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Verbal expression algebraically - inequality - product
Write each as an algebraic expression.
1) a number times 6 is less than 37
2) x times 6 is greater than 29
3) a number times 7 is greater than 40
4) twice a number is greater than 25
5) twice x is less than 22
6) the product of a and 9 is less than or equal to 41
7) the product of m and 6 is less than 26
8) the product of u and 9 is greater than 42
9) the product of q and 10 is greater than 20
10) n times 8 is less than or equal to 38
11) a number times 9 is greater than or equal to 39
12) x times 8 is greater than or equal to 41
13) r times 11 is greater than 13
14) twice v is greater than or equal to 50
15) the product of n and 8 is less than 8
16) the product of a number and 7 is less than 19
17) a number times 7 is less than or equal to 38
18) the product of n and 5 is greater than or equal to 5
19) k times 12 is greater than 31
20) k times 8 is less than 32
21) c times 11 is less than or equal to 11
22) the product of c and 11 is greater than or equal to 18
23) the product of n and 5 is greater than 29
24) the product of a number and 12 is greater than 42
25) r times 10 is less than 11
26) twice a is less than or equal to 50
27) the product of x and 9 is greater than or equal to 9
28) the product of a number and 9 is less than 27
29) the product of t and 7 is greater than 50
30) a number times 7 is greater than or equal to 8
You may use this math worksheet as long as you help someone learn math. -> MATHX.NET <-
Verbal expression algebraically - inequality - product
Write each as an algebraic expression.
1) a number times 6 is less than 37
2) x times 6 is greater than 29
n ⋅6 < 37 x ⋅6 > 29 3) a number times 7 is greater than 40 n ⋅7 > 40 4) twice a number is greater than 25 2n > 25 5) twice x is less than 22 2x < 22 6) the product of a and 9 is less than or equal to 41 a ⋅9 ≤41 7) the product of m and 6 is less than 26 m ⋅6 < 26 8) the product of u and 9 is greater than 42 u ⋅9 > 42 9) the product of q and 10 is greater than 20 q ⋅10 > 20 10) n times 8 is less than or equal to 38 n ⋅8 ≤38 11) a number times 9 is greater than or equal to 39 n ⋅9 ≥39 12) x times 8 is greater than or equal to 41 x ⋅8 ≥41 13) r times 11 is greater than 13 r ⋅11 > 13 14) twice v is greater than or equal to 50 2v ≥50 15) the product of n and 8 is less than 8 n ⋅8 < 8 16) the product of a number and 7 is less than 19 n ⋅7 < 19 17) a number times 7 is less than or equal to 38 n ⋅7 ≤38 18) the product of n and 5 is greater than or equal to 5 n ⋅5 ≥5 19) k times 12 is greater than 31 k ⋅12 > 31 20) k times 8 is less than 32 k ⋅8 < 32 21) c times 11 is less than or equal to 11 c ⋅11 ≤11 22) the product of c and 11 is greater than or equal to 18 c ⋅11 ≥18 23) the product of n and 5 is greater than 29 n ⋅5 > 29 24) the product of a number and 12 is greater than 42 n ⋅12 > 42 25) r times 10 is less than 11 r ⋅10 < 11 26) twice a is less than or equal to 50 2a ≤50 27) the product of x and 9 is greater than or equal to 9 x ⋅9 ≥9 28) the product of a number and 9 is less than 27 n ⋅9 < 27 29) the product of t and 7 is greater than 50 t ⋅7 > 50 30) a number times 7 is greater than or equal to 8 n ⋅7 ≥8
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University of Texas at El Paso
DigitalCommons@UTEP
Combined Interviews
7-28-2016
Interview no. 1690
Emma S. Villa
Follow this and additional works at: https://digitalcommons.utep.edu/interviews
Part of the Oral History Commons
Institute of Oral History
THE UNIVERSITY OF TEXAS AT EL PASO INSTITUTE OF ORAL HISTORY
Interviewee:
Emma S. Villa
Interviewer:
Yolanda Chávez Leyva
Project:
Voices from the Border Project
Location:
Jefferson High School in El Paso, TX
Date of Interview: July 28, 2016
Terms of Use:
Unrestricted
Transcript No.:
1690
Transcriber/Summary: /Ana Urías
Summary of Interview: Emma was born and raised in El Paso, Texas in 1935. She had two brothers and one sister. One of her brothers has passed away. She is the youngest. Her father was from Mexico and crossed illegally into the United States. He had no education but had his own business building houses around Austin School. Only her sister graduated from Bowie School because her brothers had to quit in order to run the business when their father got sick. Emma was around ten years old. Both of her brothers went into the service and the oldest was in the Korean War. Emma attended Lincoln School and liked her experience there. All of her teachers were Anglo except for one who was Mexican. The teachers were very strict. All the students were Mexican American and they started without knowing any English. Her favorite memory was going to the library to fix torn books. She then attended Zavala School for one year. She knows that there were students that were in gangs but she cannot recall having any issues with them. After Zavala, she attended and graduated from Jefferson High School. She describes some of her elective classes. She took a Journalism class and had her own column called Here and There in which she would write about students, fashion, and things going on in school. After high school she got married and had five children. After her children had grown up, she applied and worked with El Paso Public Schools as a teacher's aide. She worked in Hawkins School and then in Cooley School. She transferred to High School and worked for twenty-eight years until she retired. Her advice to young people is to continue their education. She talks about her children's education and careers. She describes the area near Manzana, Madera, and Tularosa streets around the time she was growing up. Emma as well as her parents got married at El Calvario Church. Her mother, Aurora was born in El Paso in El Segundo Barrio and her father was born in Zacatecas, Mexico. Her maternal grandparents were Florencio and Placida Villareal. She recalls going to Zavala School and having friends since kindergarten who turn in her comadres. She remembers having to cross under the stopped train because they did not want to be late to school or else they would wash dishes.
Length of interview 24 minutes
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IN80
PRODUCTS | RESULTS
February 5, 2016
NITROGEN INDUCED ZINC AND COPPER DEFICIENCY Is this a problem for you ?
by Richard Stone, Field Operations Manager NSW, Australia
What's in this Insight
This IN explores the proposition of nitrogen induced zinc and copper deficiency and how the careful monitoring of fertiliser routines is required to ensure the correct balance of trace elements is maintained to bring about successful crop outcomes.
Overview
It has been acknowledged for many years now that nitrogen is fundamental to the success of a crop.
Back in 1970 the Australian Journal of Agricultural Research published a paper that suggested that "nitrogen fertilisers induced deficiencies of both zinc and copper in wheat plants by stimulating plant growth to such an extent that the absorbed zinc and copper was diluted to deficient concentrations".
This is an interesting proposition, that makes us think of yet another quotation that says "nitrogen is the KING of fertilisers, but trace elements – in particular zinc and copper – are the servants that make it perform much better".
The Key role of Nitrogen
Nitrogen is an integral part of all plant proteins. So, to a large extent, the nutritive value of the food we eat is largely dependent on the availability of nitrogen to enable strong crop growth. It is required in greater quantities by crops than any other of the essential nutrients – with the exception perhaps of potassium in some high-yielding crops. Most soil nitrogen comes from organic matter, which releases nitrogen slowly, with the rate being controlled by factors such as temperature, moisture, texture and rhizosphere activity. Adequate nitrogen produces a dark green color in the leaves, caused by a high level of chlorophyll.
- When deficiencies occur
When plants are deficient in nitrogen, symptoms appear firstly on older leaves as light green to yellow foliage. Symptoms then develop on younger plant parts as the condition becomes more severe. Other symptoms that may appear include stunted or spindly plants, less tillering in small grains, low protein content in seed and vegetative parts or fewer leaves. Nitrogen deficient plants will mature early, with significantly reduced yield and quality.
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The Critical role of Zinc
Zinc was one of the first micro-nutrients recognised as essential for plants and is ancestrally deficient in southern hemisphere arid zones. It plays a key role in many of the plant's enzyme systems. It controls the production of important growth regulators that influence new growth and ongoing plant development. Zinc is critical for the synthesis of nucleic acids and plant hormone metabolism. It is also necessary for photosynthesis and produces increased grain quality of both weight and protein.
- When deficiencies occur
One of the first indicators of zinc deficiency is the presence of stunted plants, resulting from a shortage of growth regulators. Zinc deficiency appears as a chlorosis in the inter-veinal areas of new leaves, producing a banding appearance. Leaf and plant growth become stunted with the increasing severity of the deficiency, and leaves eventually die and fall off the plant. At branch terminals of fruit and nut trees, rosetting occurs with considerable die-back of the branches. High applications and/or soil reserves of phosphorus can restrict uptake of zinc.
Deficient Plant
Healthy Plant
Deficient Plant
The Critical role of Copper
Copper is a key element component of chlorophyll and plays a central role in photosynthesis. Soil deficiencies are often associated with high organic matter soils and peats since copper is held more tightly by organic matter, thereby making it less available for root uptake. Copper is also critical for the functioning of many enzyme systems, for photosynthesis, for the manufacture of ligning (i.e. cell walls) and also produces increased grain quality.
- When deficiencies occur
Copper deficiency is not as easily identified as other micro-nutrients, however as copper doesn't move in the plant readily, it appears first in younger growth. Often young growth is reduced, stunted or distorted. In trees, copper deficiency may cause white tip or bleaching of younger leaves and summer die-back.
Healthy Plant
2 Page 3 of
Deficient Plant
Powered by TCPDF (www.tcpdf.org)
Maintaining the right Balance
Many deficiencies and excesses can be anticipated by careful and critical analysis of soil test reports.
By maintaining the right balance of nutrients in the soil ensures that plant growth will benefit – and this means not forgetting that as the level of macro nutrients (like nitrogen) are increased, so too the balance of minor elements such as zinc and copper are attended to. This is the best outcome for any crop.
One way to achieve this, is through the use of a Seed Primer to increase nutrient levels inside the seed. The BSN range of Seed Primers (BSN Superstrike and BSN Ultra) provide a perfectly balanced nutrient package to prime and set the seed for optimum yield from the very outset.
The use of Ultra Foliar fertilisers, which are proven to be more efficient at delivering micro-nutrients, is also an advantageous way of extending a healthy and robust growing season for the crop.
Conclusion
As the world moves into an era of requiring more and more food to supply an ever increasing world population, it is imperative that farming methods and practices are scrutinised to ensure the best possible crop outcomes, and a sustainable agricultural future.
A much more thorough understanding of the nutrient levels in the soil is needed, as well as a greater practical knowledge of nutrient roles. It is important that the antagonistic and synergistic effects of chemical fertilisers upon one another is fully understood.
Something as simple as balancing nitrogen application, in tandem with the zinc and copper needs of the crop, is just one of many examples that can significantly increase crop yield and quality.
Properly balanced and applied crop nutrition is one of the most effective and economical ways of achieving many of its important crop protection needs.
http://www.ruralliquidfertilisers.com/what-is-fertiliser-integration/
The content of this media page was accurate and current at the time that it was written. This media release is provided for interested customers and other parties, and will remain a matter of RLF's historical record. Viewed in this context RLF therefore undertakes no obligation to update either material or content.
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2400 Reading Road, Suite 139 912 Scott St, PO Box 122604 Cincinnati, OH 45202 Covington, KY 41011 Office 513-721-2910 / 877-361-4518 / 859-431-1077 www.MHAnkyswoh.org / www.GuideToFeelingBetter.org
The Mini-Memory Course
Intro to Natural Memory
This session will improve the efficiency of your memory! Right now your memory is capable of remembering many names and faces after meeting them once or remember any piece of information. You only need to train your memory. Anyone who can read and write can improve the efficiency of his or her memory.
The Popcorn rules
The POPCORN rules because you can remember the rules easily by the word POPCORN (and because I wanted to go to the movies). Each letter of the word POPCORN represents a rule. Here they are:
1. Positive Attitude If you have an enthusiastic attitude toward remembering, your Natural memory will eat up your material and you can improve your Natural Memory by 5 to 10 percent. If you wonder how to become positive, a simple way is to examine your goals.
2. Observation Did you ever go to the big city or country town and see how people walk? They walk in a straight line with their heads down, ignoring what is going on around them. To have better Natural Memory, you must take notice of your surroundings. When you do this your Natural Memory improves automatically.
3. Picture It With this idea you come closer to the heart of the memory methods presented in this workbook. It is called the Mind's Eye. Is there a third eye? In a matter of speaking, yes. For example, do not think of the Empire State Building. Your mind's eye is like a video picturing device in your mind that can help your Natural Memory. So the next time you want to remember something picture it. Actually see that telephone number or errand in that third eye.
4. Concentration If you have paid close attention to the previous hints, you have been concentrating. It is difficult to tell someone to concentrate on one single task, but concentration is connected with Natural Memory. You will find that your concentration level will be higher when you use the POPCORN rules and the memory systems in this workbook.
5. Organization If you organize the facts that you have to remember, you will retain them longer. There was a study some years ago in a group (Group A and Group B) that had to remember sixteen household items in an organized fashion, Group A remembered the items faster and retained the list longer. If you want that type of improvement, get organized.
6. Review it out aloud The way to properly review is to use your vocal cords and actually say aloud the material you want to remember. Studies have proven that using your vocal cords stimulates Natural Memory. But never review this way while walking down the street!
7. Natural Associations When faced with a memory obstacle that reminds you of something in your past, use that image. This will lock it in your memory because it is from personal experience. For example, say you have to remember the number 747-1939. First, examine the number. The number 747 reminds most [people of a plane so use that image.
Actually see that plane in your mind's Eye. Next, look at 1939. That number may remind people of the New York World's Fair or their old address. It does not make any difference as long as you see that picture. With a simple rule you can see an improvement in your memory immediately.
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Journal of Teaching Language Skills (JTLS)
37(2), Summer 2018, pp. 125-167- ISSN: 2008-8191
DOI: 10.22099/jtls.2019.31617.2611
The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners' Summary Writing Ability
Rasoul Mohammad Hosseinpur
Reza Bagheri Nevisi
**
Saeid Bahrani
***
Abstract
Considering the challenges inherent in learning and teaching of summary writing in EFL/ ESL settings, it is crucial to look into various instructional techniques thoroughly. This study investigated the relative effectiveness of three summary writing techniques: Sequence map, answering question, and 3-2-1 technique. To this end, 60 language learners from an English language institute in Ahvaz participated in the study. Before implementing the instructional techniques, a pre-test was administered to gauge the participants' fundamental knowledge of L2 summary writing. Three experimental groups were instructed through the already-mentioned techniques for ten weeks while the control group was given no such treatment. Finally, a post-test was administered to ascertain the effectiveness of such techniques in improving EFL learners' summary writing. The TOEFL-iBT scoring rubric was adopted to score the summaries holistically. Paired sample t-test and ANOVA were run to analyze the data. The findings revealed that the sequence map group outperformed the other three groups in terms of the written summaries. The study further implies that the employment of graphical or spatial representation of textual concepts reduces the complexity and ambiguity of the presented information.
Keywords: Summary writing, sequence map, answering question, 3-2-1 technique
Received: 05/01/2019
Accepted: 03/03/2019
Assistant Professor, University of Qom- Email: email@example.com (Corresponding author)
** Assistant Professor, University of Qom- Email: firstname.lastname@example.org
*** MA in TEFL, University of Qom- Email: email@example.com
Writing is commonly rated as the most challenging language skill to master. Several important subskills should be called upon to generate a well-written text. The writer needs to internalize not only the essential mechanics but also be well-equipped with the most proper writing strategies (Harris & Graham, 2005). Such strategies include content generation, thought and text organization, intended audience consideration and evaluation, and final product revision. Therefore, not only the writing task itself must be paid due and sufficient attention to, but also the writer needs to be engaged in a self-monitoring process (Harris, Graham, & Mason, 2003).
From among different subskills of writing students have to learn in the course of their academic career, summary writing appears to be one of the most challenging ones to gain mastery over (Lin & Maroof, 2013). L2 summary writing requires language learners to not only systematically manipulate words, phrases, and sentences in such ways that the intended meaning of the source is kept intact but also the ability to wisely substitute words with proper synonyms and alter the structural patterns of a sentence (Baba, 2009). The writer, in the process of summary writing, needs to make a full appreciation of the original text to decide which points are the main ideas to be restated and which are the details that can be ignored or shortened without losing track of the most important points or the overall message of the content materials (Kim, 2001).
Various methods and techniques such as Transactional Strategy, Wiki-based Approach, Summary Street and Collaborative summary writing have been proposed to teach summary writing. These techniques have already been attended to by many researchers (Brown, 2001; Franzke, Kintsch, Caccamise, Johnson, & Dooley, 2005; Lin & Maroof, 2013; Wade-Stein & Kintsch, 2004; Wichadee, 2013). To implement techniques like Wiki-based Approach and Summary Street, specific equipment is needed. Furthermore, the transactional strategy can only be taught to advanced L2 learners. However, the current research aims at comparing and contrasting the effectiveness of three user-friendly, new, and under-explored techniques of teaching summary writing: Sequence map, answering question, and 3-2-1 techniques. These techniques, which are mainly used for teaching reading comprehension skill and have not been thoroughly investigated for teaching summary writing, can be put into practice in the classroom context regardless of language learners' proficiency level and age, and no special equipment is required for their implementation.
Literature Review
Summary writing as an integrative and interrelated activity consists of the interaction of two subskills – the capability to comprehend the essential points and comply with the content organization rhetorically and the subskill to restate the intention of the writer as succinctly and coherently as possible. (Enright, et al., 2000). Friend (2001, p. 3) defined summary writing as "the method of figuring out which information in a text is the most essential and transforming it into a simple statement in one's own words." As Jensen (2010) and Otero (2008) pointed out, the summarization technique enables the writers to restate the most critical points of the text logically, to establish crucial facts and information in long-term memory for future use, and to make sense of what is being read.
According to Melton (2003), four crucial points should be considered when writing a summary: First, a concrete target and objective should be stuck to; personalization of ideas should be avoided when summarizing a text. Second, all the essential points of the source will have to be kept intact and maintained. Third, all critical points should be given equal weight. Finally, brevity and clarity should also be observed.
Sequence Map Technique
A sequence map as a summarizing technique can be defined as a graphical or spatial representation of textual concepts that provides learners with the opportunity to specify the missing data and non-existing interrelationships and links that enable one to think strategically (Ellis,
2004). Here, learners put story's events (the beginning, middle, and end) in the charts in order to identify when and how they happened. The ability to sequence events in a text is a technique to comprehend a text, especially for narrative texts (Dell`Olio & Donk, 2007).
The idea of the sequence map is grounded in Ausubel's assimilation theory of cognitive learning (Ausubel, 1978). The cognitive approach to learning deals with the way processing new information transpires and the way its structuring into memory takes place. According to this theory, learning is successfully attained when the systematic presentation of new information and coherent, meaningful and recyclable storage of data occur in the learners' long-term memory (McElroy & Coughlin, 2010).
Two important rationales account for the employment of this technique in the classroom. First, the complexity and ambiguity of the presented information will be reduced so that students will remember the subject matters being taught more vividly. Second, semantic information processing demands are mitigated; when such semantic demands are taken away, the comprehension process is facilitated. Moreover, while using sequence maps, learners tend to be more strategic thinkers because they can determine what concepts to prioritize and also know the way segments of concepts are organized (Ellis & Howard, 2005). In the same vein, Stull and Mayer (2007) maintain that through sequence maps, the organization of new information will be best achieved by accurately outlining, precisely arranging and adequately sequencing the most critical points. As a result, sequence maps relate the new information to the prior knowledge and help students to identify the missing or vague data.
3-2-1 Technique
The 3-2-1 as a reading strategy was developed by Zygouris-Coe, Smith, and Wiggins (2004). Zygouris-Coe et al. (2004) stated that the technique is a reading strategy that enables language learners to actively engage in condensing and abridging the essential points of the source. In using the 3-2-1 technique, the learners are first required to complete a chart print-out. The 3-2-1 chart print-out consists of 3 phases: Phase 3 (i.e., the discovery phase), Phase 2 (i.e., outlining the general elements and events) and Phase 1(i.e., generating one specific question). The ultimate goal of the 3-2-1 chart print-out is to enable the language learners to readily grasp the content materials through the provision of many relevant guidelines.
Figure 2: 3-2-1 Technique chart (Marlini, 2015)
The 3-2-1 technique can be applied, well-adapted and adjusted for classroom use and practice by language teachers. Teachers can make judicious use of the 3-2-1 technique to promote the learners' reading comprehension and summary writing abilities likewise. This technique encourages language learners to become more autonomous thinkers and invites them to be more personally engaged and involved with the content materials.
Students can use the 3-2-1 chart as a technique while they read a textbook, a novel, an article, or other instructional materials, or use it as a
post-reading activity. The whole point is to condense some critical concepts and notions, rearrange and reorganize them in order to come up with the most intriguing parts. Finally, a question will be posed to reveal where understanding is still needed. The rationale behind using this technique is that it helps students summarize the text to which they have been exposed to. Summarization is all about concentrating on the essential elements and components of a text and making the right decisions about what important parts to incorporate into the outcome. When going through lengthier content materials or texts, this technique enables readers to critically review what they have already been exposed to in one specific section of the text before changing directions to the upcoming elements of the text. The 3-2-1 technique allows readers to be dynamically and meaningfully involved in the reading process. First, the most important ideas are extracted from the source and appropriately summarized. Second, some insights into what constitute the most intriguing elements or parts of the original text are gained. Finally, learners are provided with the opportunities to pose and raise questions about what they have already covered (Zygouris-Coe et al., 2004).
Answering Question Technique
Researchers have corroborated the fact that question answer relationship (QAR) instruction enables language learners to develop their reading comprehension abilities and find the most appropriate answers to the already-posted questions (Raphael, 1986). This technique not only allows the readers to come up with the most suitable and relevant answers to the teacher-posed questions but also provides them with the necessary feedback to be able to self-correct themselves and their peers. These questions should not be yes/no or one-word answer questions. As a result, the learners will be provided with a real and genuine purpose for reading; their full mental power will be tapped.
Moreover, they will be able to ponder upon and critically review what they have already been exposed to and finally make and establish proper links and interrelations with their prior knowledge or schemata so that information recall and retrieval can be more accomplished. One specific type of answering question technique merely requires the learners to get back inside the text to discover the answers to questions for which no possible clues can be found after initial screening of the content materials or the original text. Another answering question technique acts as a facilitative tool for language learners to determine and identify answer-question connections and patterns—the interrelationships and possible links among questions and where the answers to them can be spotted. This technique enables readers to discover ways to come up with the most appropriate answers to the questions based on a genuine apprehension of the intended data (Armbruster, Lehr, & Osborn, 2003).
Answering question strategy is based upon three central theoretical notions. The first one is the zone of proximal development which underlies that students of differing levels of proficiency can benefit from various types and degrees of answering question instruction. The second notion is the gradual release of responsibility in which the teacher role as a model provider or guide is delegated to the one which merely provides learners with opportunities to try different strategies on their own. The third notion is that students will have to use their metacognition in order to increase the likelihood of independent strategy use (Raphael & Au, 2005).
Empirical Studies
Various researchers have attempted to examine the effectiveness of summary writing instruction. Choy and Lee (2012) investigated the impact of specific summarizing training in an EFL setting with lower intermediate learners. Inquiry-Based learning was applied to encourage independent thinking while the learners were involved in writing summaries. The learners were highly recommended and advised to rehearse substituting words and phrases, and sentences and shun copying them from the source. The findings revealed that the specific summarizing training was beneficial and advantageous to the learners; however, not everyone enjoyed similar and equal degrees of attainments.
Wichadee (2013) investigated the impact of wiki-based approach as a social networking instrument on summary writing in comparison with more traditional modes of summary writing. The instruction was provided in an EFL setting, and the learners benefited from various tests of summary writing, a well-developed questionnaire, and the summary writing products. The results indicated that both summarizing techniques led to overall improvements in the learners' summary writing ability. McDonough, Crawford and De Vleeschauwer (2014) instructed summarization strategies to Thai EFL students for 17 weeks. They specifically focused on the rhetorical organization and employment of original text information in the learners' summaries. They found that the students' heavy reliance on copied word strings reduced considerably, implying that summary writing instruction culminates in improved textual appropriation. Mohammad Hosseinpur (2015) addressed summary writing instruction and the learners' microgenetic development of summary writing ability in the Iranian EFL context. After eight weeks of instruction, he reported that instruction was effective in the learners' summary writing ability and that some summarization strategies such as inventing, syntactic transforming, and generalizing are more complicated and improve at subsequent developmental phases.
