenes, or take the relevant chunk of the story and type it up. If you are acting out a longer scene, the chapter headings will help you divide up the book.
Acting out a scene
1 Make sure that children have enough time to prepare their lines before you act out the scene in class. If your classroom is big enough, different groups can practise the scene in different corners of your classroom. Circulate, monitor and help as necessary.
2 Introduce minimal props from the start. Small props can provide useful cues when children act out a scene.
3 Remind children that acting is as much about movement and positioning on the stage as it is about speaking the lines. Focus children's attention on the stage directions when they rehearse. Children should spend as much time getting this right as they spend on their lines.
4 Groups of children perform their scenes in front of the class. Make sure that the rest of the class is settled, comfortable and watching the scene quietly. If the performers get stuck, try to cue them in a way that does not interrupt the action.
5 Encourage positive feedback on performances, and make sure that this feedback does not focus on individual children. For example, you could ask:
* What the best part of the scene was.
* What children enjoyed or found difficult about playing their parts.
* Who was the most interesting or best story character (not actor).
* How the children (as a class or a group) could improve the scene.
Involving the whole class
With very young children in storytelling classes, it is possible to dramatize the story as a whole class. The teacher reads out the story or scene from the story, and the children mime the actions or use puppets to mime the actions. With older children, it is nice to allocate parts to specific children. Older children could also put on a puppet show. In this case, it is important to allocate parts in a way which involves the entire class.
If you have a small class, you may be able to dramatize a scene as a whole class with older children, allocating the following types of parts:
* The main actors
* Several narrators in the form of a chorus
* Children to make sound effects
* Children to perform non-speaking parts (if available), such as animals
Dramatizing this chapter from Ali Baba and the Forty Thieves (Explorers, Level 5) would involve lot of non-speaking parts, animals and sound effects.
Most Readers will only have a few parts in each scene, so the class needs to be divided into groups. Make sure that the size of each group corresponds to the parts available. Here are three ways to allocate scenes:
* Ask each group to practise and perform the same scene.
It is photocopiable, but all copies must be complete pages. © Macmillan Publishers Limited 2013.
* Take the scene and divide it up into 'frames' (parts of the scene, often illustrated separately in the Reader). Allocate each frame to a different group. This is particularly easy if you are using Macmillan Children's Readers, where the stories are told in frames.
* Take different scenes of a similar length or type and allocate each scene to a different group in the class.
It's important to allocate roles in a way which is both fair and allows children to use their individual talents. Naturally, teachers tend to nominate stronger speakers for bigger speaking parts, but over time this can be demotivating for other children. Two alternatives are to:
Allow children to choose the roles within their groups, but monitor and give advice.
Choose roles completely at random. For example, ask children to hit a balloon around the room, turn your back and call 'stop' to select children for each major part. For example, if you have four groups of children and you are allocating the roles for Nicholas Nickleby (Explorers, Level 6), you could do this to choose the four children who will be Nicholas. | <urn:uuid:36633826-b683-4de7-b4c7-1302e5a06998> | CC-MAIN-2019-39 | https://cdn.macmillanyounglearners.com/readers-public/PDF4_Dramatizing_a_Scene_from_Reader.pdf | 2019-09-17T19:19:37Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00355.warc.gz | 294,504,410 | 1,171 | eng_Latn | eng_Latn | 0.998836 | eng_Latn | 0.998892 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1774,
4386,
5493
] | [
4.59375
] | 1 | 0 |
Sleep is a basic need for everyone. Getting a good night's sleep is vital for kids. It is needed to help them develop well and perform their best. School-age kids need 10-12 hours of sleep a night. Many kids are getting less than this. Signs that a child may not be getting enough sleep are:
- Short attention span
- Yawning
- Drowsy
- Hyper-active
- Cranky
Most kids will resist bedtime but parents should be firm. Here is what parents can do to help kids sleep longer and better:
- Have dinner and after school activities early in the evening
- No screens in the bedroom. This includes TV, computers, phones and games
- Bedrooms should be cool (less than 24C)
- House should be quiet
- Have the same bedtime routine every night (bath, reading before bed or quiet time, lights out)
Parents can be great role models and get a good night's sleep too.