Sequence map, answering question, and 3-2-1 techniques have been employed by researchers to explore both writing and reading comprehension skills. Grabe and Jiang (2007) conducted a study to inspect the impact of the sequence map technique on their participants' writing development. Their findings revealed that the students who used the sequence map technique outperformed those who did not. The researchers reported that the sequence maps inspired and encouraged the learners to think more independently and strategically as well. They learned that the sequence maps could enable learners to not only become more proficient writers but also to identify and specify more essential elements and parts of the content materials they cover. Their study further concluded that sequence maps made the top-down or holistic interpretation of the text more possible and served and acted as a scaffolding device that is beneficial to beginning writers as well. Marlini (2015) carried out a study in the Indonesian EFL context to find out whether or not students instructed through 3-2-1 strategy significantly differed from those taught via teacher independent strategy development on reading comprehension achievement tests. The results indicated that the learners' reading comprehension scores increased significantly from pre-test to post-test after being exposed to the 3-2-1 strategy. The study generally indicated that 3-2-1 teaching technique was more helpful in improving reading comprehension. Hemmati and Bemani (2013) investigated the impact of 'Question-Answer Relationship (QAR) strategy,' 'summarizing,' and 'syntactic structure identification training' on the reading comprehension of Iranian EFL learners. Thirty-four female and 26 female intermediate students took part in the study. The findings demonstrated that the reading comprehension abilities of the three classes differed significantly from one another. Furthermore, the application of QAR technique resulted in more improved reading comprehension gains and scores compared to the utilization of syntactic structure training and summarizing whose differences concerning the reading comprehension were almost insignificant.
Considering the challenges inherent in the summary writing learning and teaching in EFL/ ESL settings, it is thus crucial to thoroughly look into and probe approaches to teaching and learning summary writing. Therefore, this study was an attempt to examine teaching summary writing through the sequence map, answering question, and 3-2-1 techniques. To achieve the above-stated objectives of the research, the following questions were formed:
1) Does "sequence map technique" significantly impact EFL learners' summary writing ability?
2) Does "answering question technique" significantly impact EFL learners' summary writing ability?
3) Does "3-2-1 technique" significantly impact EFL learners' summary writing ability?
4) Which summary writing technique is more effective in improving EFL learners' summary writing ability?
Method
Participants
Due to administrative challenges inherent in randomization, convenient or available sampling was utilized. Quick Oxford Placement Test (QOPT) of Oxford University Press and University of Cambridge Local Examinations Syndicate was performed on 100 Iranian EFL learners studying at Shima language institute in Ahvaz city. Concerning the guidelines of the test, the participants whose scores were between 30 and 39 out of 60 were labeled as intermediate-level learners, and 60 students out of 100 were qualified to be the final participants of this study. The participants' ages ranged from 18 to 30, and essential demographic characteristics such as their L1 and culture were common among them.
Instrumentation
To collect data, the researchers utilized different instruments. Quick Oxford Placement Test (2001), a standard test that enjoys an acceptable validity and reliability, was used in this study in order to homogenize the participants and determine the learners' level of language proficiency. The test consisted of 65 multiple-choice questions including 15 vocabulary questions, 20 grammar questions, and 30 cloze tests.
An intermediate-level short story book called Far From the Madding Crowd written by Thomas Hardy (2000) was used. This book was selected because it corresponded well with the participants' level of language proficiency and had been designed for intermediate-level learners. Each chapter of the book comprised a five-page story. Pre-test and post-test included writing a summary of one chapter (i.e., Gabriel Oak falls in love) of the storybook. The participants were asked to summarize the text of approximately 900 words in 45 minutes individually. They were required to produce summaries of about 200-250 words. In the process of summarization, they were not allowed to make use of their dictionaries, but the source texts were at their disposals while they were wiring the summary.
One final instrument was the TOEFL-iBT scoring rubric used in Baba (2009). This instrument is a well-known and widely-used scoring rubric for rating summaries. It was adopted to holistically rate the written summaries on a four-point scale by two professional raters. The scoring guidelines evaluated the summaries from (1) the inclusion of the significant ideas; (2) the overall organization; (3) linguistic structure; and (4) exact word-for-word copying from the original content material.
Data Collection Procedure
Sixty language learners from Shima language institute in Ahvaz city, Khuzestan Province participated in this study. To homogenize all 100 participants, the Quick Oxford Placement Test was administered. About the guidelines of the test, those whose scores fell between 30-39 band scores were labeled intermediate-level language learners and were included in the current study.
At the beginning of the course, all the participants were randomly assigned to four groups (each group included 15 participants). Three experimental groups were instructed through and exposed to three different instructional techniques: Sequence map, answering question, and 3-2-1 techniques while the control group received no such treatments and was taught otherwise.
All the participants went through a ten-week instructional period. A pre-test, consisting of summarizing one short story named "Gabriel Oak falls in love," was administered to gauge the participants' early awareness of summary writing rules before the commencement of the instructional intervention. The TOEFL-iBT scoring rubric used in Baba (2009) was adopted to holistically score the summaries on a four-point scale by two different raters. The summaries were evaluated to ascertain whether all the main ideas were adequately incorporated, whether the summaries were orderly organized, whether all the sentences were structurally
correct, and finally, whether the summary included mere word-for-word copying from the original text or it was written in writers' own words.
The first experimental group was taught summary writing through sequence map technique. At first, the sequence map technique was fully and sufficiently explained to the learners so that they were familiarized with the way it could be used to enhance their summary writing. Having read the story well, the teacher provided all the students with specific charts to fill out based on the provided information from the story. Such charts enabled the students to visualize the story content more vividly, and it would help them follow the story-line more precisely and retain and remember the story-related information more successfully.
The learners of the second experimental group were taught summary writing through answering question technique. Every week, one short story was selected from the book entitled Far From the Madding Crowd by Thomas Hardy (2000). Meanings of the unclear parts were clarified, and explanations were provided whenever necessary to facilitate comprehension by the teacher. Next, some relevant questions about the story were posed by the teacher. The teacher then wrote the questions on the board requiring and encouraging all the students to provide essaytype answers rather than yes-no ones for the intended questions. Finally, the students received feedback from the teacher on how to embark well on the process of summary writing and were asked to write a summary of their own based on the provided instruction about the presented story.
The learners of the last experimental group were taught summary writing through 3-2-1 technique. This technique was implemented as follows. Having carefully gone through the story, the teacher asked the learners to answer these questions: 1) what did you learn today? To answer this question, learners had to write three points about what they had learned about the story. 2) What was the most exciting thing you found today? To answer this question, the learners were invited to write two points about what they had found the most interesting in the story. Moreover, the last one 3) Do you have any questions about the text to ask the teacher? To answer this question, the learners were asked to generate and write story-based questions. Having followed all these methodological steps, they then initiated the summary writing process.
The students in the control group were not instructed through the techniques as mentioned above and were taught traditionally. That is, each week, the story was read through a grammar-translation method. Meanings of the ambiguous parts were made manifest through translation to students' L1, and structural ambiguities were also explicitly dealt with partly in the learners' mother tongue and partly in L2. Having gone through the story in this way, the language learners were then invited to write their summaries.
When all four groups had completed their ten-week summary writing the instructional course, the post-test (Gabriel Oak falls in love) was administered to gauge the relative effectiveness of sequence map, answering question, and 3-2-1 techniques on Iranian EFL learners' summary writing compared to the fourth group which was taught traditionally.
Data analysis
To analyze the data, the researchers employed both descriptive and inferential statistics. The collected data were analyzed through SPSS software version 21. First, drawing upon the Pearson correlation coefficient, the researchers calculated inter-rater reliability which yielded an acceptable level of agreement (r= .85). Then, descriptive statistics indices were used to describe the data in terms of means, standard deviations, minimums, and maximums. Finally, inferential statistics including t-test and ANOVA were run to explore within-group and between-group differences.
Results
At first, testing the normality of the data through the Kolmogorov-Smirnov test of normality was deemed necessary (Table 1).
Table 1. Tests of Normality on the Data
Table 1 shows that all significant values in Kolmogorov-Smirnov tests were higher than the confidence level of 0.05. This is indicative of the fact that the data were normally distributed. Table 2 demonstrates the means and standard deviations of the participants' scores on the pretest and posttest.
Table 2. Descriptive Statistics of the Tests
Table 2 reveals the mean scores and standard deviations of the participants on the pretest in the sequence map group (M = 13.86; SD = 3.02), answering question group (M= 13.73; SD= 2.65), 3-2-1 technique group (M= 13.26; SD= 2.65) and the control group (M = 13.26; SD = 3.21). The sequence map group had the highest mean score on the pretest. The table also shows the mean scores and standard deviations of the participants' posttest in the sequence map group (M = 15.73, SD = 2.81), answering question group (M= 13.86; SD= 2.19), 3-2-1 technique group (M= 13.63; SD= 2.50), and the control group (M = 13.75; SD = 2.91). The sequence map group had the highest mean score on the posttest.
To ascertain whether the differences in the descriptive statistics of the four groups were statistically significant or not, a one-way analysis of variance was conducted. As shown in Table 6, the differences in pretest scores are insignificant (p > 0.05). In other words, the participants' level of summary writing ability was statistically equal before the implementation of the instructional techniques.
The First Research Question
Concerning the impact of the sequence map technique on improving EFL learners' summary writing, the findings demonstrated that the participants' performance in the sequence map group significantly improved from pretest to posttest.
Table 3. Results of the Paired Sample T-Test for Sequence Map Group
To shed light on within-group differences and to see whether the increase of the scores of the participants in the sequence map group from pretest to posttest was significant, paired samples t-test was employed. As the results of the paired samples t-test in Table 3 reveals, the increase in the scores of the students in the sequence map group from pretest (M= 13.86; SD= 3.02) to posttest (M=15.73; SD =2.81), t(14)= -6.82, p<
001(two-tailed) was significant. The mean in students' scores was -1.86 with a 95% confidence interval ranging from -2.45 to -2.27.
It was then concluded that the sequence map technique instruction positively affected Iranian EFL learners' summary writing ability. The results of the post-test of summary writing for this group illustrated that EFL learners' mean scores of the posttest differed significantly from those of their pretest.
The Second Research Question
Concerning the impact of the answering question technique on improving EFL learners' summary writing ability, the findings indicated that the participants' summary writing performance in answering question group did not significantly differ from pretest to posttest.
Table 4. Results of the Paired Sample T-Test for the Answering Question Technique
As the results of the paired samples t-test in Table 4 demonstrates, the increase in the scores of the students in the answering question technique from pretest (M= 13.73, SD=2.65) to posttest (M=13.86, SD =2.19), t(14)= -4.3, p< 001(two-tailed) was insignificant. The mean in students' scores was -1.13 with a 95% confidence interval ranging from 7.90 to 0.52.
Therefore, it came to light that the answering question technique instruction did not have a significant impact on Iranian EFL learners' summary writing ability. The results of the post-tests of summary writing for the answering question group revealed that EFL learners' mean scores of the post-test did not differ significantly from those of their pretest.
The Third Research Question
Regarding the impact of the 3-2-1 technique on improving EFL learners' summary writing, the findings revealed that the participants' performance in the 3-2-1 group on the summary writing improved slightly compared to their performance in the pretest. A paired-sample ttest was run to discern whether this amount of difference was statistically significant or not.
Table 5. Results of the Paired Sample T-Test for the 3-2-1 Technique
As the results of the paired samples t-test in Table 5 indicates, the increase in the scores of the students in the 3-2-1 technique from pretest (M= 13.26, SD=3.02) to posttest (M=15.73, SD =2.65), t (14) = 0.91, p< 001(two-tailed) was insignificant. The mean in students' scores was -1.86 with a 95% confidence interval ranging from -7.20 to 1.78.
It came to light that the 3-2-1 technique instruction did not have a significant impact on Iranian EFL learners' summary writing ability. The results of the post-test of summary writing for the 3-2-1 group revealed that EFL learners' mean scores of the posttest did not differ significantly from those of their pretest.
The Fourth Research Question
The fourth research question sought to examine the between-group differences and was an attempt to find out the most effective technique of summary writing. To this end, a one-way ANOVA (Table 6) was run to see whether there were any significant differences between the mean
scores of the groups during the posttest. The results of the one-way ANOVA (p < .05 level: F (4.289), p= 009) indicated that the mean scores of the groups on the posttest differed significantly from one another.
Table 6. Results of the Analysis of Variance for the Pretest and Posttest
To clarify precisely where the differences were, post-hoc Scheffe's tests were employed. As Table 7 displays, there existed a significant difference between the mean scores of the sequence map group and the 3-2-1 and control groups. However, the results did not reveal any significant difference between the mean scores of the sequence map group and answering question group on the posttest.
Table 7. Results of the Analysis of Post Hoc Test for the Sequence Map, Answering Question, 3-2-1 Technique, and Control Group
As illustrated in Figure 3, the sequence map group manifested the highest mean score on the posttest and was the most useful summary writing technique for the participants of this study.
Discussion
Majority of EFL learners are not exposed to various instructional techniques in order to be able to improve their summary writing abilities (Keck, 2006). This study aimed at determining the relative effectiveness
of three instructional techniques (i.e., sequence map, answering question, and 3-2-1 technique) on improving Iranian EFL learners' summary writing ability. The overall findings of this study, consistent with the results of previously-conducted studies (e.g., Chen & Su, 2012; Choy & Lee, 2012; Lee, 2010; Graham & Perin, 2007; McDonough et al., 2014; Mohammad Hosseinpur, 2015; Wichadee, 2013), generally indicate the effectiveness of applying instructional techniques to improve the learners' summary writing ability. Moreover, the results of the research indicated that learners in the sequence map group outdid the other groups (i.e., 3-2-1 technique, answering question, and control group).
The results of the current research are in agreement with Tayib (2015) which revealed that the sequence maps significantly impacted and enhanced the students' writing ability. Previous studies (e.g., Anggrainy, Diem, Vianty, & Sugandi, 2016; Hoffmann, 2010; Grabe & Jiange, 2007) also support the efficacy of this technique in developing better reading comprehension skills and gaining mastery over text structures (e.g., Robinson, Corliss, Bush, Bena, & Tomberlin, 2006; Williams, et al., 2005). One probable justification for the effectiveness of sequence map instruction can be attributed to the reduction of semantic processing demands through this technique which in turn fastens and expedites the comprehension process. As Stull and Mayer (2007) put it, relying upon this technique, L2 learners will be able to outline, arrange, and sequence the main ideas. Consequently, L2 learners' schemata will be activated so that proper new links will be made to their prior knowledge through the sequence map technique, and new information will be more easily retained and recalled later.
It can be further argued that the visual images presented through sequence map not only provided a more pleasurable atmosphere for the learners and made them enjoy reading the short story, but also it created an authentic setting into which the summary writing rules could be logically and readily introduced and incorporated. Consistent with Lehr and Osborn (2005), the present study argues that meanings and interrelationships of thoughts underlying the texts are visually represented so L2 learners' remembrance and recall of information will be enhanced. Moreover, language learners' autonomy will be seemingly maximized through sequence map technique. Consistent with Ellis and Howard (2005), graphic organizers in general and sequence maps, in particular, encourage language learners to think more strategically and more independently since such an instructional technique enables learners to organize and prioritize various concepts and events. As a result, a better-developed and a more fair written summary can be produced via this technique as a facilitative instructional tool.
The results of the current research regarding the application of answering question technique are incongruent with those of (Alsamadani, 2011; Conner, 2006; Hemmati & Bemani, 2013; Okebuko & Owolabi, 2007; Peng, Hoon, Khoo, & Joseph, 2007; Stafford, 2012) who found the technique quite beneficial in reading comprehension. As stated earlier, in the answering question technique, some pertinent questions about the story were posed by the teacher. The teacher then wrote the questions on the board requiring and encouraging all the students to provide essaytype answers rather than yes-no ones for the intended questions. Finally, the students received feedback from the teacher on how to embark well on the process of summary writing and were asked to write a summary of their own based on the provided instruction about the presented story. However, students in this group made the lowest achievements compared to other groups. This ineffectiveness might have been explained by the fact that the questions posed by the teacher were of the inappropriate level of difficulty and were not expected by the students. Therefore, the question types and their syntactic and semantic complexities might have contributed to the ultimate failure of such an instructional technique.
The notion of Zone of Proximal development of language learners could also be another contributing factor to blame for the ineffectiveness of the answering question technique since the distance between what the learners were capable of achieving independently and what they could attain with the help of a skilled teacher should have been different. This even widening gap might have accounted for their lack of progress and
improvement to produce well-written summaries with the answering question technique. Moreover, the answering question technique requires language learners to make use of their metacognition, and the students' lack of metacognitive awareness could have also played a role. Another crucial factor that might have been overlooked is the grammatical competence of language learners to produce well-formed sentences in response to teacher-posed questions. Another important reason for the inefficacy of such a technique could be ascribed to the very nature of the questions posed. The questions might have been taken at face value whereas they require a great amount of deep mental processing to be properly tackled. Processing such information is quite time-consuming and challenging. The short and limited period allocated to handle the questions might have put a great deal of pressure on students' working memory and led to their inability to report the necessary incidents of the story indeed. Last but not necessarily the least, the teacher might have failed to provide the appropriate kind and level of scaffolding needed throughout the structured feedback sessions.
The findings of the present study concerning the use of 3-2-1 technique do not concur with those of Zygouris-Coe et al. (2004), Preszler (2006), Marlini (2015), and Rini, Sada and Salma, (2014). As the final results demonstrated, interestingly enough, 3-2-1 instructional technique on the summary writing of the short stories did not work for EFL learners the way it was supposed to. As mentioned earlier, in the 32-1 technique, the language learners were supposed to go through the story carefully and then write: Three things they had learned, two most intriguing and exciting events of the story and one remaining question they still had regarding the story. Such instructional technique required to instantaneously read the story, ponder over the materials, and review the recurring themes of the story. This might have placed such a heavy cognitive burden on the learners' short-term memory and resulted in their failure to reflect what they had in their mind honestly. Another justification for the ineffectiveness of the 3-2-1 instruction is probably the complexity involved in synthesizing the given information and sorting out the details of the story all at once. The story-related charts provided by the teacher might merely have added to the already-existing confusion and further complicated the summary writing process.
Finally, the students in the control group who were instructed traditionally surprisingly surpassed those in the answering question and 3-2-1 groups in terms of the progress they had made in their written summaries. This could have emanated from the fact that L1 application in the classroom might have lowered the affective filter and positively influenced their overall understanding and grasp of the story. The freedom they felt to express themselves in their mother tongue could have been a mitigating factor to remove the lexical and syntactic ambiguities involved in the stories.
Conclusion and Implications
Summary writing in L2 requires a great deal of cognitive and metacognitive processing. On the one hand, many EFL students are unaware of the underlying processes they have to go through to come up with a well-written summary. On the other hand, an absolute majority of EFL teachers turn a blind eye to these underlying processes and teach summary writing through traditional methods (Mohammad Hosseinpur, 2015). They are either unaware of different user-friendly instructional techniques or are reluctant to take advantage of them.
The results of the study indicated that poor utilization of the instructional techniques does not ensure an acceptable summary. Oother factors such as full appreciation of the techniques by both teachers and students and their proper implementations should also be taken into account. The study further implies that proper and judicious application of L1 in EFL classroom setting can even work to students' advantage as this was reflected in the performance of the students in the control group who were taught summary writing through the traditional method in which L1 was also employed. Another possible implication of the study is the fact that adequate teacher training is also required to help teachers implement the instructional techniques in the best way possible. Many
techniques require great understanding and expertise on the part of the teacher otherwise it will be impossible to initiate learners into the process of writing, create and raise their consciousness level, provide the right amount and type of scaffolding and feedback whenever necessary and finally present instructional materials appropriately tailored to students' current developmental status.
The instructional techniques used in this study can be considered valuable tools to be properly taken advantage of under various circumstances. This study could be replicated with a more significant number of students at different proficiency levels and with more representative samples of Iranian EFL learners. Teachers and learners will have to be familiarized with the way they work best in EFL classroom settings so that they can make the most of the resources at their disposal. Material developers and course designers need to prioritize and evaluate the effectiveness of such techniques and make informed decisions about their inclusion in educational courses accordingly.
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Rini, K., Sada, C. & Salma, U. (2014). Using the 3-2-1 strategy in reading comprehension to improve students' involvement in active learning. Journal Pendidikan Dan Pembelajaran, 3(10), 1-14.
Robinson, D. H., Corliss, S. B., Bush, A. M., Bena, S. J., & Tomberlin, T. (2006). Optimal presentation of graphic organizers and text: A case for large bites?. Educational Technology Research and Development, 51 (4), 25-41. DOI: 10.1007/bf02504542
Stafford, T. (2012). The effect of question-answer relationships on ninthgrade students' ability to accurately answer comprehension questions. (Unpublished doctoral dissertation). University of Central Florida, Orlando.
Stull, A. T. & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808-820. DOI: 10.1037/0022-06220.127.116.118
Tayib, A. (2015). The effect of using graphic organizers on writing: A case study of preparatory college students at Umm-Al-Qura University. International Journal of English Language and Linguistics Research, 3(1), 15-36.
Wade-Stein, D., & Kintsch, E. (2004). Summary street: interactive computer support for writing. Cognition & Instruction, 22, 333– 362. DOI: 10.1207/s1532690xci2203_3
Wichadee, S. (2013). Improving students' summary writing ability through collaboration: A comparison between online wiki group and conventional face-to-face group. The Turkish Online Journal of Educational Technology, 12(13), 107-116.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550. DOI: 10.1037/0022-0618.104.22.1688
Zygouris-Coe, V., Wiggins, M. B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384. DOI:10.1598/rt.58.4.8
Appendix A
The Quick Placement Test of Oxford University Press and University of Cambridge Local Examinations Syndicate
Oxford University
Press and
University of Cambridge Local Examinations Syndicate
Name: …………………………………………………………………………
Date: ………………………………………………………………………….
Quick
Placement Test
Part 1
Questions 1 – 5
* Where can you see these notices?
* For questions 1 to 5, mark one letter A, B or C on your Answer Sheet
1. Please leave your room key at
A in a shop
Reception.
B in a hotel
C in a taxi
2. A in a library Foreign money changed here
B in a bank
C in a police station
3. A outside a theatre B outside a supermarket AFTERNOON SHOW BEGINS AT 2PM
C outside a restaurant
2.
4. A at a travel agent's
B at a music school C at a restaurant CLOSED FOR HOLIDAYS Lessons start again on the 8th January
5. A
at a cinema
Price per n
ig ht:
B
in a hotel
£10 a ten
t
C on a camp-site
£5 a person
* In this section you must choose the word which best fits each space in the text below.
* For questions 6 to 10, mark one letter A, B or C on your Answer Sheet.
Scotland
Scotland is the north part of the island of Great Britain. The Atlantic Ocean is on the west and the North Sea on the east. Some people (6) .................. Scotland speak a different language called Gaelic. There are (7) .................. five million people in Scotland, and Edinburgh is (8) .................. most famous city. Scotland has many mountains; the highest one is called ‗Ben Nevis‘. In the south of Scotland, there are a lot of sheep. A long time ago, there (9) .................. many forests, but now there are only a (10) ................... . Scotland is only a small country, but it is quite beautiful.
* In this section you must choose the word which best fits each space in the texts.
* For questions 11 to 20, mark one letter A, B, C or D on your Answer Sheet.
Alice Guy Blaché
Alice Guy Blaché was the first female film director. She first became involved in cinema whilst working for the Gaumont Film Company in the late 1890s. This was a period of great change in the cinema and Alice was the first to use many new inventions, (11) .................. sound and colour. In 1907 Alice (12) ................... to New York where she started her own film company. She was (13) .................. successful, but, when Hollywood became the centre of the film world, the best days of the independent New York film companies were (14) ................... . When Alice died in 1968, hardly anybody (15) .................. her name
UFOs – do they exist?
UFO is short for ‗unidentified flying object'. UFOs are popularly known as flying saucers, (16) ................. that is often the (17) ................. they are reported to be. The (18) .................. "flying saucers" were seen in 1947 by an American pilot, but experts who studied his claim decided it had been a trick of the light. Even people experienced at watching the sky, (19) ................. as pilots, report seeing UFOs. In 1978 a pilot reported a collection of UFOs off the coast of New Zealand. A television (20) ................. went up with the pilot and filmed the UFOs. Scientists studying this phenomenon later discovered that in this case they were simply lights on boats out fishing.
16 A because B therefore C although D so
17 A look B shape C size D type
18 A last B next C first D oldest
19 A like B that C so D such
20 A cameraman B director C actor D announcer
Questions 21 – 40
* In this section you must choose the word or phrase which best completes each sentence.
* For questions 21 to 40, mark one letter A, B, C or D on your Answer Sheet.
21 The teacher encouraged her students...................to an English pen-friend.
A should write B write C wrote D to write
22 They spent a lot of time....................at the pictures in the museum.
A looking B for looking C to look D to looking
23 Shirley enjoys science lessons, but all her experiments seem
to....................wrong.
A turn B come C end D go
24....................from Michael, all the group arrived on time.
A Except B Other C Besides D Apart
25 She....................her neighbor's children for the broken window.
A accused B complained C blamed D denied
26 As I had missed the history lesson, my friend went ................... the homework with me.
A by B after C over D on
27 Whether she's a good actress or not is a....................of opinion.
A matter B Subject C point D case
28 The decorated roof of the ancient palace was....................up by four thin columns.
A built B carried C held D supported
29 Would it....................you if we came on Thursday?
A agree B suit C like D fit
30 This form....................be handed in until the end of the week.
A doesn't need B doesn't have C needn't D hasn't go
31 If you make a mistake when you are writing, just ....................it out with
your pen.
A cross B clear C do D wipe
32 Although our opinions on many things ...................., we're good friends.
A differ B oppose C disagree D divide
33 This product must be eaten .................... two days of purchase.
A by B before C within D under
34 The newspaper report contained .................... important information.
A many B another C an D a lot of
35 Have you considered .................... to London?
A move B to move C to be moving D moving
36 It can be a good idea for people who lead an active life to increase their.............of vitamins.
A upturn B input C upkeep D intake
37 I thought there was a ..................... of jealousy in his reaction to my good fortune.
A piece B part C shadow D touch
38 Why didn't you ..................... that you were feeling ill?
A advise B mention C remark D tell
39 James was not sure exactly where his best interests..................... .
A stood B rested C lay D centred
40 He's still getting ....................the shock of losing his job.
A across B by C over D through
Part 2
Do not start this part unless told to do so by your test supervisor.
Questions 41 – 50
* In this section you must choose the word or phrase which best fits each space in the texts.
* For questions 41 to 50, mark one letter A, B, C or D on your Answer Sheet.
The tallest buildings – SKYSCRAPERS
Nowadays, skyscrapers can be found in most major cities of the world. A building which was many (41) ……………….. high was first called a skyscraper in the United States at the end of the 19th century, and New York has perhaps the (42) ……………….. skyscraper of them all, the Empire State Building. The (43) ……………….. beneath the streets of New York is rock, (44) ……………….. enough to take the heaviest load without sinking, and is therefore well-suited to bearing the (45) ……………….. of tall buildings.
41 A stages B steps C stores D levels
THE IMPACT OF SEQUENCE MAP, ANSWERING QUESTION
159
42 A first-rate B top-class C well-built D best-known
43 A dirt B field C ground D soil
44 A hard B stiff C forceful D powerful
45 A weight B height C size D scale
SCRABBLE
Scrabble is the world‘s most popular word game. For its origins, we have to go back to the 1930s in the USA, when Alfred Butts, an architect, found himself out of (46) ……….. . He decided that there was a (47) ………………. for a board game based on words and (48) ………………. to design one. Eventually he made a (49) ………………. from it, in spite of the fact that his original (50) ………………. was only three cents a game.
46 A earning B work C income D job
47 A market B purchase C commerce D sale
48 A took up B set out C made for D got round
49 A wealth B fund C cash D fortune
50 A receipt B benefit C profit D allowance
Questions 51 – 60
* In this section you must choose the word or phrase which best completes each sentence.
* For questions 51 to 60, mark one letter A, B, C or D on your Answer Sheet.
51 Roger‘s manager ............... to make him stay late if he hadn‘t finished the work.
A insisted B warned C threatened D announced 52 By the time he has finished his week‘s work, John has hardly ................... energy left for the weekend.
A any B much C no D same
53 As the game....................to a close, disappointed spectators started to leave.
A led B neared C approached D drew
54 I don't remember..................the front door when I left home this morning.
A to lock B locking C locked D to have
locked
55 I...................to other people borrowing my books: they always forget to
return them.
A disagree B avoid C dislike D object 56 Andrew‘s attempts to get into the swimming team have not....................with much success.
A associated B concluded C joined D met 57 Although Harry had obviously read the newspaper article carefully, he didn‘t seem to have...................the main point.
A grasped B clutched C clasped D gripped 58 A lot of the views put forward in the documentary were open to..................... A enquiry B query C question D wonder 59 The new college ....................for the needs of students with a variety of learning backgrounds.
A deals B supplies C furnishes D caters 60 I find the times of English meals very strange – I‘m not used ..................... dinner at 6pm.
A to have B to having C having D have
The Answer Key to the Test
Appendix B
The Pretest
Write a summary for the following story. The Summary should contain 200-250 words.
Gabriel Oka Falls in Love
Gabriel Oka was a sensible man of a good character, who had been brought up by his father as a shepherd and then managed to save enough money to rent his own farm on Norcombe Hill, in Dorset. He was twenty-eight, a tall, well-built man, who did not seem, however, to think his appearance was very important.
One winter morning he was in one of his fields on the side of Norcommbe Hill. Looking over his gate, Gabriel could see a yellow cart, loaded with furniture and planets, coming up the road. Right on top of the pile sat a handsome young woman. As Gabriel was watching, the cart has stopped at the top of hill, and the driver climbed down to go back and fetch something that had fallen off.
The girl sat quietly in the sunshine for a few minutes. Then she picked up a parcel lying next to her, and looked round to see if the driver was coming back. There was no sign of him. She unwrapped the parcel, and took out the mirror it contained. The sun shone on her lovely face and hair. Although it was December, she looked almost summery, sitting there in bright red jacket with
the fresh green plants around her. She looked at herself in the mirror and smiled, thinking that only the birds could see her. But behind the gate Gabriel Oka was watching too.
'She must be rather vain,' he thought. 'She doesn't need to look in that mirror at all.' When the wagon had passed on, Gabriel withdrew from his point of espial, and descending into the road, followed the vehicle to the turnpike-gate some way beyond the bottom of the hill, where the object of his contemplation now halted for the payment of toll. About twenty steps still remained between him and the gate, when he heard a dispute. lt was a difference concerning twopence between the driver and the man at the toll-bar.
'My mistress's niece that's her on top of the things, is not going to pay you the extra twopence,' said the driver.
'Well, if she doesn't pay the toll, your mistress's niece can't pass through the gate,' replied the gatekeeper.
Gabriel thought that twopence did not seem worth bothering about, so he stepped forward. 'Here,' he said, handing the coins to the gatekeeper 'let the young woman pass.'
The girl in red jacket looked carelessly down at Gabriel, and told her man to drive on, without thanking the farmer. Gabriel and the gatekeeper watched the cart move away. 'That's lovely young woman,' said the gatekeeper.
'But she has her faults,' answered Gabriel.
'True, farmer.'
'And the greatest of them is, what it is always is with women.'
'Wanting to win the argument every time? Oh, you are right.'
'No, her great fault is that she's vain.'
A few days later, at nearly midnight on the longest night of the year, Gabriel Oak could be heard playing his flute on Norcombe Hill. The sky was so clear and the stars so visible that the earth could almost be seen running. In that cold, hard air sweet notes of the flute rang out. The music came from a little hut on the wheels, standing in the corner of field. Shepherds' huts like this are used as a shelter during the winter and spring, when shepherds have to stay out all the night in the fields, looking after very young lambs.
Gabriel's two hundred and fifty sheep were not yet paid for. He knew that, in order to make successes of the farming business, he had to make sure they produced a large number of healthy lambs. So he was determined to spend as many nights as necessary in the fields, to save his lambs from dying of cold or hunger.
The hut was warm and quite comfortable inside. There was a stove, and some bread and beer on a shelf. On each side of the hut was a round hole like a window, which could be closed with a piece of wood. These air-holes were usually kept open when the stove was burning, because too much smoke in a small, airless hut could kill the shepherd.
From time to time the sound of the flute stopped, and Gabriel came out of his hut to check his sheep. Whenever he discovered a half-dead new lamb, he brought the creature into the hut. In front of the stove it soon came back to life, and then he could return to its mother. He noticed a light further down the hill. It came from a wooden hut at the edge of a field. He walked down to it and put his eye to a hole in the wood. Inside, two women were feeding a sick cow. One of the women was middle-aged. The other was young and wore a cloak. Gabriel could not see her face.
'I think she'll be all right now, aunt,' said the younger woman. 'I can come and feed her again in the morning. What a pity I lost my hat on the way here!' Just then the girl dropped her cloak, and her long hair fell on the shoulders of her red jacket. Gabriel recognized the girl of the yellow cart and the mirror, the girl who owed him twopence.
The woman left the hut and Gabriel returned to his sheep.
Appendix C The Posttest Write a summary paragraph for the following story. The summary should contain 200-250 words.
Gabriel Oka Falls in Love
As the sun was rising the next morning, Gabriel waited outside his hut until he saw the young woman riding up the hill. She was sitting sideways on the horse in the usual lady's position. He suddenly thought of the hat she had lost, searched for it, and found it among some leaves on the ground. He was just going to go up to her to give it back, when the girl did something very strange. Riding under the low branches of a tree, she dropped backwards flat on the horse's back, with her feet on his shoulders. Then, first looking round to make sure no one was watching, she sat up straight again and pulled her dress to her knees, with her legs on either side of the horse. This was obviously easier for riding, but not very ladylike. Gabriel was surprised and amused by her behaviour. He waited until she returned from her aunt's hut, and stepped out into the path in front of her.
'I found a hat,' he said.
'It's mine,' she said. She put it on and smiled. 'It flew away.'
'At one o'clock this morning?'
'Well, yes I needed my hat this morning. I had to ride to hut in that field, where there's a sick cow belonging to my aunt.'
'Yes, I know. I saw you.'
'Where?' she asked, horrified.
'Riding all the way up the hill, along the path,' said Gabriel, thinking of her unlady like position on the horse's back.
A deep blush spread from her head to her neck. Gabriel turned sympathetically away, wondering when he dared look at her gain. When he turned back, she had gone.
Five morning and evening passed. The young woman came regularly to take care of the sick cow, but never spoke to Gabriel. He felt very sorry he had offended her so much by telling her he had seen her when she thought she was alone.
Then, one freezing night, Gabriel returned, exhausted, to his hut. The warm air from the stove made him sleepy and he forgot to open one of the air-holes before going to sleep. The next thing he knew was that the girl with the lovely face was with him in the hut, holding his head in arms.
'Whatever is happening'? he asked, only half-conscious.
'Nothing now,' she answered, 'but you could have died in this hut of yours.'
'Yes, I suppose I could,' said Gabriel. He was hoping he could stay there, close to her, for a long time. He wanted to tell her so, but he knew he could not express himself well, so he stayed silent. 'How did you find me?' he asked in the end.
'Oh, I heard your dog scratching at the door, so I came to see what the matter was. I opened the door and found you unconscious. It must have been the smoke from the stove.'
'I believe you saved my life, Miss- I don't know your name.'
'There is no need to know it. I probably won't see you again.'
'My name is Gabriel Oak.'
'Mine isn't. You sound very proud of your name.'
'Well, it's the only one I shall ever have.'
'I don't like mine.'
'I should think you'll soon get a new one.'
'Well! That's my business, Gabriel Oak.'
'I'm not very clever at talking, miss, but I want to thank you. Come, give me your hand!'
She hesitated, then offer her hand. He took it, but held it for only a moment.
'I'm sorry,' he said. 'I didn't mean to let your hand go so quickly.'
'You may have it again then. Here it is.'
Gabriel held it longer this time. 'How soft it is, even in winter, not rough at all!' he said.
'There, that's long enough,' she said, but without pulling it away.
'But I suppose you're thinking you'd like to kiss it? You may if you want to.'
'I wasn't thinking any such thing,' said Gabriel, 'but_'
'Oh no you won't!' She pulled her hand sharply away. 'Now discover my name,' she added, laughing and left.
Appendix D
Scoring Guidelines for the Summary Writing Task (Baba, 2009)
4. A response at this level has all of the following qualities:
- principal ideas presented accurately with ample and accurately connected key supporting points/elaboration as required to fulfill the task effectively and organization effective in response to the task.
- sentence formation and word forms accurate and appropriate; response may have occasional minor grammatical or lexical errors.
- appropriate use of own language and language from source text
3. A response at this level has all of the following qualities:
- principal ideas presented accurately as required by the task, though one or two key supporting points/details/ elaboration may be omitted, misrepresented, or somewhat unclear, inexplicit, or inexplicitly connected organization generally effective in response to the task
- sentence formation and word choice generally accurate and appropriate; response may have noticeable minor errors and some imprecision and/or unidiomatic language use and/or imprecise connections among ideas; however, these do not obscure meaning
- generally appropriate use of own language and language from the source text
2. A response at this level is marked by inconsistency:
- principal ideas inconsistently presented: some are discussed accurately with key supporting points/elaboration; other support/elaboration may be absent, incorrect or unclear/obscured by weaknesses in language; or
- inconsistent facility in sentence formation and word choice present (meaning may be unclear and may be occasionally obscured); or
- efforts at paraphrasing may result in a number of sentence and word form errors, but meaning is not usually obscured, or there are efforts at paraphrasing, but they do not move sufficiently away from exact wordings and/or structures in the source text
- inconsistent facility in expressing connections between and among ideas (connections exist but are not effective)
1. A response at this level is marked by flaws in presentation of information
or language:
- significantly incomplete, or unclear presentation of principal ideas and key supporting points; or
- consistent lack of facility in sentence formation, word choice, word forms and/or connection between and among ideas
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Name:
Time::
-:
Date:
Identifying the Adverb Part 2
Circle the adverb in the following sentence.
1. Sandy ran quickly to the bus stop.
2. My dog barked excitedly when he saw the tennis ball.
3. The lion roared ferociously.
4. The giant bull charged aggressively toward the crowd of people.
5. The caterpillar ate quickly through the green leaf.
6. John swam furiously toward the finish line.
7. The huge horse galloped powerfully across the pasture.
8. The cat accidentally knocked the cup of water off the counter.
9. The doctor tenderly bandaged Maria's arm.
10. April wisely chose to do her homework before she went to the mall.
11. We are having our new house professionally painted.
Copyright © Turtlediary.com. All rights reserved www.turtlediary.com
12. The girls whispered quietly in the back of the classroom.
13. The cat meowed hungrily, standing by his dish.
14. He snatched the money greedily.
15. Mason played the song on the guitar perfectly.
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OCELOTS-3rd GRADE
Ocelots have white, tan or reddish gray fur with brown spots outlined in black. Their ears are black with a white or yellow spot. These spots are called flashes.
Ocelots have 1-2 babies in a litter. At about one year of age they move away from their family. They live alone most of their adult life.
Like other cats, ocelots are meat eaters. Meat eaters are also called carnivores. They are most active at night (nocturnal) which is when they usually hunt. Their diet consists mainly of mice, rats, opossums and armadillos. They also eat deer, squirrel monkeys, tortoises, fish, reptiles, birds and crabs.
Ocelots are from Southern Texas as well as Central and South America. These cats live in rainforest, semi-desert and coastal marsh areas. They can survive in many different areas but don't live in open country.
In the past these cats were hunted for their beautiful coats. They were also sold as pets. At this time the biggest threat to ocelots is habitat destruction.
THIRD GRADE:
1. Ocelots live in a variety of habitats including rainforests, deserts and coastal marshes. In what habitat would you not find an Ocelot?
2. What have humans done to contribute to the decline of the Ocelot population?
Answer: Open country
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Seventh Grade Literature Summer Reading
Mrs. Costanzo 703-680-4164
Supply List
-Marble Composition Book for Journal. You may continue writing in the sixth grade journal if there are enough blank pages.
-Three-ring binder with four subject dividers, if needed. You should use the same binder that was used in sixth grade. Keep all sixth grade notes and vocab!
-English 7 – A yellow pocket folder for handouts.
Dear Parents.
Please do not edit, correct, or change your child's summer work before it is turned in to me. I believe that it is important for your child's growth and helps him or her take responsibility for the work. Thank you for your cooperation.
Karen Costanzo
This summer project is due on the first day of school. A homework warning will be issued for any project not turned in on the first day of school and ten points will be deducted for each day it is late. After the third day, the project will not be accepted and a zero will be recorded for the grade. The summer reading counts as a homework and a test grade. Projects may be typed or on loose leaf.
1. Novel
Read Holes by Louis Sachar. Keep a reading journal for every five chapters. Comment on what you read as you are reading it. You should have a minimum of one paragraph for every five chapters. Your paragraphs should have a minimum of five sentences each. There are 50 chapters, so you will have 10 entries. You should write the chapters you are writing about as headers, for example; Chapters 1 – 5, Chapters 6 – 10, etc.
In the reading journal, you should record your reactions, thoughts, and feelings about what you are reading. When you have finished the journal, answer the following questions in paragraph form. Who are the main characters? What kind of people are they? What are their character traits? How do the characters grow and mature as the book progresses? What is the main conflict in this book? How is it resolved? What statement is the author making about people and life? How can you apply what you've learned from this book to your own life? This should not be a plot summary!!!
2. The Miracle Worker by William Gibson
Keep a reading journal for each act as you read this play. In the journal, record your reactions, thoughts, and feelings about what you are reading. When you have finished the play, answer the following questions. Each answer to each question must be at least one paragraph. How does the relationship between Helen Keller and Annie Sullivan change and grow as the play progresses? What does Helen learn about life from Annie and what does Annie learn from Helen. What did you learn about life from this play and how can you apply it to your own life? You may not say that it just doesn't apply to your life. Plays are meant to be performed. What problems might you have if you were producing this play on stage? What famous actors would you have play the main parts? Remember, this should not be a plot summary!!! | <urn:uuid:2d502ec7-85f9-412b-b143-430de11a1acd> | CC-MAIN-2021-39 | https://d2y1pz2y630308.cloudfront.net/20350/documents/2019/5/SUMMER%20READING%202019%20Grade%207.pdf | 2021-09-22T09:33:53+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00349.warc.gz | 248,086,290 | 647 | eng_Latn | eng_Latn | 0.999285 | eng_Latn | 0.999285 | [
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WASHTENAW
MASTER
GARDENER
AUTUMN GARDEN CLEANUP
Many minor autumn gardening chores such as ripping out the old tomato or squash vines have major impact on future gardening endeavors. For instance, removing old foliage and plants from flower and vegetable beds minimizes many diseases. Blight diseases and powdery mildew are just two examples of diseases minimized by good cleanup. Insects such as com borer and iris borer may also be removed along with old foliage.
Do not place diseased or insect infected foliage in the compost. Even the hottest pile will not kill disease spores or insects. Dispose of this material in your municipality's compost program.
Tilling garden soil just before it freezes solid is beneficial. Squash vine borers and root maggots burrow deep into the soil to over winter. Late tilling exposes them to colder temperatures than they can tolerate, often killing them. If grass clippings and ground-up leaves are tilled in at the same time they will decompose over the winter, improving soil texture.
Lawns should be mowed right until the freeze sets in. Grass grows fast in cool weather. Lawn should be the same length going into the winter as it was all summer. If it is longer, it is more likely to develop snow mold and dieback.
In November, you can fertilize the lawn with a slow-release mix for the last time of the season. Slow-release fertilizers are formulated so that high percentages of the nutrients are still available in the early spring when grass growth resumes. By using a slow-release fertilizer in the fall, one can skip the first feeding next spring, which tends to minimize certain diseases. In general, unless a soil test has indicated otherwise, a slow-release fertilizer should consist mostly of nitrogen with small percentages of phosphorus and potassium .
TheMaster Gardener Hotlineis open from April to October, Monday through Friday. Lines are available 9:00 am to noon and 1:00 pm to 4:00 pm at 888‐678‐3464
https://www.canr.msu.edu/lawn_garden/
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NFC ACADEMY
COURSE OVERVIEW
College Planner is a one-semester high-school elective, with the following goals:
* Guiding students in the entire college process
* Planning for college
* Selecting the right school
* The application process
* Financial aid
* Guiding students who may not be headed to college
The program focuses on the decision-making process of choosing a school, covering both the application process and financial requirements. Additionally, for those students who will not be attending college or university, the course surveys non-college options.
OBJECTIVES
Upon completion of the course, students should be able to do the following:
* Articulate reasons for attending college and for choosing a specific institution over another.
* Identify the planning steps to be taken by students during each year of high school.
* Understand the basic differences between the SAT and ACT entrance exams, knowing how best to prepare for each one.
* Understand the major costs of attending college and what financial aid options are available.
* Identify post-high school options for individuals who will not be attending college.
Additionally, students will gain practice in report-writing, covering topics like God's plan, admissions essays, college costs, and more.
Course Structure:
Each unit has its own theme.
Unit 1: My Educational Future
The first unit focuses on the big questions: What's God's will for my educational future? Why go to college? Why choose a particular school?
Unit 2: Choosing A College
The two main themes of Unit 2 are calendars and lists.
* Calendars: This unit includes a series of planning calendars, identifying what a student should be doing during each year of high school in preparation for college.
* Lists: Unit 2 also helps a student identify several colleges that might be the right choice, and then narrow that long list down, identifying each college's strengths.
Unit 3: Entrance Exams and Applications
The theme of Unit 3 is entrance exams and applications. It gives students an introduction to all major entrance exams: the PSAT, the SAT I and SAT II, and the ACT. In addition, the application process is covered, including application essays.
Unit 4: Paying for College
The theme of Unit 4 is financial aid. In addition to explaining grants, loans, and scholarships, it covers these two questions: What Does College Really Cost? and How Much Will You Be Expected to Pay?
Unit 5: Non-College Options
Unit 5 focuses on non-college options, such as apprenticeships and internships. In addition, the military is considered as an option.
These content areas are presented in a reading-based format, utilizing a combination of on- and off-computer assignments and activities, with the power of SOS automation and administration.
Special Topics:
Unit 3 contains an assignment on specialized college applications which require a try-out or an audition, such as athletics and fine arts.
Unit 4 contains materials for parents and students, which takes a brief look at the scholarship "scam" industry and helps families learn how to avoid being scammed.
Multimedia Resources:
The SOS College Planner program provides a variety of multimedia resources (audio, video, and animation presentations) to help students understand abstract concepts.
A special feature of the College Planner course is an extensive series of video interviews with:
* The admissions officer of a Christian university,
* The admissions officer of a technical college,
* A financial aid officer,
* A university professor,
* Bible college students, and
* A graduate student of a state university.
ADDITIONAL RESOURCES
In addition to the default course program, College Planner includes supplementary projects and essays for use in enhancing instruction or addressing individual needs.
GRADING INFORMATION
GRADING COMPONENTS
35%
25%
10%
Lessons
Quizzes
Projects
Tests 30%
GRADING SCALE
100-90 A
89-80 B
79-70 C
69-60 D
Below 60 F
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THE WAY CHRISTIAN SCHOOL GRADE 11 SUBJECT CHOICES FOR THE YEAR 2020
Name: ___________________________________
Grade 9 Year Mark:
| TERM | Home Language English | First Additional Language Afrikaans | Mathematics | Social Sciences | Natural Sciences | Arts & Culture | Economic Management Sciences | Technology |
|---|---|---|---|---|---|---|---|---|
| 1 | | | | | | | | |
Please take note of the following:
- In order to take the following subjects, the learner will need Mathematics and not Mathematical Literacy: Physical Science.
- A learner may take Mathematics and Science if he/she has obtained 60% or more for these subjects. A learner has to take Mathematical Literacy if he/she obtained less than 60% in Grade 9.
- The learner will not be allowed to take a subject if they failed the subject in Grade 9.
- The learner must have a total of seven subjects.
The school recommends that the learner DOES NOT take the following subjects: ___________________________________________________
| Group A | | Group B | Group C | Group D | Group E |
|---|---|---|---|---|---|
| English HL | X | Business Studies | Life Sciences | Geography | Physical Science |
| Afrikaans FAL | X | Computer Applications Technology | History | Accounting | Art |
| Life Orientation | X | | | | |
| Mathematics OR | | | | | |
| Mathematical Literacy | | | | | |
Group A is compulsory. From Group B, C, D and E choose ONE subject in THREE of the 4 groups.
I, ______________________________ parent/guardian of ________________________ hereby acknowledge that I understand and accept all conditions regarding the selection of subjects as specified by The Way Christian School. I acknowledge that I have only chosen subjects for which my child qualifies and that our family is in agreement that the selection would be the best for my child.