For more information visit www.ottawa.ca/health or contact Ottawa Public Health at 613-5806744. | <urn:uuid:0d65fc1c-53c1-4d36-836b-d872a7ace538> | CC-MAIN-2019-39 | https://briargreenps.ocdsb.ca/UserFiles/Servers/Server_216092/File/School%20Links/Health%20Services%20and%20Public%20Health/Sleep.pdf | 2019-09-17T18:47:33Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00355.warc.gz | 286,353,350 | 222 | eng_Latn | eng_Latn | 0.998446 | eng_Latn | 0.998446 | [
"eng_Latn"
] | false | docling | [
950
] | [
2.921875
] | 1 | 0 |
Math 1 Module 7 Review
Name_________________________________
1. Explain what g(x) = f(x) + k means.
2. If f(x) = 3x -5 and g(x) = f(x) – 4, then g(x) =_______
3. If f(x) = 6(2) x and g(x) = f(x) + 5, then g(x) = ______ and then find g(3).
4. Complete table: g(x) = f(x) - 3, if f(x) = 2x -1
For the next 2 questions show all of your work and explain why each quadrilateral is a special quadrilateral.
5. Prove ABCD is a parallelogram if A(1,5), B(2,3), C(-1,-3), and D(-2,-1)
6. Prove WXYZ is a rectangle if W(-3,3), X(-1,2), Y(-4,-4) and Z(-6,-3)
7. Use the graph above to fill out the table below
8. Hey, remember Mariah and Fernando training for the half marathon? Well, now they want to train for the full marathon. Mariah got a head start and ran 40 more laps than Fernando last week. On Saturday, they train together and the table below shows what Mariah and Fernando had run this past Saturday.
a) Complete the table for Fernando and Mariah.
b) Write the equation for each runner in slope-intercept form.
c) Write the translation form: f(t) = m(t) _______ and m(t) = f(t) _______
9. What is the slope between the points (7 , -3) and (-6 , 10)?
10. What is the distance between the points (9 , -4) and (-2 , 8)?
Translation Form Equation
f(x) =
g(x) =
Slope intercept form equation f(x) =
g(x) =
Review Questions
Use this graph for # 11 – 13.
11. What is the equation of the given line.
12. Graph a line parallel to the given line and write the equation.
13. Graph a line perpendicular to the given line and write the equation.
14. The vertices of ABC are A(-5, -1), B(-4, 7), and C(-1, 1). Graph the image of ABC then graph each transformation in the order they are listed.
a. Translation: (x, y) (x +5, y - 3)
b. Rotation: 90° counterclockwise about the origin
15. Solve the system using Elimination: 6x + 5y = -3
5x + 8y = 9
17. Given the table of values, write an explicit equation.
a)
b)
18. Write an equation of a line that passes through the points (-5, -3) and (-9, 8).
19. Determine the following from the diagram below:
a) The domain
b) The Range
c) The intervals where function is increasing.
d) The intervals where the function is decreasing.
e) If x = --4, f(x ) = _____
f) If f(x) = 5, x = _____ | <urn:uuid:fe175530-ad5b-465c-a27f-2cb55525a64f> | CC-MAIN-2019-39 | https://www.murrieta.k12.ca.us/site/handlers/filedownload.ashx?moduleinstanceid=33286&dataid=62716&FileName=Math%201%20Module%207%20Review.pdf | 2019-09-17T19:50:41Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00359.warc.gz | 686,839,937 | 704 | eng_Latn | eng_Latn | 0.799868 | eng_Latn | 0.963938 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
551,
1791,
2251
] | [
3.953125
] | 1 | 0 |