Parent Contact No: (W): ___________________________ CELL: _________________________ (H) ________________________
Signature of Parent/Guardian _____________________________________ Date: ____________________________ | <urn:uuid:bceea68e-6d30-4b02-a785-dc8aa204ddde> | CC-MAIN-2021-39 | http://www.theway.co.za/downloads/2020-Grade11-Subject-Choice.pdf | 2021-09-22T08:14:17+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00347.warc.gz | 121,364,842 | 487 | eng_Latn | eng_Latn | 0.995489 | eng_Latn | 0.995489 | [
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Educating for Sustainable Development in a Common Core Environment: Strategies for Secondary Teachers
Presented by
Agenda
1. Review of sustainability
2. Sustainability concepts in your curriculum
3. Examples of lessons aligned to Common Core
4. Overview of ESD instructional strategies
1. Review of sustainability
A working definition
Sustainable development:
Meeting the needs of the present without compromising the ability of future generations to meet their own needs.
-- The Brundtland Commission. (1987). Our Common Future
Sustainability: Beyond the environment
- Healthy people and environment
- Democracy and equity
- Stable, secure communities
Living well for all, now and into the future, within the means of the environment.
Educating for sustainability
- Real-world, integrated content
- Critical thinking
- Solutions-oriented projects
- Community engagement
- Equity and achievement for all
What kind of citizens will we create?
What kind of world will they shape together?
2. Sustainability concepts in your curriculum
Integration strategy: Overlaying sustainability concepts onto your curriculum topics
("Conceptual Overlay")
Core sustainability concepts: Which do you use most?
* interdependence
* change
* community
* diversity
* ecological limits
* equity
* ethics
* limits/scale
* beauty
* resilience
* systems
* wellbeing/prosperity
Coal: Geology and chemistry Mining processes Electricity generdation
Equity/Limits/Scale
- Impacts of coal production on ecosystems and communities - Health impacts on miners
Conceptual Overlay: Equity, Limits, Scale
Math: Linear equations
Limits, ecological health
Graphing rates of regeneration
Conceptual Overlay: Well-being
History: American revolution
Ecological heatlh, equity
Cultural and environmental impacts of colonization
Conceptual Overlay: Equity, Interdependence, and Diversity
Core sustainability concepts: Which do you use most?
* interdependence
* change
* community
* diversity
* ecological limits
* equity
* ethics
* limits/scale
* beauty
* resilience
* systems
* wellbeing/prosperity
A complete framework showing the intersection of disciplines and concepts is shown in the document
Educating for Sustainability: A framework of Essential Knowledge, Skills and Dispositions
3. Examples of sustainability lessons aligned to Common Core
Goal: College and career readiness
Common Core Background
Developed by
- National Governors' Association
- Council of Chief State School Officers
Grades 6+: Reading and writing standards for both science and social science
50% in elementary; 70% in high school
English Language arts:
Emphasis on nonfiction and increasing complexity
Similar standards increase in complexity across grades.
Reading: Literature
Reading: Informational Texts
Major ELA Strands
Speaking and Listening
Writing
Language
Reading: Foundational Skills (K-5 only)
Sample standards:
* Cite textual evidence.
* Determine a theme or central idea.
* Synthesize information.
Strand: Reading-Informational texts
Substrand: Key Ideas and Details
Approach: Place standards in context
What are the critical texts and information my students need?
What is important to speak and listen about?
Strand: Reading-Informational texts
Substrand: Key Ideas and Details
Strategies:
1. Select content-rich texts.
2. Use texts rich in text features.
3. Engage students in analysis.
4. Structure tasks that require integration.
Sample lesson: Gasoline for Lunch
* High school learners investigate the role of fossil fuels in the food system.
* The lesson integrates several standards and strategies.
Integration of Knowledge and Ideas
Graphic representation
Understanding scientific processes
Analyze how the point of view is developed.
Sustainability offers multiple perspectives to investigate.
Integrating Point of View with Speaking and Listening
- Provide evidence
- Speak for one's self
- Acknowledge other views
Understanding sustainability issues requires speaking and listening from different points of view.
Sustainability and Common Core Math
Making connections among math domains
Abstract and quantitative reasoning
Examples of Mathematical Practices
Modeling and representation
10
Approach: Place standards in context
What data is important?
How do we represent and analyze data in a real world setting?
What measurements are useful in explaining sustainability issues?
The Number System
Expressions and Equations
Major Math Domains: 6-8
Functions
Statistics and Probability
Geometry
Ratios and Proportions
Geometry through Sustainable Food Systems
11
Ratios and Proportional Relationships through Price vs. Cost Analysis
Unit Conversions through Embodied Energy in Food (grades 6+)
How many gallons of gas are embodied in the foods you eat each day?
Major Math Domains: High School
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
12
Reasoning with Correlation and Causation through Gender, Poverty, and Population
Algebraic Thinking and Linear Equations through Regeneration and Overshoot of Renewable Resources
It's all about math in real-world contexts
Graphing data about community food systems
Finding the ratio of prices to wages
Using fractions and conversation to calculate energy in food systems
Using linear equations to determine rates of regeneration
13
Sustainability
Integration of
knowledge
Multiple forms
of literacy
Standards
across strands
Sustainability
Integration of
knowledge
Multiple forms
of literacy
Standards across strands
Summary
Download additional sample lessons from the Curriculum and Resource Center: www.creativechange.net/crc
Contact me to discuss professional development opportunities: email@example.com
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CHAPTER 14
The Courts
PARALLEL LECTURE 14.1
I. The role of the courts in American government
A. American courts shape policies that form the heart of American democracy.
1. Because judges tend to accept the rulings of other courts in similar cases, judges in effect make policy with their decisions.
2. The Supreme Court, for example, makes fundamental decisions vital to the preservation of freedom, order, and equality.
B. The courts can undo the work of representative institutions.
C. This thwarts democratic theory, which argues that the majority should rule.
II. The conferral of power on the federal courts
A. The Constitution established "one Supreme Court", but left it to Congress to structure the federal judiciary.
1. The first Congress adopted the Judiciary Act of 1789. It provided for a system of federal courts that would coexist with the courts of each state, but be independent of them.
2. In the first decade or so under the Constitution, the Supreme Court was not especially powerful.
a) The first chief justice, John Jay, resigned for lack of power.
b) Several statesmen refused appointment.
B. Judicial review led to the ascendancy of the Supreme Court.
1. The Court's power was boosted under the fourth chief justice, John Marshall, who authored the opinion in Marbury v. Madison.
a) Marbury established the power of judicial review: the power to declare congressional acts invalid if they conflict with the Constitution.
b)
Subsequent cases extended the power of judicial review to the invalidation of presidential acts
2. The power of judicial review appears to run counter to democratic theory: an unelected branch (the judiciary) checks an elected branch (executive or legislature) in the name of the Constitution.
3. The Supreme Court also exercises judicial review over state laws and executive actions. In short, the Court holds the power to invalidate actions of the states and actions of coordinate branches of the federal government.
C. Hamilton anticipated the power of judicial review and discussed it in Federalist No. 78.
1. He sought to minimize people's fear of that power, declaring that the courts would be the least dangerous branch since they have "neither force nor will, but only judgment."
2. Hamilton also pointed to two checks on that power: impeachment and constitutional amendment. But both require extraordinary majorities.
III. The organization of the court system today (see Figure 14.1)
A. The state courts
1. Each state) has its own court system, and no two are alike.
2. State courts co-exist with the federal court system, and individuals fall under the jurisdiction of both.
3. The state courts handle and resolve the vast majority of legal disputes.
IV. How the courts work
A. Court Fundamentals
1. A crime is a violation of a law that forbids or commands some designated activity. Each state has its penal code. Some crimes are on the books of every state; others –only in certain states.
a) As crime is a violation of public order, the government (usually state and local government) maintains order by prosecuting criminal cases.
b) Most criminal cases are prosecuted in the state courts.
National crime-fighting measures, however, have begun to usurp areas that
c) used to be under state authority.
2. Civil cases stem from disputed claims to something of value. They involve private disputes arising from such matters as accidents, contractual obligations, and divorce. Government can be a party to such disputes.
3. Few cases ever go to trial. Most cases are settled out of court; some are abandoned.
a) The defendant's lawyer and the prosecutor may plea bargain.
b) The parties may settle or resolve between themselves
4. When a judge decides a case, it is adjudicated.
a) To support their decisions, judges may give reasons in writing, called opinions.
b) If the circumstances of the case are novel, judges may publish their opinions, thus setting precedent and adding to the body of common, or judge-made, law.
(1) If they are not, they go by legislative acts, which involve judicial interpretation called statutory construction.
5. The federal courts
a) The federal courts are like a pyramid: the Supreme Court is at the apex, the U.S. courts of appeals occupy the middle, and the U.S. District Courts serve as the base.
b) The courts of appeals and the Supreme Court are appellate courts.
c) Most federal courts hear and decide civil and criminal cases.
B. The U.S. District Courts
1. There are 94 district courts; each state has at least one, and no district crosses state boundaries.
2. More than one judge may sit in each district court, but each case is heard by a single judge, sitting alone
3. Magistrate judges assist district judges, but they lack independent judicial authority.
4. District court judges appoint magistrate judges (either fill-time or part-time).
5.
The district courts cover federal criminal cases, civil cases that allege violation of national law, civil cases brought against the national government, and some civil cases between citizens of different states.
C. Cases litigated beyond the federal district courts usually go to one of the 13 U.S.
Courts of Appeals.
1. Each appeal court hears cases from a geographical area known as a circuit. The United States is divided into 12 circuits.
2. The 13 th court, the US Court of Appeals for Federal Circuit, is not a regional court. It specializes in appeals involving patents, contract claims against the national government, and federal employment cases.
3. Judges on the regional courts sit in panels of three. They receive written arguments (briefs). Often they may hear oral arguments.
a) A published appellate opinion has influence reaching beyond the immediate case.
(1) A precedent is a decision in one case that provides a reason for
deciding a similar case in the same way.
(2) Stare decisis,
which means "Let the decision stand," is decision making according to a precedent rather than some other rule.
b) Judicial policymaking occurs
(1) When judges correct errors in district court proceedings and interpret the law.
(2) When judges interpret the law, they often modify existing laws.
2. Because the circuit courts are not bound to consult with each other about application of the law, there may be variance in their interpretations. Such conflicts are corrected by review at the Supreme Court level.
V. The Apex: Access and Decision Making in the Supreme Court
A. The mottos inscribed on the Supreme Court building capture the Court's difficult task: providing equal justice under law while making justice the guardian of liberty.
1. Flag burning as a form of political protest pits the value of order (government's interest in maintaining a peaceful society) against the value of freedom (an individual's right to vigorous and unbounded political expression).
2. School desegregation pits the value of equality (equal educational opportunities for minorities) against the value of freedom (parents' interest in sending their children to neighborhood schools).
B. The work of the Court is determined by access.
1. The Court's jurisdiction falls into two categories: original and appellate.
a) The Constitution specifies the Court's original jurisdiction. The Court is the first and only forum for the resolution of the very few original jurisdiction cases.
b) Appellate jurisdiction is subject to congressional control; it is also the primary source of cases entering the Court from the U.S. court of appeals or the state courts of last resort. (See Figure 14.2.)
(1) Cases being appealed from state courts must have reached the end of the line in the state court system and must also raise a federal question, an issue covered under the Constitution, federal laws, or treaties.
(2) The Court exercises nearly complete control over its docket, or agenda.
(3) It takes the votes of four justices to grant a case full consideration. This is known as the rule of four.
c) The decision to grant or deny review is affected by a "little-known" executive official, the solicitor general.
(1) The solicitor general represents the federal government before the Court. His duties include determining whether the government should appeal lower court decisions and deciding whether the government should file a "friend of the court," or amicus curiae, brief in an appellate court.
(2) Appointed by the president, the solicitor general is an advocate for the president's policies, as well as an officer of the Court. They traditionally defend the institutional interests.
(3) Given the solicitor general's influence on the Court's agenda setting, it is not surprising that they are often regarded as "the tenth justice."
C. Once the Court grants review, attorneys submit written arguments (briefs). Oral arguments usually follow.
1.
The justices reach a tentative decision only after they have met in conference.
2. How do justices make their voting decisions?
a) The principle of judicial restraint maintains that legislators, not judges, should make the laws. Judges are said to exercise judicial restraint when they hew closely to statutes and previous cases in reaching their decisions.
b) The principle of judicial activism maintains that judges should interpret laws loosely, using their power to promote their preferred social and political goals (this approach may further either the liberal or the conservative agenda).
3. The voting outcome is the judgment.
4. After voting, the justices in the majority draft an opinion setting out the reasons.
a) The argument states the reasons for the opinion.
b) A justice can agree with a judgment for different reasons than those stated in the argument. This kind of agreement is called concurrence.
c)
A justice can dissent
if she or he disagrees with a judgment.
d) Both concurring and dissenting opinions may be drafted, in addition to the majority opinion
5. After the conference, the chief justice writes the majority opinion or assigns that responsibility to another justice in the majority.
6. After the decision is officially announced in the Court, the justices who wrote the opinion read or summarize their views in the courtroom.
7. Slip opinions (printed and electronic copies of the opinion) are then distributed to interested parties, the public, and the press.
8. Justices in the majority try to encourage institutional cohesion.
9. Today, unity is not easy to obtain.
D. We should expect typical political behavior from justices as they attempt to stamp their own policy views on the cases they review.
E. Although he is only one of nine justices, the chief justice has several unique and important functions based upon the authority of that office.
1. The chief justice may provide social leadership by generating solidarity within the group or by providing intellectual or policy leadership.
2. Through his or her power to control the docket and direct conferences, the chief justice may exercise control over the discussion of issues.
PARALLEL LECTURE 14.2
In the first lecture in this chapter, we argued that the courts are powerful political institutions. We described the structure of the courts and their means of exercising power. Now that we have explained why judges are powerful political actors, we consider how a person becomes a judge, what the person does in the act of judging, and the relationship of the legal profession to the political system. We also confront the problem of political power exercised by institutions that lack strong democratic controls.
I. How does a person become a judge?
A. The mechanics of appointment are nomination and confirmation.
1. The president makes nominations when vacancies or new positions occur in the federal judiciary.
2. The Senate must confirm the president's nomination. This is known as the advice-and-consent function.
a) In accordance with the norm of senatorial courtesy, nominees for the district courts or the courts of appeals must be acceptable to the senior senator of the president's party from the state in which the vacancy arises.
b) The practice of senatorial courtesy thus forces a president to share the nominating power with members of the Senate.
(1) The Justice Department now requires that senators submit more than a single name for a judgeship.
(2) President Bush Sr. asked Republican senators to seek out more qualified female and minority candidates. President Clinton accelerated that search.
c) The Chairman of the Senate Judiciary Committee exercises a measure of control in the appointment process that goes beyond senatorial courtesy.
d) Beginning with the Carter administration, judicial appointments below the Supreme Court have proved a new battleground, with a growing proportion of nominees not confirmed and increasing delays in the process
3. The American Bar Association (ABA) is the largest association of lawyers in the United States.
a) Although the ABA has been stripped of its formal power to evaluate nominees for federal judgeships, it continues to make its opinions of nominees well known.
b) The ABA occasionally renders a "not qualified" assessment of a nominee.
c) For the most part, however, the vast majority of appointees have had the association's blessings.
B. Recent presidents have made their marks on the federal judiciary.
1. Carter wanted to base appointments more strongly on merit. He also wanted the judiciary to be more representative of the general population.
2. Reagan did not share Carter's second objective and appointed far fewer minorities and women.
3. Although Bush Sr.'s record in the appointment of minorities and women to federal judgeships was better than Reagan's, neither approached Carter's appointment record in this regard.
4. Clinton's appointments stood in contrast to those of Reagan and Bush. Clinton's nominees reflect his quest for greater ethnic and gender diversity on the bench. More than half of his appointees were minorities or women.
5. Political ideology lies at the heart of judicial appointments; presidents tend to appoint nominees who share similar value preferences.
a) The Reagan/Bush Sr. ideology-driven appointments will probably shape the judiciary into the twenty-first century.
b) Carter-appointed judges were the most liberal, whereas Reagan-and Bushappointed judges were the least liberal.
C. Supreme Court justices exercise great power; their appointments become important political events.
1. Presidents are not restrained by senatorial courtesy when making Supreme Court appointments, but presidents probably face more restraint from public opinion when they make such appointments.
2. All told, 146 men and 2 women have been nominated to the Court;28 -or only about 1 in 5 have failed to receive Senate confirmation.
3. 16 out of the 22 successful Supreme Court nominees since 1950 have had prior judicial experience in federal or state courts. Promotion from within the judiciary may be based on the idea that a judge's previous opinions are good predictors of his or her future opinions on High Court.
4. Clinton left his imprint on the Court by appointing the second woman, Ruth Bader Ginsburg in 1993, and by appointing Stephen Breyer in 1994.
5. The fight for the Court's ideological future is intense. Moderate-to-liberal minority can become smaller if President George W. Bush appoints additional Republicans to the nation's highest court.
II. The consequences of judicial decisions
A. Lawsuits are just the tip of the iceberg; most disputes do not end up in court.
1. Many civil cases end with settlements.
2. Most criminal cases end by plea bargaining, in which defendants admit guilt, usually in return for some reduction in punishment.
3. The fact that a judge sentences a defendant to a period of imprisonment or a jury awards a plaintiff $1 million is no guarantee that the offender will serve that time in prison or that the plaintiff will receive payment.
B. The Supreme Court relies on others to implement its policies.
1. The creation of a majority or unanimity on the High Court forces justices to compromise. This may result in ambiguity, which creates uncertainty about implementation.
a) Some lower court judges dragged their feet when faced with enforcing the Court's "all deliberate speed" desegregation order in 1955 .
b) School prayer continued in many places despite the Supreme Court's ban in the early 1960-s. State court judges and attorneys general reinterpreted the decision to mean that only compulsory prayer or Bible reading was unconstitutional and that state-sponsored voluntary prayer or Bible reading was acceptable.
2. The Supreme Court confronts issues loaded with conflicting values or fundamental political beliefs; its decisions have impact beyond the immediate parties.
a) The Court's decision in Roe v. Wade legalized abortion and generated heated public reaction, including piles of hate mail and proposals to overturn the decision by constitutional amendment.
b) In 1989, the Court abandoned its strong defense of abortion rights by recognizing the government's power to limit the exercise of the right.
C. Despite its seemingly undemocratic character, the Supreme Court is not usually out of line with national public opinion.
1. A study of public opinion polls from the mid-1930s through the mid-1980s revealed that the Court reflected public opinion majorities or pluralities in over 60 percent of its rulings.
2. This convergence is not a coincidence.
a) The Court shows deference to national laws and policies, which typically reflect public opinion.
b) The Court moves closer to public opinion during times of crisis.
c) Rulings that reflect public opinion are subject to being revisited less often than rulings that are at variance with public opinion.
3. Despite a large gap in the Court approval rating between Democrats and Republicans following the 2000 presidential election, today there is virtually no difference in support for the Court across political party affiliation.
III. The role of the courts in American democracy
A. The majoritarian view of democracy confines judging to the letter of the law.
B. The pluralist view of democracy regards judging as simply another form of policymaking; individual values and interests of judges should advance the different values and interests of the population at large.
1. This view is supported by the procedure called class action, in which claims or defenses of similarly situated individuals are assembled so they can be tried as a single lawsuit.
2. Whether the U.S. Supreme Court leans conservative or liberal, each of the fifty states has a state supreme court that can fashion legal decisions that may move precedent in the other direction. The multiplicity of courts and levels of justice reinforce the pluralist model of democracy. | <urn:uuid:78371049-d50d-40c1-b175-a4b0e5bb7596> | CC-MAIN-2021-39 | http://alhsgov.weebly.com/uploads/1/1/3/9/11393097/judiciary.pdf | 2021-09-22T08:10:49+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00352.warc.gz | 2,568,588 | 3,724 | eng_Latn | eng_Latn | 0.998698 | eng_Latn | 0.998872 | [
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Topic:
Abstract:
911
What started off as a normal day in school would turn out to be one of the most historically significant events in this young man's life as he becomes a witness to one of the most devastating terrorist attacks in the history of America. That fateful day opened this young man's eyes to the horrors of war and the ideals of terrorism that would become a part of his everyday life over the next decade. Over the upcoming years this young man would grow a strong sense of patriotism as he grows up in a nation filled with war and controversy. Then out of seemingly nowhere the war that had become such a normal part of his everyday life would seemingly start coming to an end as the death of Osama Bin Laden is celebrated across the nation. This is a perspective that is often overlooked as you read the events of 9-11 through the eyes of a normal American sixth grade boy.
Keywords:
September 11, 2001, Terrorism, War, Controversy, Perspective, America, Al Qaeda, Taliban, and Patriotism.
I awoke to the same taunting beeps of my alarm clock on another seemingly dull Tuesday packed with school and football practice. I went through my normal morning rituals of bathing, brushing my teeth, getting my football gear together, and grabbing a quick bite to eat before I headed off to school. Of course I was late as usual; as I had to meet up with my friends so we could bike off to school together. As we arrived we hurried off to our classrooms telling each other where we would meet up during break and lunch just like every other day. I went into my classroom and sat down at my assigned seat awaiting as my teacher pulled out her roster getting ready to take the attendance. After she took the attendance my teacher went to the board to write down the daily quiz of the previous night's homework as I got mentally prepared while I wrote down the date. The date was September 11, 2001.
I breezed through my quiz and passed it to my neighbor to be graded. After we were done grading each others quizzes my teacher started to discuss the day's lessons when all of a sudden the principle came over the intercom system telling the faculty to keep the students in the classrooms at all times and breaks and lunch were cancelled until further notice. Not thinking much of it except for the fact that our breaks and lunch were just cancelled we went on discussing the day's agenda when spontaneously the vice principle came bursting into our classroom with tears rolling down her face telling the students to remain in the classroom and stay calm and that our teacher needed to report to the main office for an urgent meeting. Now just barely starting our sixth grade year we thought of what could possibly be going on knowing full well that someone could of broken out of the prison which was a little over a half mile down the rode from our school. We also had thoughts of a school shooting as the second coming of Columbine would take place at our school with that incident still freshly planted in our minds seeing that it hadn't even happened more than two years ago. Then our teacher came bursting back into the classroom about twenty minutes later distraught and scrambling around the classroom looking for the remote control and when she found it she turned on the television. The first thing I saw over the television was President George W. Bush inside of a classroom not unlike our own addressing the nation of the events that have ensued on the other side of the country in no place other than America's most recognized city; New York.
The images on the television that kept rolling over and over were almost incomprehensible for the mind of a sixth grader. Images of three of America's greatest landmarks going up in balls of flame as they were devastated by commercial airliners slamming into the sides of Twin Towers one and two and also the Pentagon which is supposed to be the head of our military might and national defense. Images that were seldom seen in nightmares kept rolling on the television as people were leaping out from ridiculous heights to escape the heat of the burning jet fuel only to ultimately fall to their demise. People were running away from the Twin Towers in bloody and shredded suits that were once neat and tidy. Cops and firefighters were running into the buildings to save people at their own peril only to never return to their families again. I had no idea of what to do or think as I was watching hundreds of lives being taken over the same box that I watched my cartoons on. Then the unthinkable happened the Twin Towers were irreversibly erased from the face of the earth as they crumbled down into a gigantic heap of steel and concrete right on top of those who hadn't been fortunate enough to escape or were trapped on the floors that were above where the airplanes had hit. The havoc went on through the entire school day as all we did was watch the same video clips and pictures flash before our eyes over and over and over again waiting for the next breaking update that would bring us that bit of information that we had to know. This act of terrorism would shape my generation and as I know now would influence the upcoming decade that would be filled with war and destruction but also with triumph and resiliency.
That evening after the initial chaos had subdued my family and I sat around the television watching as George W. Bush gave one of his most famous speeches where he stated, "Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts." The President then closed his opening statement letting the world know that we as a nation are still strong and ready for anything that was about to happen as he said, "These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong." That day opened my eyes to the reality of war and how easy it could be to attack another nation as strong as America with something as easy as driving a vehicle right into a
populated area or national monument killing thousands of people in one fatal swoop. On that night however I was never prouder to be an American as images of revenge flashed before my twelve year old mind as I thought of how I would avenge my country from this terrorist group that later I would know as the Taliban and Al Qaeda.
In the weeks to come all I saw on television, newspapers, and almost every other major source of communication was reports of the carnage that was left in the wake of what was now just referred to as 9-11. My father was constantly reminding everyone about how he was just in New York a few weeks before it happened on a business trip for his company and that on the last day he had visited Time Square and then later went up into one of the Twin Towers. President Bush was now deploying our troops on a campaign called The War on Terror which would turn out to be a war that is still raging on to this day. During this time period everyone was in support as America wanted vengeance on the mastermind mass murderer Osama Bin Laden. Everyday on the news I recall pictures of American troops carpet bombing deserts, strongholds, and even entire cities to the point that these areas were hardly even recognizable. I remember that the news was introducing to me this new weapon that the enemy has been deploying very successfully against our troops and they were calling them improvised explosive devices or IEDs. I dare say I remember it being a glorious time period for America through my eyes as we have just overcame devastation and were now taking the fight to our enemies as we went onto their turf and punched them square in the chin with our advanced weaponry and technology that would later serve almost no purpose as they successfully used A-symmetrical warfare and simple home made explosives.
I remember that about four to five years into the war most people were fed up with it saying that President Bush is being an idiot and we need to pull our troops out. There was quite a little quarrel going in our nation about whether we should pull our troops out or not but I still sided with the President thinking that it would be better if we stayed in the Middle East and saw this war to the finish. I have always been proud to be an American but this time period shaped me into a hardcore patriot as I would be the first person to jump into an argument at our countries defense and I would often find myself always being the only person agreeing with our President through my eyes. Then the grand-daddy conspiracy allegation came out that would put them all to shame; that President George W. Bush ordered explosives to be planted at the bottom of the Twin Towers and that somewhere down the road people started to believe that this was an inside job. People justified themselves for this argument by saying that there was no way that the towers could of fallen straight down like they did in demolition fashion and that the buildings in New York are built to with stand these type of events. Back then and still to this day it infuriates me to hear people say this because it just sounds uneducated, idiotic, juvenile, and ignorant. The Twin Towers were hit by two Boeing 747's one of the world's biggest commercial airliners and then the structure was burnt to molten magma by hundreds of gallons of jet fuel that could only be compared to as just that lava. Also, was the bottom part of the structures just supposed to hold the weight of the top part when it lost its support beams? So I would always wonder would these people really feel better if the Twin Towers fell sideways and killed hundreds if not thousands of more people. The funny thing out of all of this is that people just magically forgot that Osama
Bin Laden sent our country a videotape admitting that this was his idea and he took these actions against our nation.
The issues that were caused by this event still bother me to this day. As I've said earlier I love my country and I sincerely wish I could join the military if it wasn't for my medical complications. I almost will never shy down away from an argument when it comes to this event against someone that is saying that the war is a waste of time and that President Bush was an idiot or even that this was an inside job. I have always found it amusing that these same people that hate the war and thought that this was an inside job were the exact same ones that were encouraging our country to go into it in the first place and take vengeance for the victims of this travesty and this attack on our own soil. In my opinion, the day that we caught Osama Bin Laden was the day that most Americans showed their true colors. I can almost guarantee that the day before if I would have asked them a majority would say that we will never catch Osama and that the war is just a giant waste of time. But on that day when the news broke out all of a sudden people started chanting out "U.S.A! U.S.A! U.S.A!" All over Facebook and text messages, people were posting that we finally caught that devil and that he should burn for what he did. What a load of snot if you ask me I think these people are fools and hypocrites just trying to fit in with whatever side has the popularity at the moment or whatever fits into their own agenda. These were the same people that mocked their own country at any moment that was presented to them, and they are cowards for doing so. I don't think anyone should celebrate the death of another human no matter what they have done during their life. As Martin Luther King Jr. once said, "I mourn the loss of thousands of precious lives, but I will not rejoice in the death of one, not even an enemy. Returning hate for hate multiplies hate, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that."
Don't get me wrong I think war is a terrible thing but in these times I honestly do believe it is necessary even though the price for our security and safety may come at the life of another and I honestly try to never forget that and I will always be indebted to our great nation and servicemen that protect us from enemies foreign and domestic. To most people, 9-11 seems to have become a novelty memory of sorts that took place long ago like Pearl Harbor. In reality it was barely ten short years ago this year. This memory has been etched into my brain never to be erased as I can recall the expression of the people's faces around me, where I was, what I was doing, and the conversations that took place that day and the many years after. | <urn:uuid:a9e7d48d-0cf6-40a7-ad89-c0e2bc997c1a> | CC-MAIN-2021-39 | http://www.communitynarrative.org/uploads/8/0/7/0/8070231/4-us2-f-11.pdf | 2021-09-22T08:32:47+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00351.warc.gz | 81,976,763 | 2,553 | eng_Latn | eng_Latn | 0.998905 | eng_Latn | 0.999247 | [
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St Andrew's Church of England Primary School
Our Vision
PE and sport provides a platform for children to understand the importance of working together as part of a team, experience new things, develop new skills, understand the importance of being healthy and active whilst having fun and forming lifelong friendships.
Introduction
At St Andrew's Primary school, we are committed to providing all children with learning opportunities to engage in Physical Education. This policy reflects our School's values and philosophy in relation to the teaching and learning of PE. It sets out a framework within which teaching staff can work from and gives guidance on planning, teaching and assessment.
Whole School Vision – Respect, Achievement, Fun
At St Andrew's Primary school we aim to inspire and engage children's interest in sporting activities through providing a wide range of opportunities within school, after school and within the wider community.
We aim to foster children's interest in physical wellbeing and healthy lifestyles in order to establish positive long lasting lifestyle choices.
We aim to promote our Christian values through sport and positively encourage children to share, respect, support, trust and work together in order to become well rounded citizens.
Curriculum Aims
The PE curriculum aims to give children the opportunity to explore different areas of sport whilst being educated on the benefits of exercise and the importance of a healthy, active lifestyle. This covers many areas which includes: gymnastics, dance, net games, invasion games, striking and fielding games and athletics. The key aims of the curriculum are:
To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency.
To develop an increasing ability to select, link and apply skills, tactics and compositional ideas.
To develop an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising.
To develop the ability to work as a team player, taking the lead and learning to work collaboratively with others and as part of a team.
To promote an understanding of safe practice, and develop a sense of responsibility towards their own and others people's safety and well-being.
To educate children on the importance that exercise has on a person's mental wellbeing.
To instil positive values relating to respect for their peers, opposing players, referees and match officials as well as themselves.
To enable children to have fun and cultivate lifelong sporting interests.
Curriculum Planning and Organisation
Each class has timetabled access to the hall at least twice a week regularly.
The playground areas and field are used to facilitate activities such as outdoor pursuits and games.
Teaching staff deliver high quality PE activities/lessons for 2 hours per week.
Swimming lessons are provided by qualified teachers from Hyndburn sports centre for Year 3 pupils.
Coaches from local sport clubs and coaching companies provide additional opportunities for extending the PE curriculum.
After school sessions include a Netball club, Football club, cricket club and multi skills club which run weekly for all children across both key stages.
Lunch time activities provide focussed activities for KS2/KS1/EYFS children helping to establish healthy lifestyles.
Through the Hyndburn sports partnership and the Church and Oswaldtwistle cluster schools link, the children are all given regular opportunities to participate in after school competitive sporting activities. School staff accompany the teams to these events.
The school has strong links with local high schools who specialise in sports coaching. We provide opportunities for young coaches to work with our students both at their schools and here at our school.
Furthermore, local high schools provide opportunities for children to access a wider range of sporting activities utilising their sporting facilities.
Early Years Foundation Stage
Physical development within the EYFS framework is one of three prime areas for learning.
The two related early learning goals are:
Expected
Moving and handling – Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space.
Health and self-care – children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
Exceeding
Moving and handling – Children can confidently hop and skip in time to music.
Health and self-care – Children know about and can make healthy choices in relation to healthy eating and exercise. They can dress and undress independently, successfully managing fastening buttons or laces.
Children access a range of daily activities to develop their fine and gross motor skills and have access to a dedicated outside area. In addition to this, they also have a weekly PE lesson.
The school follows the PE Schemes of Work as set out by the Lancashire education authority. This scheme has been adapted to meet the needs of each individual class and is supplemented with ideas and activities from other sources. The schemes are in accordance with the current National Curriculum guidelines.
Lessons are blocked in units of work to promote greater depth of understanding, developing skills, the contextualised application of these skills and the ability to perform reflectively.
Currently swimming lessons take place weekly for Year 3 at Hyndburn sports centre once a week.
There is also a contribution of PE to teaching in other curriculum areas therefore PE provides a cross curricular element. These areas include:
English
Links between PE and English include: writing sequences, following/giving instructions, oral/peer assessments, speaking and listening, and movement within drama.
Maths
Links between PE and Mathematics include: measurement, shape and space, sequences, number, angles, position and movement, rotation and time.
Computing
Children use capturing and recording equipment (cameras and videos) for evaluation/ development of skills. Videos of professional/skilled athletes are also used to help develop good technique.
PSHE
PSHE and PE links include following rules, living healthily, co-operating with others and understanding fairness and equality.
Science
Science and PE links include an understanding of the human body, what happens to the body during exercise and the importance of maintaining a healthy balanced diet.
Music
PE and Music links include the performance of dance routines to pieces of music and understanding the importance of pitch, pace and tempo when planning and executing dance routines.
Christian Values
Through sport children are taught the core values that run throughout school which are trust, friendship, compassion and forgiveness.
Healthy Eating
The school recognises that physical activity is just one element of healthy lifestyles and actively promotes healthy eating to help combat child obesity. These messages are shared throughout school.
Group work and social aspects
PE offers many opportunities that support the social development of our children.
Groupings allow children to work together and give them the chance to develop respect for the abilities of other children through collaborative and co-operative work, while gaining a better understanding of themselves.
Inclusion
All children's ability levels will be celebrated and hard work will be praised and rewarded.
Lessons will provide good quality experiences that are suitably challenging for all pupils.
Children will undertake different activities, but all will be given the same opportunity to achieve the aims through an appropriate range of activities.
For children with limited gross motor skills, the integrity of activities will be maintained and expectations will take into account the individual needs of pupils.
For the purposes of competitions, children in all age groups will be given the opportunity to participate in competitive but safe sporting environments.
Assessment & Recording
Assessment is usually carried out by teachers in the course of the normal class activity. This is done in marking and feedback books. Children are then assessed at the end of each unit of work to show whether they are below, at or above age related expectation according to the school's PE steps criteria. This is done mainly through observations and sometimes through discussion with children. A photographic/video record is sometimes used to document some of their work. This is sometimes logged on class dojo. Physical development levels and progress are recorded by the EYFS teachers for each child. Levels of attainment are recorded on target tracker with skills being taken from the school's age related steps criteria for PE. The subject co-ordinator will work with teachers collaboratively to team teach and assess children in PE. Physical Education / physical development is included as part of the end of year reports to parents.
Health & Safety
Children must wear a full PE kit to participate in PE. Where children do not have kit then school will provide clean replacement kit for individual children. Appropriate footwear in terms of pumps must be worn in the hall. Trainers can be worn in outdoor settings.
Children are briefed at the beginning of each PE lesson about the importance of health and safety and are shown how to use equipment appropriately and safely.
When equipment is needed to be set up for activities such as gymnastics, teachers and teaching assistants will set the activities up and perform appropriate safety checks.
When children are performing certain bodily functions related to sport or are learning a new skill or using new equipment, teachers will discuss how to perform the skills safely and assess risks that may occur whilst performing the activity. In addition, pupils are taught how to improve their own abilities to assess risks themselves and for their peers.
First aid equipment is available, and all staff are trained in what action to take, including calling for assistance in the event of an accident.
Inhalers for pupils suffering from asthma are made readily accessible
Children with individual medical conditions are monitored closely throughout and after PE lessons by staff.
Regular checks are made on all equipment.
The subject leader makes termly visual checks for wear and tear and security of major items, and all staff are responsible for reporting to the subject leader if any items show wear and tear.
Any items constituting a danger are taken out of use immediately.
Pupils are taught to understand the safety risks involved in wearing inappropriate clothing, footwear or jewellery and ear piercings.
Teachers ensure that no jewellery is worn in lessons and long hair should be tied back. If earrings cannot be taken out, they are taped over.
Pupils wear suitable footwear when travelling to and from the hall.
If a child has no trainers/pumps for outdoor PE they use their shoes if the activities are on the playground.
Resources
There is a variety of equipment to enable pupils to achieve objectives, which are best suited for their age and stage.
Large equipment/ mats and some indoor PE resources are stored in cupboards in the hall.
Outdoor equipment is stored in the outdoor sheds.
School Sports Premium
The school has a detailed plan to improve the quality of PE provision for all pupils. This is updated termly and reviewed regularly and is published on the school's website. The plan includes an overview of sports premium spending and a review of the impact of the allocated funds.
Monitoring & Review
The subject leader will oversee the continuity and progression within annual and medium term plans.
They will also monitor the quality of teaching and learning through team teaching, staff questionnaires and pupil interviews.
The leader will support colleagues and share expertise, arrange opportunities for outside agencies to visit the school in order to enhance learning and direct teachers to examples of good practice. | <urn:uuid:72204d66-2889-4906-bb9d-9400a3d7fd73> | CC-MAIN-2021-39 | https://www.standrewsprimary.com/files/PE-Policy.pdf | 2021-09-22T08:48:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00350.warc.gz | 1,018,515,162 | 2,214 | eng_Latn | eng_Latn | 0.997738 | eng_Latn | 0.998317 | [
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Division of Early Intervention and Special Education Services | Bulletin # 20-07
Birth – Age 4
Birth – K
Age 3 – K
Birth – 21
Age 3 – 21
Date: Issued April 2020, Revised October 2020
Providing Continuity of Learning for Students with Disabilities who require Extensive, Intensive, Individualized Instruction and Support during the COVID-19 Pandemic
Purpose
The MSDE, Division of Early Intervention and Special Education Services (DEI/SES) has created this Technical Assistance Bulletin (TAB #20-07) to guide the provision of continuity of learning for students (1) with significant cognitive disabilities, (2) that require extensive, intensive, individualized instruction and support, and (3) the use of alternate or modified curricular in a virtual and/or distance learning environment during extended school closures due to the COVID-19 pandemic.
This document includes:
* Continuity of Learning
* Legal Drivers
* Special Considerations for Behavior
* Resources
* Frequently Asked Questions
The document is a supplement to Technical Assistance Bulletin (TAB) #20-01, Serving Children with Disabilities under IDEA during School Closure due to the COVID-19 Pandemic and TAB #2003, Providing Continuity of Learning to Students with Disabilities during Extended School Closure due to the COVID-19 Pandemic. Please refer to these TABs for additional information and guidance on the provision of special education services to students with disabilities during this unprecedented time.
Legal Drivers
Each student with a disability must be provided, to the greatest extent possible, the special education and related services identified in the student's Individualized Education Program (IEP) that was developed according to the Individual with Disabilities Education Act (IDEA) (34 CFR §§ 300.101 and 300.201 (IDEA), and 34 CFR § 104.33 (Section 504)). This includes the provision of supplementary aids and services, program modifications, and accommodations required to meet the student's individual goals.
In order to provide a Free Appropriate Public Education (FAPE) during this unprecedented time, the student's instructional team first reviews the IEP to determine if the IEP services can be implemented remotely, preventing regression and promoting progress toward achievement of IEP goals. They contact the parent/guardian and discuss proposals for how the IEP can be implemented, and how they will communicate with the student and family over the course of the distance learning period. Questions for the school staff to discuss with the family include:
* If the services cannot be delivered, or the amount of time specified to receive special education and related services will change, how does the IEP need to be amended to reflect the realities of remote learning?
* Given that the IEP goals remain the same, how can the services in the IEP be delivered to promote student progress?
* Are there any new educational or functional learning needs that have resulted from the requirement of distance learning and require an amendment to the IEP?
* For students with significant cognitive disabilities, what supports do parents need to partner with the service providers to ensure delivery of specially designed instruction as outlined in the IEP?
If the team members believe that the IEP needs to be amended, they must obtain parental agreement, provide prior written notice, and provide a copy of the amendment to the family and service providers. If the parent does not agree with the amendment, then the IEP team, including the parent, must meet through remote means to revise the IEP to develop challenging and ambitious goals that can be met through remote delivery of specially designed instruction (SDI). If the parent cannot participate in an IEP meeting, then the IEP team must implement the services currently on the IEP, which can be reasonably provided in a virtual environment and which do not change the program or placement.
Continuity of Learning
As Maryland continues to implement continuity of learning in response to the COVID-19 pandemic, school staff should consider the steps outlines below when reviewing students IEPs to make implementation decisions for the accommodations, modifications, supplemental aids, and services needed to support learning in a virtual and/or distance learning environment.
Step 1. Review
Review the student's current IEP with a focus on goals and services.
Step 2: Develop
Identify and document necessary amendments required to deliver IEP services
through a virtual and/or distance learning environment.
Step 3: Agreement
Obtain parent agreement to the individualized amendment(s) to the current IEP and
provide prior written notice.
Step 4: Implement
Implement the amended IEP in a distance learning environment.
Step 5: Evaluate
Monitor the delivery of IEP services and report implementation and progress toward
the student's IEP goals.
Step 1: Review
Review the student's current IEP with a focus on goals and services.
It is important to note that amending the IEP does not require an IEP Team meeting. Participants in the amendment process should include the student, parent(s), special education teacher and/or case manager, and other service providers as appropriate.
With a focus on the individual student's strengths and learning needs, school staff may consider:
* the model of distance learning available and appropriate for the student;
* the student's disability and individual needs as defined in the IEP;
* how to provide systematic and evidence-based interventions in a virtual and/or distance learning environment;
* access to technologies that that may influence the delivery of special education and related services during this period of extended remote learning.
* accommodations and modifications, supplementary aids and services, related services, and supports that can be provided in a virtual environment; and
Note: For students who are being instructed and/or assessed through Maryland's Alternate Academic Standards, considerations to the Alternate Education Framework should be made.
Adapted from the National Center and State Collaborative Instructional Framework
CAREER
CURRICULUM
Maryland College &
Career Ready Standards
Core Content Connectors
Essential Elements
INSTRUCTION
Grade Level Lessons
Accessible Instructional
Materials
Accommodations
ASSESSMENT
Formative:
Ongoing
during school year;
monitors learning
Summative:
end of year
or end of course;
evaluates learning
Communicative Competence
COLLEGE
COMMUNITY
Please see the MSDE, DEI/SES Technical Assistance Bulletin # 19-07:
Improving Outcomes for Students wi
thS
ignif icant Cognitive Disabilities: Eligibility, Instruction, and Assessment
for more information about the alternate education framework.
Step 2: Develop
Identify and document the necessary amendment(s) required to deliver IEP services through a virtual and/or distance learning environment.
School staff identifies and documents the necessary amendment(s) to deliver specially designed instruction (SDI) in a virtual and/or distance learning environment. This provides an opportunity to enhance collaboration with the family and assist them in support of their child at home, connecting the family with the team to achieve common student goals. School staff may:
* Identify the instructional strategies and supports that are new to any team members and if there is training needed for school staff (e.g., teacher, related services, paraprofessional) and parent (as appropriate) to support virtual and/or distance learning and the implementation of in-home supplementary aids and services to promote student progress and prevent regression.
* Identify the barriers and possibilities for the student to learn at home through support to the family or direct interaction with the student. Develop written procedures for who will provide specially designed instruction (special educator, paraeducator, related services provider, parent), how SDI will be delivered (virtual learning software, interaction with the instructional team online, parental interventions with school staff support), and the timing of SDI (when and how long).
* Consider technology that might assist the student's learning while using the learning platform that is available and appropriate to meet the student's needs. Determine whether the
technology supports or interferes with the student's learning and consider alternatives when necessary.
* Identify the best way to determine the student's communicative initiations and responses when interacting online.
* Identify opportunities for the student to maintain and develop communication skills to enhance communicative competence and use of alternative and augmentative communication systems at home.
* Develop a schedule for the student that considers attention, stamina, pacing, physical comfort, and other environmental or personal support needs that will enhance learning and progress.
* Use the natural environment of the home and the wealth of the natural learning opportunities to pair academic skills to home routines, e.g., follow a morning schedule along with a template or adapted list, apply math (measurement) in preparing a meal or setting the table (counting), identify household items by name (reading labels).
* Consider the student's physical education or adapted physical education needs. Identify TV, web-based, and internet-accessible activities in which the student can engage in with peers or family to routinely sustain fitness.
* Consider participation in routines and grade-level opportunities with peers in general education through the virtual learning platform provided to all students (e.g., Google Classroom), consistent with the student's IEP for participation in general education.
* Design a strategy to provide training to the parent if needed and consider how to provide ongoing parental support.
* Identify how instructional methodologies used in the school environment could translate to home instruction. These could include direct instruction provided by a family member, descriptive teaching, learning or communication prompt hierarchies, adequate "wait time," repeated and deliberate practice, Applied Behavior Analysis (ABA) procedures, first/then routines, time delay, and scheduled delivery of reinforcement.
Step 3: Agreement
Obtain parent agreement to the individualized amendment(s) to the current IEP.
It is essential that the family contribute to, understand, and agree with an amended IEP. Before any proposed amendments can be implemented, the parent(s) must agree to the amended IEP, as well as the data to be collected to monitor progress. Following the parent's agreement, the amendments to the IEP need to be shared with the appropriate teacher(s) and related service providers, as well as the parents, prior to implementation. Prior written notice must also be provided consistent with the September 28, 2020 OSEP Q&A Guidance Document. 1 If the parent(s) is not in agreement, an IEP Team meeting should be convened with the family, to revise the IEP for implementation in a remote learning environment.
Step 4: Implement
Implement the current, amended, or revised IEP in a virtual and/or distance environment.
Implementation considerations:
© 2020 Maryland State Department of Education. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent, Division of Early Intervention and Special Education Services. 1 https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-provision-of-services-idea-part-b-09-28-2020.pdf
* Provide a visual schedule or three-dimensional schedule for the student (transmitted by postal mail or electronically) to promote predictability and routines for the student.
* If appropriate, develop methods for the family to collect data on the student's demonstration of skill in the instructional routine at home as well as in other natural home environments.
* Develop social stories or other supports to assist the student in understanding the changes resulting from COVID-19 and the necessity to learn remotely.
* Model instructional and communication strategies when interacting remotely with the student to deliver direct instruction.
* Design supports for peer interaction, if possible, to maintain inclusive social and communication opportunities consistent with the student's IEP.
* Collaborate with other educators and service providers to maximize the student's opportunity to interact with peers in the remote general education platform when and if possible.
* Incorporate expressive, receptive, and pragmatic communication strategies within all instructional activities and interactions with the student.
* Consider accessibility features of the online platform and how visual and aural sensory input affects student initiations and responding.
* Develop and/or use instructional materials that incorporate visual cues and characteristics to enhance understanding and skill acquisition.
* Assist the student in feeling connected to the school community with news and information about classmates and other school activities.
* Align learning activities with the student's mode of communication and preferred response modes. Acknowledge successive approximations towards a learning goal.
* Provide supports for the development of new skills needed by the student to use the available and appropriate remote learning environment.
Step 5: Evaluate
Frequently monitor IEP implementation and student progress toward IEP goals.
It is beneficial that access to, and achievement of, learning standards and IEP goals be documented on a regular basis and reviewed to determine if there is a need for adjustment to the supports and services being provided. Strategies may include the following:
* Use data collection tools that are easy to implement and routinely monitor student performance and progress. If possible, use strategies consistently and already in place for the student. If appropriate, use data collection tools that are family friendly.
* Engage parents and the student, when possible, in the assessment of progress and identification of learning targets.
* Monitor environmental concerns that promote or interfere with learning so they can be modified, if possible, or documented to understand student performance.
* Record the student's response to instruction and services.
* Document frequency and duration of services provided, the goals that are addressed, as well as the effectiveness of supports and services.
* Use data to adjust the delivery of services, as appropriate.
* Maintain and store data for consideration by the IEP team, when schools resume normal operations.
* Collaborate with parents/family members to understand student performance and influence on student progress.
Special Considerations for Behavior
Children with disabilities may struggle to adjust to restrictions to stay at home, away from friends and teachers, and changes to routines with low predictability. Students with significant cognitive disabilities may have limitations to their understanding of the life changes that they are experiencing, making the requirements to stay at home even more stressful. When a student acts out their frustration, it is important for school staff to support the student and family to understand these behaviors and to identify supports for the student. Below are some strategies/suggestions to support students with significant cognitive disabilities who are experiencing behavioral or emotional expressions resulting from having to stay at home and participate in a distant learning environment.
* Identify ways to teach and embed behavioral self-regulation or maintaining student and family safety, calming strategies, social stories that explain the current and future situations
* Use materials and routines that are familiar to the student.
* Identify ways to celebrate student success frequently
* Increase opportunities for positive reinforcement for participation in routines, engagement in learning tasks, completing remote school activities, etc.
* Use a variety of social narratives to clarify challenging situations and possible responses through modified text, photos, or the use of technology.
* Use visual supports and routines to prompt the student's known strategies for coping and calming.
* Ensure that positive behavioral expectations (represented by an object, picture, icon, or text) are posted, practiced, and reinforced within the home learning environment. Ensure that parents have access to these, and all other behavioral visual supports used in school for use at home.
* Identify and share with all members of the school staff the words, phrases, gestures, or body language that are familiar to the student and communicate reinforcement of positive behavior, persistence, patience, and engagement.
* Amend an existing Behavior Intervention Plan (BIP) to meet new behavioral challenges in the virtual or distance learning environment, if needed. Implement the BIP to the greatest extent possible. If amendments are made, document changes, reasons for the change, and parent agreement.
* Acknowledge and address barriers and/or contributing factors that may impact behavior in a virtual and/or distance learning environment.
* Be available during scheduled "office hours" by email or phone as necessary to support the student.
Frequently Asked Questions
Q: How can my prior instruction of the standards in the classroom move to home instruction/distance learning?
A: Consider sending home materials (digitally or in take-home mailed packets) for learners to use during instruction. Record small videos or hold live video conferences with students to teach and demonstrate learned and new skills. Incorporate the use of familiar tools and strategies into the distance learning structure. Scaffold instruction by beginning lessons with a connection to previously taught material. Select materials/manipulatives that might be available at home or send materials to families in a resource toolkit. Share enough resources and information to set families up for success, but not too much that might overwhelm them. In keeping with educational best practices, break activities into small chunks that can be completed over multiple days in small segments of time (i.e., no more than 15 minutes).
Q: How can I utilize the expertise of a paraprofessional in support of SDI in the distance learning environment?
* practicing already acquired skills with a focus on accuracy, quality, response rate, latency;
A: Instruction by paraprofessionals can be supplemental to the remote instruction provided by teachers and related services staff in a virtual and/or distance learning environment. If supplemental instruction is to be provided by a paraprofessional, it should primarily focus on:
* minimizing educational regression; and
* strengthening the maintenance and generalization of learned skills. (Giangreco, 2020)
It is important to setup a method of consistent and regular communication with the paraprofessional through the most available online platform and accessible means (e.g., phone call, video chat, email, text-chat). Consider setting up a structure contacts (e.g., success in student progress/performance, review of student data, questions, upcoming lessons, next agenda). The paraprofessional may be able to access the chat area or video conference application of the distance learning platform to reinforce learning concepts, provide prompts, and visual reminders to the student. If the student participates in an online content area class, the paraprofessional could preview the lesson, review lesson vocabulary, or provide instruction on communication strategies to use in that lesson. The paraprofessional could also provide instruction (designed by the special educator) in how to use a behavioral regulation strategy (e.g., five fingers strategy for calming) and have the student practice the technique. The paraprofessional could also modify materials or create supplemental materials at the teacher's direction and send them to the teacher(s). Any direct instruction provided by the paraprofessional should be guided by written plans developed by the special educator, including a data collection component.
Q: What strategies can be used to help families and students maintain emotional health during the time at home?
A: Increased emotional stress during this period may result from limitations in social connections and a lack of resources. When possible, any effort to connect students to their peers, neighbors, and friends will increase their sense of belonging and minimize loneliness. If a family needs mental health resources or assistance with food, connect with your school administration or counselors to identify if there are opportunities for the family to get relief. And the most important thing an educator can do is listen; family members will feel more at ease when they know that their child's teacher cares and is there to provide support.
Q: What is the role of the parent in a virtual and/or distance learning model for students with significant cognitive disabilities?
* Students will see their parents as their greatest cheerleaders and coaches, knowing that their parents are their greatest advocate.
A: Close and regular communication between the teacher and the primary family member will result in a more successful implementation of the student's IEP during the extended school closure. While the responsibility of instruction rests with the teachers, the parent may play a key role in supporting instruction within the home, when appropriate. Consideration should be given to support parents as they help support the organization and routines at home. Keep in mind that change is often difficult for many students with significant cognitive disabilities; asking the family to further change their routine and add on home-schooling may be impossible. If the parent is working from home, maintaining child care and support, they may not be able to add in homeschooling. Consider the following factors for parent engagement in the instructional process:
* Parents control the learning environment by setting the pace, building a physical space intended for learning, and continue to encourage in the absence of daily face-to-face interactions.
* Parents work with the instructional team to identify training needs, resources, and/or related supports for the implementation of specially designed instruction, use of technologies, and development of schedules for learning success in the home environment.
* Parents may help their child set goals; connect with and learning activities; practice with the material, and understand mistakes. The less independent the child is as a learner, the more time and energy the parent will spend in instructional activities.
Q: Can Medicaid be used to pay for related services included in IFSPs and IEPs?
A. Yes. Many related services received by students with the most significant cognitive disabilities, such as speech therapy, occupational therapy, and physical therapy, may be provided via videoor teleconferencing. Amended IEPs will document how services will be delivered (timing, methodology), as well as any services that cannot be provided through virtual or distance means. To support the delivery of related services in a virtual and/or distance learning environment, the Maryland Department of Health (MDH) has issued guidance expanding the use of telehealth, including licensing reciprocity for out-of-state providers and expanded eligibility for Medicaid billing.
Resources
The following resources are offered to enhance, support or augment distance instruction for teachers and parents. Each local school system makes determinations as to the appropriateness of any tool or resource to be used or shared by the system. These resources are specific to the complex learning needs of students with significant cognitive disabilities.
Assorted General Curriculum Projects Adapted Texts
Similar to Tarheel reader, this site contains classic and typical read grade-level texts that have been chunked, shortened or made much less complex. Some of the texts use Writing with Symbols to support AAC users.
https://access.uncc.edu/parent-teacher-and-educator-resources/assorted-general-curriculumprojects-adapted-texts
Distance Learning for Special Education
A collection of resources from educators and families around the world to support special education distance learning, including students with significant cognitive disabilities. It includes online resources for all age ranges in academics, transition, behavior and communication supports, motor activities, social-emotional supports, and more. Collected in conjunction with the Kansas Department of Education and University of Kansas, this site also contains tips for families and professionals.
https://sites.google.com/view/distance-learning-specialed/home?authuser=0
Dynamic Learning Maps (DLM) Familiar Texts
DLM alternate assessments use specific "familiar texts." These books include fictional stories and informational text. The books are organized by grade level. They can be read in Tar Heel Reader or Tar Heel Shared Reader if a student needs communication support.
https://dynamiclearningmaps. org/erp_ie
DLM Science Instructional Activities
These science activities support teachers who are using DLM science Essential Elements during instruction. Model activities for each grade band (elementary, middle, and high school) are included and can be adapted for use at home.
https://dynamiclearningmaps. org/sci_resources
Free Boardmaker Activities
For AAC users who use the Boardmaker symbol system, this site offers activities and materials that have already been translated into Boardmaker. Much of the focus is on younger students.
http://teachinglearnerswithmultipleneeds.blogspot.com/2008/02/free-boardmaker-boards-andactivities.html
Modified Lessons for Students with Disabilities
A set of math lessons that have been modified from grade-level content to scaffold instruction for students with intellectual disabilities.
https://www.livebinders.com/b/2522900?fbclid=IwAR0BVLEIMd_s3U99X9aUdc7OiRA7E05LQfGiZ6U6 bUoHrZqGk-zub2EXG6s
National Library of Virtual Mathematics
A site dedicated to providing virtual math manipulatives to support student understanding of concepts. It includes algebra tiles, base ten blocks, graphing support, etc.
http://nlvm.usu.edu/en/nav/vlibrary.html
Praacticalaac
While Praacticalaac always has excellent ideas for working with students who use AAC, this particular post has some ideas and directions for distance learning for AAC users.
https://praacticalaac.org/praactical/how-i-do-it-digital-connections-with-families-to-support-aacusers/
The Sherlock Center
This page has many classic and popular books that have been modified for complexity or length.
http://www.ric.edu/sherlockcenter/wwslist.html
Tar Heel Reader
Tar Heel Reader is an online collection of free, easy-to-read, and accessible books on a range of topics. Each book can be read using built-in speech synthesis and accessed using multiple interfaces, including touch screens, switches (1-3), and eye-gaze. Read books without registering.
http://tarheelreader.org
Text Compactor
Place written text into the online form, and it will summarize texts. You are able to modify the length and complexity of the text. Review results before using as sometimes important information is lost.
Www.Textcompactor.com
TIES Center Distance Learning Resources
Resources specifically designed to help educators, families, and administrators who work with students with significant cognitive disabilities support ongoing academic, social, and IEP engagement in a distance learning environment. New topics are posted each week. Published by TIES Center, a national technical assistance center on inclusive practices and policies, its purpose is to create sustainable changes in kindergarten–grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers while being instructed in a way that meets individual learning needs.
https://tiescenter.org/resources?topic=distance-learning
References
Giangreco, M. F. (2020). Remote Use of Paraprofessional Supports for Students with Disabilities During the COVIC-19 Pandemic. Burlington, VT: University of Vermont, Center on Disability and Inclusion.
For more information, call 410-767-0249
MARYLAND STATE DEPARTMENT OF EDUCATION
200 West Baltimore Street
Division of Early Intervention and Special Education Services
Baltimore, MD 21201
Karen B. Salmon, Ph.D. State Superintendent of Schools
Clarence C. Crawford President State Board of Education
Carol A. Williamson, Ed.D. Deputy State Superintendent for Teaching and Learning
Marcella E. Franczkowski, M.S. Assistant State Superintendent Division of Early Intervention and Special Education Services
Larry Hogan Governor
© 2020 Maryland State Department of Education, Division of Early Intervention and Special Education Services
Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent, Division of Early Intervention and Special Education Services. Please include reference to the Maryland State Department of Education, Division of Early Intervention and Special Education Services on any replication of this information. To request permission for any use that is not "fair use" as that term is understood in copyright law, contact: Maryland State Department of Education, Division of Early Intervention and Special Education Services, 200 W. Baltimore Street, 9th Floor, Baltimore, MD 21201, Phone 410-767-0249, MarylandPublicSchools.org.
This document was developed using grant funding provided to the Maryland State Department of Education from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS)/Office of Special Education Programs (OSEP), under the Individuals with Disabilities Education Act. The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, religion, or disability in matters affecting employment or in providing access to programs. For inquiries related to departmental policy, please contact the Equity Assurance and Compliance Branch: Phone 410-767-0433, TTY 410-767-0426, Fax 410-7670431. | <urn:uuid:430c90c7-83f2-477e-81fc-db8b03255053> | CC-MAIN-2021-39 | https://www.marylandpublicschools.org/programs/Documents/Special-Ed/TAB/20-07-ContLearningSWSCD.pdf | 2021-09-22T08:38:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00350.warc.gz | 895,451,506 | 5,752 | eng_Latn | eng_Latn | 0.977475 | eng_Latn | 0.993344 | [
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Hey Kids ...
HALLOWEEN SAFETY TIPS
TRICK-OR-TREAT SAFELY:
T Carry a flashlight, your parent's cell phone, and emergency identification hidden in your costume.
T Walk - don't run - from house to house.
T Keep to familiar neighborhoods - don't cut through yards, back alleys or parks.
T Only approach homes that are well lit and have the front porch light on.
T Stay on the sidewalk. If there's no sidewalk, walk on the left side of the road facing traffic.
T Obey all traffic signals. Remember to Stop-Look-Listen before crossing the street.
T Wait on the porch for your treats - never enter a stranger's house or car. Call a parent if you're too tired to walk home.
WEAR A SAFE COSTUME:
T Wear light colored costumes with reflective markings or tape. Add extra reflective tape to your trick-or-treat bag.
T Avoid wearing masks - they can make it hard to see, hear and breathe. Wear nontoxic face paint or makeup and a crazy wig or hat. Think carefully about carrying fake knives, guns or swords.
A Memo To Parents ...
T
Discuss what behavior is acceptable to you on "Mischief Night" and while trick-or-treating on Halloween.
T Feed your child a nutritious snack (or meal) before they go trick-or-treating or to a party.
TKeep all costumes short enough to prevent tripping, and large enough for layering of clothing if it's chilly.
T Young children of any age should be accompanied by an adult.
T Older children who trick-or-treat without an adult should go out in a group, plan their route, and establish when they'll be home.
T Although tampering is rare, remind children to bring their treats home before eating anything.
T Give out healthier treats: packages of peanut butter crackers or mini boxes of raisins ... or give out nonfood treats like plastic rings, pencils, stickers, erasers or coins.
T Don't give unwrapped or homemade treats (cupcakes or cookies, baggies of popcorn or pretzels), hard candy in twisted wrappers or fresh fruit ... these are "unsafe" treats.
A Note To Homeowners ...
T Clear your yard of objects that can trip young children ... ladders, hoses, dog leashes, flower pots, etc.
T Keep the family pets away from trick-or-treaters (even gentle animals may not recognize "their" children, become frightened and attack).
T Consider fire safety when decorating: don't overload electrical outlets with holiday lighting or special effects; battered powered jack o'lantern candles are preferable to a real flame; if you do use candles, place the pumpkin well away from trick-or-treaters.
T Drivers ... go slow, slow, slow all evening. If you are going to an adult Halloween party, remember to have a designated, non-drinking driver. | <urn:uuid:12c97ae7-44d4-47c2-8236-9366f0b71254> | CC-MAIN-2021-39 | https://mtnj.org/images/uploads/health/halloween-manalapan.pdf | 2021-09-22T09:13:24+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00352.warc.gz | 452,658,386 | 594 | eng_Latn | eng_Latn | 0.998581 | eng_Latn | 0.998581 | [
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USE THE COMMA ( , )
1. To separate items in a series.
(series of words) – Sophomores, Juniors, and Seniors attended the assembly.
(series of clauses) – They came to the party, they drank all the beer, and they refused to leave.
(series of phrases) – She got paint on her shirt, on her shoes, and in her hair.
Note: Some writing guides suggest leaving out the last comma in a series: Sophomores, Juniors and Seniors attended the assembly.
2. To set off all types of nonrestrictive elements (information not necessary to the meaning of the core sentence).
New Orleans, home of the po-boy sandwich, is a fascinating city.
John, who knows everything about physics, can't boil an egg.
The marsh, once full of wildlife, is now covered in oil.
Note: Do not put commas around essential (restrictive) information: The woman who is sitting four seats to the left is falling asleep. [The location of the woman is essential information].
3. To set off introductory elements (introductory or transitional words, phrases, or dependent clauses that come at the beginning of a sentence).
In this box, you will find the treasure you seek.
After he left high school, he volunteered for two years.
Hearing her name called, she rose from her seat in the jury room.
4. Before a coordinating conjunction (for, and, nor, but, or, yet, so) when used to connect main clauses.
We leave food out at night for the stray cats, and it is always gone by the morning.
He ran a strong race, but he came in second.
Note: Do not use a comma if the coordinating conjunction connects compound subjects, verbs, or objects: He ran a strong race but came in second.
5. To connect free modifiers to a base sentence.
The children sat in three straight rows, fidgeting and squirming in their seats.
A few hours later we spotted two small dolphins, startlingly beautiful fish of pure gold, pulsing and fading and changing color.
USE THE COLON ( : )
1. After a complete sentence that introduces a list or a full-sentence quotation.
There are three major ways to cut your risk of heart disease: exercise regularly, eat a healthy diet, and reduce stress levels in your everyday life.
Hemingway expresses the struggles of the writer this way: "There is nothing to writing. All you do is sit down at a typewriter and bleed."
USE THE SEMICOLON ( ; )
1. To connect closely related main clauses.
We prepared food for fifty guests; only ten diners showed up.
He ran a strong race; however, he came in second.
2. To separate a series of items that themselves contains commas.
The committee received suggestions from a veterinarian in Anchorage, Alaska; a lawyer in Medford, Massachusetts, who has handled animal cruelty cases; and an animal rescue worker in New Orleans, Louisiana, who is a specialist in rescuing wild animals in urban settings.
USE THE DASH ( -- )
1. To mark any sudden break and add emphasis.
She will finally receive her degree in May—if she survives her final exams.
2. To set off elements added at the end of the sentence.
He packed the necessary items in the duffel bag—duct tape, a rope, and an axe.
3. To set off interrupters, especially when they contain commas (a dash works as a "strong" comma).
The necessary items—duct tape, a rope, and an axe—were packed in the duffel bag.
Notes: A dash is not a comma substitute. Use it only sparingly, such as in the cases described above.
USE PARENTHESES ( )
1. To set off and de-emphasize explanatory or less important details inserted into a sentence:
Oswaldo was born in Honduras (although he lived there only seven years).
USE THE APOSTROPHE ( ' )
1. To mark a possessive:
That is Ann's yogurt, so please do not eat it. [singular word, not ending in "s"]
The children's snacks filled the ice chest. [word that is plural without adding "s"]
The cats' tails were twitching in irritation. [plural word]
Note: The possessive form of "its" doesn't use an apostrophe: That coat is losing its buttons.
2. To mark the missing part of the word in a contraction (and other omissions).
That's Ann's yogurt, so please don't eat it.
It's ten o'clock. [originally "It is ten of the clock."]
3. To form certain plurals when clarity is an issue.
The old typewriter doesn't type e's. ("The old typewriter doesn't type es" has a different meaning). | <urn:uuid:7a311eff-ccfb-4744-8536-22b46ad59c3d> | CC-MAIN-2021-39 | https://success.loyno.edu/sites/default/files/2021-07/punctuation-guide.pdf | 2021-09-22T08:55:41+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00353.warc.gz | 574,559,652 | 1,081 | eng_Latn | eng_Latn | 0.999254 | eng_Latn | 0.999368 | [
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Apple and Koa Classes Home Learning Year 2
Thursday 7 th May 2020
Dear Year 2 families,
We are very pleased with the response and learning that the children are doing at home and thank you to all parents/carers for supporting your child with this. Just a reminder, Ms Benjamin is starting her Phonics Youtube channel for phases 4 and 5 today. This will be a good revision for all Year 2 children. Please have a look and try out some of the activities.
https://www.youtube.com/playlist? list=PLBW9TkAsaN-avs0jxDw3rQX9VvAsURxSx
Here are Thursday's activities for week 3:
1. In Maths we are continuing our learning with 'mass'. Look in the kitchen cupboard and find food packets and tin items. Compare the mass to see which item is heavier and lighter. You could do this by feeling the items in each hand or by using a weighing scale if you have one.
Record this in your homework book by using the symbols > (more than) < (less than) and = (is equal to). Can you predict which item will be heavier/lighter?
Use the >, < , = symbols to record your sentences like this.
The lettuce weighs __ than the pineapple.
Simplification: Draw the pictures of items and use the > more than, < less than symbols in the middle like this:
Extension : Choose 3 objects. Order them from the heaviest to the lightest and complete these
sentences:
You do not need the internet for these activities.
2. In English, we are going to write a non-chronological report about tigers. Using the tiger facts you found out on Monday, begin to write your non-chronological report. Remember to use these subheadings:
* What do tigers look like?
* Where do tigers live?
* What do tigers eat?
* What do tigers do?
* An amazing fact
Extension: You could write an introduction paragraph about tigers with some general information. Simplification: Write simple sentences about tigers. E.g. Tiger have…, Tigers live…, Tigers eat…, Did you know…?
If you do not have access to the internet: Write a poem about a tiger.
3. In Science, we are continuing our learning on habitats. Look at your home habitat. Find objects in your home and gardens (if you have one) and sort them into 3 categories depending on whether they are living, dead or have never been alive.
Extension: Think of questions you might ask to decide whether an object is living, dead or has never been alive.
Simplification: Look at a micro-habitat (tree, plant, leaf, log, flower, rock, etc) what minibeasts do you find there?
You do not need the internet for these activities.
Mrs Khan and Ms Aldecoa | <urn:uuid:d9ab8f86-5f13-41fa-b3a8-f880bb57fca2> | CC-MAIN-2021-39 | http://www.marvelslane.lewisham.sch.uk/mlps/wp-content/uploads/2020/05/Y2-Home-Learning-07.05.pdf | 2021-09-22T08:10:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00355.warc.gz | 106,435,819 | 605 | eng_Latn | eng_Latn | 0.99841 | eng_Latn | 0.99841 | [
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Phonics For First Grade Grade 1 Gold Star Edition Home Workbooks
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Phonics For First Grade Grade
First Grade Phonics Worksheets and Printables Help your child unlock the gates to reading and writing fluency with our first grade phonics worksheets. With a slew of fun themes and cute imagery, your child will love practicing first grade phonics, be it learning to read, sound out, spell, and write words that start with sh, ph, wh, and ch, or words that end in ng and ck.
1st Grade Phonics Worksheets & Free Printables | Education.com
Luckily phonics makes learning to read easier, as kids learn to connect sounds with written letters and words. Our first grade phonics worksheets are here to help your child build their reading and spelling sounds. All our printable phonics worksheets include: Clear and simple instructions; Engaging visuals; Two answer choices to guide learners
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These first grade phonics resources offer up a host of ideas for teaching first grade phonics. Interactive games build good spellers by showing kids how to blend sounds, and our worksheets help kids to review the phonics principles they've learned, from digraphs to the short U sound.
First Grade Phonics | Education.com
In 1st grade your child will start by being able to read CVC words (consonant-vowel-consonant words) like t-a-p, then move on to read words that start with bl, sl, and tr. They'll learn that the letter "e" at the end of some words will be silent (gone, time). They'll also master long vowel sounds such as ai, ee, oa.
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Phonics for First Grade includes these academic skills: • Beginning and ending consonants • Blends and digraphs • Long and short vowel sounds • Word families
Carson Dellosa | Phonics for First Grade Workbook, 64pgs ...
Digital Phonics for First Grade & Second Grade. August 11, 2020. With our current pandemic, teaching remotely is becoming very common. Plus, we don't know how long distance learning will last. So, I wanted to create an engaging way for first grade and second grade students to practice phonics skills.
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Grade Level Grade Pre-K. Grade K. Grade 1. Grade 2. Grade 3. Grade 4. Grade 5. Grade 6. Grade 7. Grade 8. Grade 9-12. Phonics First (Grades K-5) ... students showed remarkable progress and our MEAP state reading scores jumped from 56.2 to 82.5 after only 3 months of Phonics First® Academic Advantage On-site Tutoring. I would highly recommend ...
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First grade, Second grade, Third grade 3 more ..., First grade, Second grade, Third grade Syllable Dividing Rules For Multisyllabic Words 1st Grade ELA » Unit: Phonemic Awareness and Phonics Lessons
First grade Phonics Lessonplans, homework, quizzes
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This page contains all our printable worksheets in section Phonics of First Grade English Language Arts. As you scroll down, you will see many worksheets for rhyming, syllables, beginning and ending consonants, short and long vowels, consonant blends, digraphs, r-controlled vowels, three letter blends, soft c,g and hard c,g, variant vowels, diphthongs, silent e, beginning consonants, ending consonants, word families, counting phenomes, and more.
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Spectrum Phonics 1st Grade Workbook—State Standards for Grade 1 Phonics, Vowel and Consonant Practice With Answer Key for Homeschool or Classroom (160 pgs) by Spectrum | Aug 15, 2014. 4.7 out of 5 stars 284.
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First Grade Phonics Games, Level 1. You will find our phonics games for teaching first grade level 1. These games will develop skills in the following areas: Reviewing short vowels. Reviewing Consonants. S Blends, SW, SP, SN, ST. Digraphs ch, sh, wh, th, ph. Soft C & G. CLICK HERE TO PLAY GAMES.
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Poke task cards are a fun way to get your students to practice a skill over & over! These CVCE cards are a perfect first grade phonics activity for small groups, literacy centers, rotations, or independent practice. Each picture card has 3 words at the bottom. Your students will poke the correct answer and then turn to the back to self correct.
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FirstiePhoncis: An engaging phonics scripted + systematic curriculum for first grade students. This bundle is designed for the first grade classroom and easily adapted to fit a guardian-led homeschool setting! If inquiring about this bundle for a homeschool setting, feel free to email me directly wi
Phonics First Grade Worksheets & Teaching Resources | TpT
FirstiePhoncis: An engaging phonics scripted + systematic curriculum for first grade students. This bundle is designed for the first grade classroom and easily adapted to fit a guardian-led homeschool setting! If inquiring about this bundle for a homeschool setting, feel free to email me directly wi
First Grade Phonics Worksheets & Teaching Resources | TpT
Pre-K & K Ages 3-6 1st Grade Ages 6-7 2nd Grade Ages 7-8 Kiz Phonics is an excellent progressive program for teaching kids to read using a systematic phonics approach.The Kiz Phonics program is carefully arranged by levels from Preschool Ages 3-4, Kindergarten Ages 4 -6, 1 st Grade Ages 6-7 & 2 nd Grade Ages 7-8.
Phonics Activities, Learn to Read, for Preschool ...
1st Grade Builds on a foundation of basic phonics skills to introduce more complex words and stories.
1st Grade | Hooked on Phonics
Abby Phonics - Second Grade - AU and AW Series Designed to be used by Teachers in classrooms or by Parents at home - all lessons are PDF-able to be printed out on paper for students. Abby Phonics First Grade helps young learners improve and enforce their phonics skills with flashcards and interact...
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Grandview School
Physical Education and Health News
A "highlight reel" for parents, teachers, administrators and the public
_________________________________________________________________________________________
GYMNASTICS ANNOUNCEMENT!!!
Gymnastics begins Monday, December 2 nd !!!
- Students will be reminded to wear activewear, sweat pants, warm-ups ("shwooshies") or wind pants.
- Students who wear jeans during the gymnastics unit will not be allowed to participate for safety reasons. Also, whenever possible, please limit clothes with excess zippers and belts. Thank you for your help in keeping all students safe in physical education!
MAY YOUR VACATION DAYS BE FIT AND FUN!
Families, keep up your workouts and nutritional guidelines throughout the winter! Rule of thumb for keeping children warm is to dress them in one more layer of clothing than an adult would wear in the same conditions. Health Tips: If you are exercising at high altitudes this winter, please remember to stay hydrated and wear sunscreen and eye protection.
WINTER WEATHER WISDOM
As the weather turns colder, the students have been reminded during physical education and recess to wear a jacket outside. It has also been suggested that they wear hats, scarves and gloves/mittens to keep their head, neck and hands covered for warmth. The recess procedure is for students to look at me. If I'm wearing my jacket, students need to wear their jackets. If children wear a winter hat, they can conserve more body heat for their hands and feet. If your child wears boots, crocs, high wedges or Uggs to school, please remind him or her to pack sneakers in a bag and bring them along to school, so he/she can participate during physical education class and fully participate on all the equipment at recess.
***MARK THIS DATE ON YOUR CALENDAR***
Thursday, January 30 th (Snow Date: 1/31/25) 3 rd Grade Physical Education Special Event
COMMUNITY SAFETY
Are you safe on the road?: Remember to be safe on the road when jogging, running, walking or biking. Wearing light-colored and reflective clothing while following traffic laws in New Jersey can help keep you safe from drivers. Walkers, Joggers and Runners should always be traveling facing traffic and whenever possible on a sidewalk while bikers should be traveling the same direction as drivers. Remember to wear a helmet when biking, skateboarding, roller skating (including Heelys) or using a scooter. PLAY 60!!!
FITNESS UPDATE
Students in grades 1-3 have completed their fall fitness challenges in cardiorespiratory endurance, muscular strength, muscular endurance & flexibility. The assessments provide feedback based on whether the student achieved the criterion-referenced standards for physical activity and fitness. The emphasis on health-related fitness criteria helps to provide the students the encouragement for personal fitness and exposure to different assessments to help them learn about the different parts of physical fitness, rather than comparisons between students. The results are not posted for other students to see as this could create embarrassing situations that does little to create positive attitudes towards exercise and being active. In addition, the standards are age and gender specific. As a part of the overall curricula and philosophy of physical education, the objective is to teach students the physical and behavioral skills they can use to lead an active life while demonstrating good sportsmanship for their classmates. The information can be used to help students strive for their personal best and to teach students what exercises and activities they can participate in to reach a level of healthy fitness. Students who are physically active tend to have better grades, school attendance, cognitive performance, on-task behavior, enhanced self-esteem and improved strength and endurance. Congratulations to all students for trying their best and I encourage everyone to play 60 minutes a day! | <urn:uuid:778c95e1-992d-430b-a406-9bf187c9dde8> | CC-MAIN-2024-51 | https://resources.finalsite.net/images/v1732025770/ncboeorg/ayerlplyytbahshmxdez/winterNewsletter.pdf | 2024-12-09T09:29:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00612.warc.gz | 452,696,595 | 786 | eng_Latn | eng_Latn | 0.999018 | eng_Latn | 0.999018 | [
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IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Volume 22, Issue 2, Ver. I (Feb. 2017) PP 13-19
e-ISSN: 2279-0837, p-ISSN: 2279-0845.
Cartoon!!! And It's Effects on Socio-Emotional Development of Preschoolers
Deepika Rajawat
1
1 (Department of Education, The Maharaja Sayajirao University of Baroda, India)
Abstract: When a child is born s/he is like a plain paper. It's what we write on the paper that shapes his/her future. So it's totally on us- parents, teachers and environment to mould the child into a better person and a holistic one. The children between the age group 3-6 yrs are too small and it is our responsibility to expose these children to a safe, loving and caring environment. An environment which provides enough opportunities to them for their social and emotional development which would help them in attaining a balanced personality in future. In today's world the electronic media is something which is unavoidable by any age group of children. It has become a part and parcel of our life. The amount of time today's kids spent in front of television has increased many folds due to various reasons. For the age group 3-6 yrs who are preschoolers there are numbers of cartoon series being shown on various channels like discovery kids, pogo, cartoon network etc? These also include various indigenous cartoon shows. The global research indicates that 85 percent of a child's core brain structure is already complete in the early years. Hence these are the years where extra care needs to be taken regarding what we are showing our kids, how we are behaving in front of them, giving them enough opportunities of in hand experiences etc. It becomes very important that the environment in which we are upbringing them is happy, healthy, safe and filled with love and is far- far away from violence. Thus care needs to be taken of what we are showing these kids in these cartoons where these children are spending a lot of time. But is media responsible enough in showing the content which leads to an appropriate social and emotional development of these children? This paper focuses on the content that various cartoon channels are showing and the various social and emotional tenets that these children are taking from these programmes.
KEY WORDS: Cartoon, Electronic media, Preschoolers, Social and emotional development, tenets
___________________________________________________________________________________
I. INTRODUCTION
Watson wrote in 1930, "Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select–doctor, lawyer, artist–regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors" Such is the effect of environment on the children. The children between the age of 3-6 yrs are the children whose flesh and bones are still being formed. Their brain is still building synaptic connections, so making changes once the structure of building is complete is difficult rather than making changes during the construction. Similarly it is better to provide the best environment and opportunities to these kids while their brain formation and development is taking place. Thus these 3-6 yrs of age is very crucial which can change the future of the child if not taken care off. This age or stage is also called preschool age and the children as preschoolers as from this age they start getting ready for school.
1.1 The Important Characteristics of Preschool Children (3-6)
They are growing rapidly and are active all the time- mentally and physically.
Their attention span is short.
They do not like to sit in one place for a long time.
They are very lovable and want affection.
They are very energetic and curious.
Their absorption ability is very good.
They like to learn lessons outside classrooms and in formal situations.
They remember difficult concepts with concrete object like number, spellings, words, and sentences by using simple teaching aids.
They like to sing, paint, innovate, dramatize and dance.
They eat well and like variety in the food offered.
They copy elders and learn good or bad ways from copying them.
They hold elders in great regard and obey instructions and orders if they are reasonable.
They like orderliness and discipline.
They want to know about their rights and the roles they are supposed to play very clearly.
They understand reasons if explained properly and can often discipline themselves.
They like to observe rules if they are reasonable and properly explained.
They have a sizeable ego which should be respected.
They want respect and immediate appreciation when they do well.
They love to listen stories and when able to read, they want to read fairy tales and simple books.
They love to work with their hands- manipulating puppets, paper cutting, making sand cokes etc.
So when we see some of these above characteristics (in bold), like they are mentally active all the time, so they can take anything at anyplace at anytime. Thus the people around should also be alert so as to what environment they are providing. Especially when the elders are watching television. They are curious for everything that they come across and want to know more about them. Their absorption ability is very high, people think that the children don't understand but they understand far high. They copy the elders, they are masters at imitation, the parents and teachers are the role models they copy them and want to become like them. They want to know about their rights and the roles they are supposed to play very clearly. The confusion in the roles, they are supposed to play may lead to their identity crisis. They love to listen to stories and read simple books. Thus seeing these characteristics it becomes very much evident that the environment plays a pivotal role in preschooler's life and in shaping their future.
1.2 Role of media in Preschoolers life
Media today is everywhere, the television, video games, mobiles, computers, laptops etc. No children are left out of this enigma. Preschoolers are very curious when they watch television specially cartoons. Cartoons have become an important part of their lives. Today when both the parents are working and they have very less time for each other, the chances of kids exposure to television increases. Even when the kids are unhappy or crying or the elders have other tasks at their hands they switch on the television or cartoon channels for the kids so that they remain busy in it. Then television has become a must during dinner timings where the whole family watches family dramas in front of these preschool kids. Thus television, of all is having the greatest impact on these children because as mentioned earlier it is what surrounds them that affect the most and the duration of this exposure matters.In one of the studies a nationally representative telephone survey of more than 1,000 parents of American children ages 6 months through 6 years, was conducted in Spring 2003. The study was Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers by Ride out, Victoria, Vandewater, Elizabeth, Wartella & Ellen (2003) [1] . It was found : (1) children six and under spend an average of 2 hours daily with screen media, mostly TV and videos; (2) TV watching begins at very early ages, well before the medical community recommends; (3) a high proportion of very young children are using new digital media, including 50 percent of 4- to 6-year-olds who have played video games and 70 percent who have used computers; (4) two out of three 6-year-olds and under live in homes where the TV is left on at least half the time, even without viewers present, and one-third live in homes where the TV is on "almost all" or "most" of the time-- children in the latter group appear to read less than other children and to be slower to learn to read; (5) many parents see media as an important educational tool, beneficial to their children's intellectual development, and parents' attitudes on this issue appear to be related to the amount of time their children spend using each medium; and (6) parents clearly perceive that their children's TV watching has a direct effect on their behavior, and are more likely to see positive rather than negative behaviors being copied. This study easily proves that our children are heavily exposed to television and it is having effects on their behaviours. It is quite ironical that the children these days in preschools get only 20 minutes for free play and in some only thrice a week and they get 2 hours for watching television? There is no denial that a preschooler learns more with audio visuals- the rhymes, stories, alphabets etc and the cartoons shown on the channels have a very good audio and visual effects with which they very easily catch the attention of the preschoolers and unknowingly influence their various aspects of development specially social and emotional. Thus it is important to check the content that is being shown to these kids through television.
1.3 Social development of preschoolers:
Freeman and Showel write: "Social development is the process of learning to conform to group standards".Preschool years are important years for social development in young children. The most important forms of social skills necessary for successful adjustment appear to begin to develop in this stage. At this stage the basic social attitudes establish in young children. Social skills gained by the children during preschool years are important in determining what sort of adult they will become. Pleasant social experiences encourage children to repeat the experiences and in contrast, unpleasant experiences tend to discourage the children to repeat the same. Pleasant experiences develop good social behaviour like curiosity, sympathy, cooperation, sharing etc. unpleasant experiences develop unsocial behaviour like negativism, aggression, quarreling, teasing, prejudice, generosity.
1.3.1 Social behaviour patterns (Hurlock, 1981)
Social patterns:
Imitation
To identify themselves with the group, children imitate the attitudes and behaviour of a person whom they especially admire and want to be like.
Rivalry
The desire to excel or outdo others is apparent as early as the fourth year. It begins at home and later develops in play with children outside the home.
Cooperation
By the end of the third year, cooperative play and group activities begin to develop and increase in both frequency and duration as the child's opportunities for play with other children increase.
Sympathy
Because sympathy requires an understanding of the feelings and emotions of others, it appears only occasionally before the third year. The more play contacts the child has, the sooner sympathy will develop.
Empathy
Like sympathy, empathy requires an understanding of the feelings and emotions of others but in addition, it requires the ability to imagine one-self in the place of the other person. Relatively few children are able to do this until early childhood ends.
Social approval
As early childhood draws to a close, peer approval becomes more important than adult approval. Young children find that naughty and disturbing behaviour is a way of winning peer approval.
Sharing
Young children discover, from experiences with others, that one way to win social approval is to share what they have- especially toys-with others. Generosity then gradually replaces selfishness.
Attachment behaviour
Young children, who, as babies, discovered the satisfaction that comes from warm, close, personal associations with others, gradually attach their affection to people outside the home, such as a nursery school teacher, or to some inanimate object, such as a favorite toy or even a blanket. These then become what are known as attachments objects.
Now these days the various programmes shown on various cartoon channels are:
1.4 Emotional development among preschoolers
According to Crow & Crow (1913), an emotion "is an affective experience that accompanies generalized inner adjustment and mental and psychological stirred up states in the individual, and that shows itself in his own behaviour."(Aggarwal, 2005) [3] The role of emotions is very vital in the personal and social development of an individual.An emotionally stable individual leads a happy, healthy and peaceful life. He is at ease with himself and his surroundings. On the other hand an individual who is emotionally disturbed becomes a problem for himself as well as for others. Continuous emotional disturbance affects the individual's growth and development. Therefore the development of emotions is extremely important for the harmonious development of the personality of an individual.
1.4.1 Some of the common emotions found in children are:
Anger
The most common cause of anger in young children is conflicts over playthings, the thwarting of wishes, and vigorous attacks from another child. Children express anger through temper tantrums, characterized by crying, screaming, stamping, kicking, jumping up and down, or striking.
Fear
Conditioning, imitation, and memories of unpleasant experiences play important roles in arousing fears, as do stories, pictures, radio and television programs, and movies with frightening elements. At first, a child's
[2]
response to fear is panic; later, responses become more specific and includes running away and hiding, crying, and avoiding frightening situations.
Jealousy
Young children become jealous when they think parental interest and attention are shifting towards someone else in the family, usually a new sibling. Young children may openly express their jealousy or they may show it by reverting to infantile behaviour, such as bed wetting, pretending to be ill, or being generally naughty. All such behaviour is a bid for attention.
Curiosity
Children are curious about anything new that they see and also about their own bodies and the bodies of others. Their first responses to curiosity take the form of sensory motor exploration; later, as a result of social pressures and punishment, they respond by asking questions.
Envy
Young children often become envious of the abilities or material possessions of another child. They express their envy in different ways, the most common of which is complaining about what they themselves have, by verbalizing wishes to have what the other has or by appropriating the objects they envy.
Joy
Young children derive joy from such things as a sense of physical well being, incongruous situations, sudden or unexpected noises, slight calamities, playing pranks on others, and accomplishing what seem to them to be difficult tasks. They express their joy by smiling and laughing, clapping their hands, jumping up and down, or hugging the object or person that has made them happy.
Grief
Young children are saddened by the loss of anything they love or that is important to them, whether it be a person, a pet, or an inanimate object, such as a toy. Typically, they express their grief by crying and by losing interest in their normal activities, including eating.
Affection
Young children learn to love the things- people, pets, or objects-that give them pleasure. They express their affection verbally as they grow older but, while they are still young they express it physically by hugging, patting, and kissing the object of their affection [2] .
1.5 The common social and emotional tenets seen in cartoons and their effects on preschoolers:
One of the first skills of emotional competence is the ability to recognize emotions in others. The various Researches done by Deutsch (1974) [4] and Wilson & Cantor (1985) [5] indicate that preschoolers are able to identify and differentiate basic emotions such as happiness, sadness, and fear experienced by television characters. The researcher surveyed the preschoolers about their most commonly watched cartoon programmes. These programmes shown on various cartoon channels show various social and emotional tenets. Some of these shows which were famous among these children are as follows:
| | Channels | Description | Emotional tenets taken by children | Social tenets taken by children |
|---|---|---|---|---|
| Transformer s Prime | Discover y kids | A race to occupy earth | Aggression, fear, violence, envy, jealousy, anxiety, good wins over evil | Rivalry, imitation |
| 1001 nights | Discover y kids | Mother does story telling from book and every story solves some problem of the children. | Joy, affection, curiosity | Attachment, problem solving |
| Chota Bheem | Pogo | Stories of bheem from mahabharat | Joy, affection | Friendship, differentiate between Good |
| | | | | and bad |
|---|---|---|---|---|
| Doremon | Disney channel | Life of Nobita with his friend Doremon | Family affection, joy | Concept of Rewards and punishment, Parents as Role model, imitation |
| Pirates of the Caribbean | Disney channel | Fights between the pirates | Aggression, fear, envy, jealousy, anxiety and violence, | Imitation |
| Ben10 | Cartoon Network | Fight with aliens with special gadgets | Violence, aggression and fear | Imitation |
| Sinchan | Hungama | Life of a 5yr old boy with his family | Fun, joy, sadness, envy, grief | Bravery, family always unhappy |
| Chatur Chetan | Pogo | Fights between chatur and chetan | Aggression, grief, envy, jealousy, joy | Non cooperation, rivalry, Differentiate between Good and evil |
| Tom and Jerry | Cartoon network | Fights between tom and jerry | Aggression, grief, envy, jealousy, joy | Non cooperation, rivalry, selfish |
| Shawn the Sheep | Nick | Life of shawn with his friends(animal s) | Joy and fun | Friendship, cooperation, sharing, sympathy, attachment, problem solving |
Thus the emotional tenets seen in these programmes are Aggression, anger, violence, envy, jealousy, anxiety, grief, good wins over evil, joy and fun. The social tenets seen are Friendship, cooperation, competition, sharing, sympathy, attachment, bravery, problem solving Concept of Rewards and punishment, Parents as Role model, imitation and many unsocial patterns too like selfishness, non cooperation, not sharing, rivalry etc. So both the aspects are there the good and the bad. But if we see the above table, then out of nine programmes, five show unsocial and violent behaviours, which is becoming a trend these days. We are the adults and we have the ability to think and decide which show is good for the children? The preschoolers don't have that.
Thus is it not our responsibility to watch what is being shown in these cartoon programs? How can it affect the child? Whether it is good content for the children? Will there be learning? Will it lead to their appropriate development? The parents, grandparents need to ask these questions to themselves. The programmes like transformers prime, pirates of the Caribbean, Ben 10, and GI Joe etc are heavily loaded with action and fights. Such shows may increase the violent nature of kids. We can see the preschoolers imitating these fights or doing fantasy fights with their friends or doing role play with one of these characters. These shows depict aggression as typically justified and rarely punished and this for sure is taken by children. Then we have shows like Tom and Jerry, chatur chetan where the characters are always fighting, it is fun and entertaining to watch them fight but it is possible that it may unknowingly giving wrong message to preschoolers that it is okay to beat each other. Ultimately these too encourage the violence in a humorous way making situation light. One of the child said " Sinchan's mother hates her. She is always scolding her" this was the view taken by the child when he saw the show and he also said that her mother is also scolding her all the time. So we cannot even imagine what goes in the minds of these little kids and how they interpret any event. Thus a lot of care should be taken while making choice for the cartoon viewing.The experimental evidence by Weiss and Wilson (1996) [6] research involving a randomly assigned control group- demonstrates that children can transfer to real life the emotional lessons they learn from TV. In another study by List, Collins & Westby (1983) [7] , elementary school children from two age groups (kinder-garten through second grade and third through fifth grade) watched a popular family sitcom whose main plot featured one of two negative emotions: the fear felt by a young character about earthquakes or the anger felt by a young character who fell while trying to learn how to ride a bicycle. Half the children in the study (the control group) watched the main plot only, and half watched a version where the main plot was accompanied by a humorous subplot. The presence of the subplot interfered with the ability of younger children to understand the emotional event in the main plot, but not with the ability of older children.
DOI: 10.9790/0837-2202011319 www.iosrjournals.org 17 | Page
This finding is consistent with other researchers' insights into developmental differences in children's ability to draw inferences across scenes that are disconnected in time. No matter what their age, children who viewed the humorous subplot tended to minimize the seriousness of the negative emotion. It may be, then, that the humor in situation comedies impairs children's ability to learn about negative emotional issues from such content. The humorous subplot also affected the children's perceptions of emotion in real life. Children who viewed the earthquake episode with the humorous subplot judged earthquakes in real life as less severe than did those who viewed the episode without the subplot. This pattern was particularly strong among those who perceived the family sitcom as highly realistic. The study demonstrates that a single exposure to a television episode can alter children's ideas about emotions in real life and is consistent with the idea that media portrayals can influence a child's mental representation, or schema, for emotional events. A schema is an organized structure of knowledge about a topic or event that is stored in memory and helps a person assimilate new information (Fiske & Taylor, 1996) [8].
Thus when a single programme can have such a huge effect on children then think about the hours and hours of cartoon watching on children? The concept introduced with humor lightens the negative emotions but still the negative emotion is being displayed again and again and what about the programs like transformers, Ben 10 etc where there is no humor and only fights. They are displaying the negative emotions of fear, anger, jealousy, anxiety etc and unsocial pattern (non cooperation, rivalry, not sharing, selfishness etc) which is being transformed to these preschoolers. These preschoolers are very good at imitation and they start absorbing, imitating and then enact it. Children can readily find stories about violence, sexual promiscuity, theft, and greed in these programmes. The society is already seeing a lot of violence and immoral acts being carried out. Doesn't all this goes back to their childhood? Thus whose responsibility is it to check the content being shown in the cartoons and whether it is developmentally appropriate for these kids or not?
II. CONCLUSION
- Media should also be responsible enough to get the content checked by the psychologists or the experts and then air the concerned show.
- All of us together the media, family, parents, teachers have to take care of this. Where media should be responsible enough in showing cartoons with no violence, less negative emotions and less unsocial pattern and avoid the airing of such cartoons giving rise to Aggression, fear, violence, envy, jealousy, anxiety, rivalry, non cooperation etc.
- The parents and family in their busy schedule should not forget to keep a check on their children so as to what they are watching?
- Parents should observe their behaviour. If too much of imitation of a violent cartoon character is seen, its a red flag. They should immediately check that behaviour.
- Again their are some indicators of a good social and emotional development, if those indicators are lacking, then parents should take teacher's or counselor's help.
- The duration of the television hours should be fixed and less then what has been medically recommended.
- More attention should be paid on the media designed for their development and learning rather then letting them watch anything on television.
- The cartoons telling them good and funfilled stories with morals should be allowed to be watched.
- The developing characteristics (mentioned above) of preschoolers should be kept in mind while selecting a cartoon show for them.
- And last but not the least the teachers should give them the right exposure, opportunities, activities to develop a healthy social and emotional development. Then only we will be able to give the child a happyhealthy life in real sense and a better future.
REFERENCES
[1] Rideout, Victoria J., Vandewater, Elizabeth A., Wartella, & Ellen, A. (2003). Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers. CA: Henry J. Kaiser Family Foundation, Menlo Park, CA.
[2] Hurlock, E.B. (1981). Developmental psychology- A Life Span Approach. New Delhi: Tata Mc Graw Hill.
[3] Aggarwal, J.C. (2005). Child Development and Processing of Learning. Delhi: Shipra Publications.
[4] Deutsch, F. (1974). Observational and Sociometric Measures of Peer Popularity and Their Relationship of Egocentric Communication in Female Preschoolers. Developmental Psychology 10(5), 745-47.
[5] Wilson, B., & Cantor, J. (1985). Developmental Differences in Empathy with a Television Protagonist's Fear. Journal of Experimental Child Psychology 39(2), 284-99.
DOI: 10.9790/0837-2202011319 www.iosrjournals.org 18 | Page
[6] Weiss, A., & Wilson, B. (1996). Emotional Portrayals in Family Television Series That Are Popular among Children. Journal of Broadcasting & Electronic Media 40, 1-29.
[7] List, J., Collins, A., & Westby, S. (1983). Comprehension and Inferences from Traditional and Nontraditional Sex-Role Portrayals on Television. Child Development 54(2), 1579-87.
[8] Fiske, S., & Taylor, S. (1996). Social Cognition. New York: McGraw-Hill.
Websites:
[9] StateUniversity.com http://education.stateuniversity.com/pages/2543/Watson-John-B-18781958.html#ixzz2wtcy22ll
[10] http://futureofchildren.org/publications/journals/article/index.xml?journalid=32&articleid=58§ionid= 268
[11] http://education.stateuniversity.com/pages/2543/Watson-John-B-1878-1958.html
DOI: 10.9790/0837-2202011319 www.iosrjournals.org 19 | Page | <urn:uuid:44e3f943-cad2-4725-a6a1-a011d36cb0df> | CC-MAIN-2021-39 | http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2022%20Issue2/Version-1/C2202011319.pdf | 2021-09-22T09:04:14+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00357.warc.gz | 92,254,515 | 5,626 | eng_Latn | eng_Latn | 0.908524 | eng_Latn | 0.998013 | [
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HELP YOUR CHILD LEARN
What is number recognition? Number recognition is the ability to tell how many objects are in a small set without counting them (given all the time they need to observe the group of objects). We distinguish this skill from subitizing (defined below) because children recognize how many are in a small set but may not do so quickly.
Infants and toddlers can recognize small groups of up to three objects. For example, children may say "one mommy," "two cars," or "three crackers." By three years old, they may put their toys or objects into groups of up to three. This is called perceptual subitizing.
What is subitizing? Subitizing is the ability to tell how many objects are in a group quickly without counting them.
Preschoolers, after learning perceptual subitizing up to and beyond 4, can begin to see parts of multiple small sets of objects and can quickly put together the total number of objects without counting. For example, a child might say, "I knew there was 6 because I saw 4 here and 2 there." This is called conceptual subitizing.
HOW CAN YOU HELP YOUR CHILD LEARN NUMBER RECOGNITION AND SUBITIZING?
Here are a few activities and words you can use to promote recognition of number and subitizing at home! Try them out.
1. LABEL NUMBERS EVERYWHERE!
State the number of objects in a group whenever you can. This helps your child recognize the number of objects and eventually subitize.
2. SING SONGS AND SAY NURSERY RHYMES THAT COUNT.
Emphasize the finger patterns for each number. When you sing or say a number, hold up that many fingers. This shows children how the spoken number matches with the number of fingers!
(https://www.youtube.com/watch?v=-1cyFOW--Tw)
Example YouTube Video: 5 Little Monkeys Jumping on the Bed
3. USE SUBITIZING VOCABULARY.
Eating a Meal
bullet. "You took four carrots!"
bullet. "How many crackers do you have left?"
Picking up Toys
bullet. "Put those two cars in the box."
bullet. "How many square blocks do we have to put away."
bullet. "Four toy animals you had out, one cow and three horses."
4. PLAY GAMES.
FANTASTIC FIVE
MATERIALS
a. At least five containers that are not clear (e.g., bowls, cups, colored Tupperware)
b. Counting objects that fit underneath the containers (e.g., beans; plastic colored beads).
INSTRUCTIONS
1. Put groups of counting objects—less than six (or fewer, depending on the child's age) under each container.
Getting Dressed
bullet. "How many buttons?"
bullet. "Two socks. How many shoes?"
Driving
bullet. "How many bikes?"
bullet. "Who can find three red cars?"
bullet. "Four walkers!"
bullet. "Five trucks! Two large and three small."
3. Hide the objects underneath the containers.
2. Show the items to your child and tell them how many objects are in each pile.
4. Move the containers around to mix them up.
6. Once your child chooses a container, reveal the objects. Then ask them, "How many [objects] do you see?" If they are unsure, tell them.
5. Ask your child to find the container with the number you call out. For example, say, "Find the fantastic five" (or any number, such as wonderful one, tricky two, thrilling three, or fun four) and have your child pick one of the containers.
7. If they guess correctly, say "There's the fantastic five! You got it!" If they guess incorrectly, see if they can name the correct number in the container. Confirm, "That container has two, we are looking for five! Let's try again!"
9. Also, have children mix up the containers and have you try to find a number.
8. Repeat as their interest allows.
BOARD GAMES WITH DIE
Play any racing-type board games you have at home with a regular 1 to 6 die, or use a toy cube and put just 1, 2, and 3 dots on all the faces. Help your child just name the number of dots quickly, without counting! For infants and toddlers, dice would need to meet safety standards or find an alternative solution such as putting large dots on a shoebox! | <urn:uuid:819185fc-4183-49b1-af91-519ee01c6b2e> | CC-MAIN-2024-51 | https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/iss/nras/nras-handout-6.pdf | 2024-12-09T10:27:01+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00613.warc.gz | 191,092,206 | 935 | eng_Latn | eng_Latn | 0.999253 | eng_Latn | 0.999382 | [
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Paper or Plastic Bags?
Solid Waste Management Fact Sheet No. 20
After making numerous decisions about what foods to purchase, consumers are faced with one last decision before leaving the grocery store -- paper or plastic. Is one really better for the environment than the other? As with most stories, there are at least two viewpoints.
based plastics that may be more degradable. But few grocery bags are made from that type of product.
Plastic grocery bags are light, sturdy and easy to carry because of built in handles. They also have the added advantage of preventing foods from leaking onto your car should an accident occur while enroute from the store to home. They are cheaper than paper. They have the potential for reuse in the home. When they are compacted, they take up less space in landfills. In some areas, they are being recycled. Sometimes you may find that your local supermarket is participating in such a recycling effort.
Those who argue against the use of plastic bags are likely to point out the following facts. Plastic bags are made from nonrenewable petroleum resources. Plastics can be recycled, but not as easily as glass, aluminum or paper. Part of the problem of recycling plastic bags stems from the fact that bags may be made from one of several plastic types. Although two plastic items may look similar, they could be made from different types of resins. This makes separating plastics for recycling difficult. The plastic industry has begun to address this problem by coding plastics with numbers to help consumers and recycling processors identify the type of resin used in production. Some plastic bags have resin codes imprinted on them. However, for the most part, plastic must be recycled into a product for non food use. For example, plastic soda bottles cannot be recycled into new bottles. They can be recycled into products such as bathtubs, flower pots, parking lot car stops, toys, and trash cans.
In addition to not being easily recycled, plastic production and processing require the use of toxic chemicals. Many manufacturing plants that produce these chemicals also produce hazardous waste and pollute the air. In 1986, the EPA, Environmental Protection Agency, ranked the 20 chemicals whose production generates the most hazardous waste. Five of the top six were chemicals commonly used by the plastic industry [propylene, phenol, ethylene, polystyrene, and benzene].
Claims have been made that some bags are degradable. In other words, they will decompose over time. Biodegradation takes place when air is present. Photodegradation occurs when sunlight is available. Most of the garbage we generate is landfilled (about 95%). In landfills, garbage is buried beneath layers of soil that make it difficult for air or sunlight to reach discarded items. The fact is that most plastic bags just don't degrade, even in a compost pile. There are some new starch-
Plastic bags are high in fuel energy if they are burned, but they emit harmful gases that must be prevented from entering the atmosphere.
Brown paper grocery bags have been around for a long time. To provide the strength necessary for groceries, the bags must be made from high quality paper. Consequently, recycled content is limited when the final product will be grocery bags. Although they are made from trees, a renewable resource, the production of trees and manufacture of paper bags can pollute the air and water with chemicals. Paper bags can be recycled -often into corrugated cardboard. Recycled paper may create less pollution and require less energy than paper produced from virgin materials. Paper bags are biodegradable, but that process is not facilitated in landfills where there is a lack of air.
What is the best solution? The answer is not clear. But, to reduce the waste generated from paper or plastic bags when grocery shopping, select one of the following alternatives. Reuse paper or plastic bags when shopping for groceries. Reusable sturdy cardboard boxes or strong cloth bags will also help reduce waste. In the future, the final task of grocery shopping could be returning the bags (paper, cloth, or plastic) or boxes to the car so they will be available for the next shopping trip.
REFERENCE: "A Plastics Packaging Primer." Environmental Action. July/August, 1988.
Adapted from: Cathy F. Bowen, Ph.D., Assistant Professor, Agricultural and Extension Education, Family Public Policy and Consumer Issues, Penn State University, April 6, 1994
Prepared by William M. Eberle Extension Specialist, Land Resources
Cooperative Extension Service Kansas State University Manhattan, Kansas
EP-20
May 1995
Issued in furtherance of Cooperative Extension Work, acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, and United States Department of Agriculture Cooperating, Richard D. Wootton, Associate Director. All educational programs and materials available without discrimination on the basis of race, color, national origin, sex, age, or disability. File Code: | <urn:uuid:5fb51d43-5254-4bc0-b0de-e1c34c107502> | CC-MAIN-2021-39 | https://krex.k-state.edu/dspace/bitstream/handle/2097/21636/KSUL0009KSREEPPUBSEP20a.pdf?sequence=1&isAllowed=y | 2021-09-22T09:11:14+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00356.warc.gz | 403,161,196 | 1,063 | eng_Latn | eng_Latn | 0.998261 | eng_Latn | 0.998261 | [
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DAUNTSEY'S SCHOOL
MENTAL HEALTH AND WELLBEING POLICY
The policy aims to:
* increase understanding and awareness of mental health issues;
* alert staff to warning signs;
* provide guidance on how to offer support and suggested routes for help;
* provide guidance on how to deal with a crisis situation;
* consider both the importance and limitations of confidentiality.
Safeguarding and Child Protection Responsibilities
Dauntsey's School is committed to safeguarding and promoting the welfare of children and young people, including their mental health and emotional wellbeing, and expects all staff to share this commitment. We recognise that children have a fundamental right to be protected from harm and that pupils cannot learn effectively unless they feel secure. We therefore aim to provide a school environment which promotes self confidence, a feeling of self-worth and the knowledge that pupils' concerns will be listened to and acted upon.
KCSiE2024 defines safeguarding and promoting the welfare as:
* protecting children from maltreatment
* preventing the impairment of children's mental and physical health or development
* ensuring that children grow up in circumstances consistent with the provision of safe and effective care, and
* taking action to enable all children to have the best outcomes.
KCSiE 2024 states that:
45. All staff should be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
46. Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Schools and colleges can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies.
47. If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, to follow their school or college's child protection policy, and by speaking to the designated safeguarding lead or a deputy.
Annex B states that:
Where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children's experiences, can impact on their mental health, behaviour, and education.
What is meant by the term 'mental health difficulty'?
The term 'mental health' describes a sense of well being, the capacity to live in a resourceful and fulfilling manner and to have the resilience to deal with the challenges and obstacles which life presents.
A mental health problem is one in which a person is distracted from ordinary daily living by upsetting and disturbing thoughts and/or feelings. These problems may disorientate a person's view of the world and produce a variety of symptoms and behaviour likely to cause distress and concern. Mental health is a continuum encompassing the mild anxieties and disappointments of daily life, to severe problems affecting mood, perception and the ability to think and communicate clearly and rationally.
Mental health difficulties can include anxiety, depression, self-harm and eating disorders (see Appendix I, II and III below).
Why do we need to be concerned with pupil mental health?
For many pupils, entry into secondary education marks the onset of one of the most challenging aspects of adolescence. For some boarders, living away from home can also be a daunting experience that leaves them feeling lonely and isolated. For this reason, Dauntsey's School recognises that planning for these challenges can lead to a very positive effect on a pupil's ability to navigate this difficult period successfully.
Some pupils may have experienced mental health difficulties before starting at the school, and others will find that they are beginning to have difficulties with such things as concentration, motivation, tiredness, attendance, eating regularly, managing anxiety or mood swings and sleep patterns.
Spotting the signs
Pupils who are showing signs of mental distress do not always express problems directly or ask for help, even where there are clear signs that they are having difficulties. The stigma surrounding mental health issues is still strong in our society and sometimes pupils feel embarrassed or are concerned about the consequences of telling someone. They may be unaware that they have a problem, aware but feel that they have to cope with it on their own, unwilling to admit it to others or they hope the problem will go away on its own. It is important that warning signs are recognised, and an appropriate, supportive response is put in place as soon as possible.
The following list of indicators may help to identify at-risk pupils:
* Has the pupil told you that there is a problem?
* Have there been any significant changes in the pupil's appearance, for example: weight loss/gain, decline in personal hygiene, noticeable signs of self harm?
* Is there any evidence of use of alcohol or drugs?
* How does the pupil sound, for example: flat, agitated, very quiet, very loud?
* Has the mood of the pupil recently changed a lot from your previous experience of working with them, for example: moods very up and down, miserable, tired a lot?
* Have other people expressed concern about the pupil?
* Have there been recent changes in the pupil's behaviour, standard of work, and/or sociability, for example: doing too much work, not socialising as much as usual, withdrawn, not attending class, being late or, failure to meet deadlines?
* Has the pupil been feeling, behaving or looking like this for some time? (Everyone can have bad days, but it is when days turn into weeks and months that there may be a problem.)
Offering emotional support
Emotional support is a very valuable tool to helping those experiencing mental health difficulties. Giving prompt and appropriate support can help build a relationship of trust between staff and the pupil and prevent an escalation into a more serious mental health condition. A pupil might approach you or vice versa to discuss their concerns and you may be able to offer some friendly guidance on an issue such as homesickness, feelings of insecurity or the break-up of a relationship. The offer of an invitation to come back to talk if they want, can be, an important support in itself. Even in cases of informal support, there are issues of confidentiality and disclosure, and the pupil needs to give their agreement if you are going to share this discussion or parts of this discussion with other staff members (see 'confidentiality and disclosure' below). Routes of help to suggest to a pupil are discussed below.
Encouraging pupils to disclose
The following guidance may be useful:
* Don't avoid the situation or pretend that nothing is wrong, as this could make the problem worse and persist for longer. Talk to the pupil but try not to humour them by pretending to agree that there isn't a problem if it is clear that there is one.
* Think about it in advance and approach the pupil in a sympathetic and understanding way. Remember to be sensitive to issues relating to sexuality, race, religion, culture and gender or any physical or sensory impairment or condition that they might have.
* Listen to the pupil - the situation may only require empathetic listening. You can simply ask the pupil how they are as this may provide them with an opportunity to discuss their concerns with you.
* Be prepared to listen and give the pupil some time if you can. If there are constraints on your time, inform the pupil from the start that this is the case.
* Be open and honest in your initial contact as this will help to develop trust.
* Discuss anything practical you can do to help but avoid 'problem solving'.
* If you feel you need to tell someone, try to obtain the pupil's consent. However, it is usually possible to discuss the situation and ask for advice without revealing the identity of a pupil.
Routes of help to suggest:
* School Counsellors
The school counsellors (Carole Coupe and Ruth Archer) are available to give support to staff and pupils who are experiencing mental health difficulties themselves, or who have concerns about someone else experiencing them. They can also offer support and guidance to parents/guardian of the child experiencing mental health difficulties. They can be contacted at email@example.com or firstname.lastname@example.org.
* Medical Centre Staff
The Medical Centre staff are also a valuable means of support, and a route of help to suggest to a pupil experiencing mental health difficulties. They can be contacted at the Medical Centre any time day or night during term time.
For boarders, the school GP visits on a regular basis and it is possible to make an appointment through the Medical Centre nurses.
Accurate health records for pupils are kept at the Medical Centre, including issues relating to mental health.
* CAMHS - Child and Adolescent Mental Health Services
CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties. The School or a GP can make a referral to CAMHS with the online referral form. A young person can also self-refer using the online self-referral form: https://www.oxfordhealth.nhs.uk/camhs/support/referral/
* Other Areas of Support to Suggest
The School Listening Service, Head of Sixth Form, Head of Middle School, Head of Lower School, House Tutor, Housemaster/mistress, Mental Health and Wellbeing Lead, Heads of House, Matrons, Chaplain, Deputy Head (Pastoral), Subject Teachers, Parents.
Where the pupil does not want to talk or refuses support
It can be extremely difficult to help someone with a problem unless they are ready to admit they have one. If the pupil is not ready to accept help or talk about their problem, it is unwise to ask intrusive questions and the pupil's right not to discuss things must be respected. Offer an open invitation to the pupil to come back and talk to you and continue to ask how they are. However, it you are still very concerned about a pupil who is refusing help, you will need to speak to their tutor/housemaster/mistress Heads of Section or designated safeguarding leads.
Dealing with a crisis
A crisis situation occurs when a person's feelings have become outside their control. These emotions might express themselves in a number of ways, for example talking about suicide or having persistent suicidal thoughts, having no sense of reality and exhibiting behaviour which is out of character. Crisis situations can often be prevented, and this highlights the importance of having a pro-active approach to the area of mental health. A pupil's mental health problems may fluctuate from week to week or even from hour to hour and the level of support needed will vary from person to person. Careful monitoring and support of a pupil with mental health problems can sometimes help to anticipate a crisis and prevent it from occurring, thus assuring your safety and that of others, including the person involved.
Whilst very rare, there will be instances where a pupil's behaviour gives cause to believe that they are in immediate danger and that there is a real possibility that they might cause harm to themselves or to others. In such a situation, you should follow safeguarding and child protection procedures and the relevant staff personnel should be contacted immediately. The school counsellors and Medical Centre sisters are also available to be contacted to assist in any such situation.
Offering support to friends
It is frequently other pupils who are most involved in the daily lives of fellow pupils who are experiencing mental health difficulties. Helping a friend who is distressed or exhibiting unusual or irrational behaviour can be extremely upsetting and time consuming. Fellow pupils may be the first to notice that another pupil has changed in any of the ways described above and they need to know which members of staff they can approach (see 'routes of help to suggest', above). Pupils who are supporting their peers with mental health difficulties should know when, where and how to refer on and be encouraged to recognise their own personal limits.
Where friends or fellow pupils have supported someone through a particularly difficult period it can be helpful to suggest counselling support.
Confidentiality and disclosure
Sharing information is an essential part of the support we give to pupils with mental health difficulties, but it should only be done on a 'need to know' basis and the emphasis should be on providing information which highlights the pupil's support needs. Confidentiality should be maintained within the boundaries of safeguarding the pupil. The various members of staff involved in supporting a pupil with mental health difficulties will need to talk to each other regularly in order to agree what is happening with a pupil and whether the level of support is appropriate.
However, information about someone with a mental health difficulty is covered under the Data Protection Act (and in some cases by The Equality Act) and comes under the heading of personal, sensitive information. For this reason, all information about pupils with mental health difficulties has to be considered as confidential information and can only be shared under specific circumstances.
It is advisable to seek parental/guardian permission to speak to relevant external services and it is good practice for such permission to be obtained in writing, perhaps as part of an Individual Care Plan, and then recorded. Sharing confidential information also applies to information discussed in staff meetings, telephone discussions, emails and other forms of communication. Breaking confidentiality is something that needs to be taken seriously but there are situations where you might feel it is essential, for example where there is an immediate or significant risk to self or others.
MyConcern
Staff report well-being, behavioural, safeguarding and child protection concerns on the safeguarding platform MyConcern. This includes mental health and emotional concerns and a chronology of action taken and outcomes is held within this system.
Useful Links
Young Minds: http://www.youngminds.org.uk/for_parents b-eat: http://www.b-eat.co.uk/
Childline: http://www.childline.org.uk
Mind: http://www.mind.org.uk/
NHS: http://www.nhs.uk/livewell/mentalhealth/Pages/Mentalhealthhome.aspx
Mental Health Foundation: http://www.mentalhealth.org.uk/
Stem4: http://www.stem4.org.uk/
Royal College of Psychiatrists:
http://www.rcpsych.ac.uk/expertadvice/youthinfo/parentscarers.aspx https://assets.publishing.service.gov.uk/government/uploads /sy s t e m/uplo ads /at tac hme nt _da ta /file/1069687/Mental_health_and_behaviour_in_scho ols .pdf
7
Anxiety and Depression
Anxiety Disorders
Anxiety is a natural, normal feeling we all experience from time to time. It can vary in severity from mild uneasiness through to a terrifying panic attack. It can vary in how long it lasts, from a few moments to many years. All children and young people get anxious at times; this is a normal part of their development as they grow up and develop their 'survival skills' so they can face challenges in the wider world. In addition, we all have different levels of stress we can cope with some people are just naturally more anxious than others and are quicker to get stressed or worried.
Concerns are raised when anxiety is getting in the way of a child's day to day life, slowing down their development, or having a significant effect on their schooling or relationships. It is estimated that 1 in 6 people will suffer from General Anxiety Disorder at some point in their lives.
Anxiety disorders include:
* Generalised anxiety disorder (GAD)
* Panic disorder and agoraphobia
* Acute stress disorder (ASD)
* Separation anxiety
* Post-traumatic stress disorder
* Obsessive-compulsive disorder (OCD)
* Phobic disorders (including social phobia)
Physical effects:
* Cardiovascular - palpitations, chest pain, rapid, heartbeat, flushing
* Respiratory - hyperventilation, shortness of breath
* Neurological - dizziness, headache, sweating, tingling and numbness
* Gastrointestinal - choking, dry mouth, nausea, vomiting, diarrhoea
* Musculoskeletal - muscle aches and pains, restlessness, tremor and shaking
Psychological effects:
* Unrealistic and/or excessive fear and worry (about past or future events)
* Mind racing or going blank
* Decreased concentration and memory
* Difficulty making decisions
* Irritability, impatience, anger
* Confusion
* Restlessness or feeling on edge, nervousness
* Tiredness, sleep disturbances, vivid dreams
* Unwanted unpleasant repetitive thoughts
Behavioural effects:
* Avoidance of situations
* Repetitive compulsive behaviour e.g. excessive checking
* Distress in social situations
* Urges to escape situations that cause discomfort (phobic behaviour)
How to help a pupil having a panic attack:
* If you are at all unsure whether the pupil is having a panic attack, a heart attack or an asthma attack, and/or the person is in distress, call an ambulance straight away.
* If you are sure that the pupil is having a panic attack, move them to a quiet safe place if possible.
* Help to calm the pupil by encouraging slow, relaxed breathing in unison with your own. Encourage them to breathe in and hold for 3 seconds and then breathe out for 3 seconds.
* Be a good listener, without judging.
* Explain to the pupil that they are experiencing a panic attack and not something life threatening such as a heart attack.
* Explain that the attack will soon stop and that they will recover fully.
* Assure the pupil that someone will stay with them and keep them safe until the attack stops.
Many young people with anxiety problems do not fit neatly into a particular type of anxiety disorder. It is common for people to have some features of several anxiety disorders. A high level of anxiety over a long period will often lead to depression and long periods of depression can provide symptoms of anxiety. Many young people have a mixture of symptoms of anxiety and depression as a result.
Depression
A clinical depression is one that lasts for at least 2 weeks, affects behaviour and has physical, emotional and cognitive effects. It interferes with the ability to study, work and have satisfying relationships. Depression is a common but serious illness and can be recurrent. In England if affects at least 5% of teenagers, although some estimates are higher. Rates of depression are higher in girls than in boys.
Depression in young people often occurs with other mental disorders, and recognition and diagnosis of the disorder may be more difficult in children because the way symptoms are expressed varies with the developmental age of the individual. In addition to this, stigma associated with mental illness may obscure diagnosis.
Risk Factors:
* Experiencing other mental or emotional problems
* Divorce of parents
* Perceived poor achievement at school
* Bullying
* Developing a long-term physical illness
* Death of someone close
* Break up of a relationship
* Some people will develop depression in a distressing situation, whereas others in the same situation will not.
Symptoms:
Emotional effects: sadness, anxiety, guilt, anger, mood swings, lack of emotional responsiveness, helplessness, hopelessness.
Effects on thinking: frequent self-criticism, self-blame, worry, pessimism, impaired memory and concentration, indecisiveness and confusion, tendency to believe others see you in a negative light, thoughts of death or suicide.
Effects on behaviour: crying spells, withdrawal from others, neglect of responsibilities, loss of interest in personal appearance, loss of motivation. Engaging in risk taking behaviours such as self harm, misuse of alcohol and other substances, risk-taking sexual behaviour.
Physical effects: chronic fatigue, lack of energy, sleeping too much or too little, overeating or loss of appetite, constipation, weight loss or gain, irregular menstrual cycle, unexplained aches and pains.
Eating Disorders
Definition of Eating Disorders
Anyone can get an eating disorder regardless of their age, gender or cultural background. People with eating disorders are preoccupied with food and/or their weight and body shape and are usually highly dissatisfied with their appearance. The majority of eating disorders involve low selfesteem, shame, secrecy and denial.
Anorexia nervosa and bulimia nervosa are the major eating disorders. People with anorexia live at a low body weight, beyond the point of slimness and in an endless pursuit of thinness by restricting what they eat and sometimes compulsively over-exercising. In contrast, people with bulimia have intense cravings for food, secretively overeat and then purge to prevent weight gain (by vomiting or use of laxatives, for example).
Risk Factors:
The following risk factors, particularly in combination, may make a young person more vulnerable to developing an eating disorder:
Individual Factors:
* Difficulty expressing feelings and emotions
* A tendency to comply with other's demands
* Very high expectations of achievement
* Family Factors
* A home environment where food, eating, weight or appearance have a disproportionate significance
* An over-protective or over-controlling home environment
* Poor parental relationships and arguments
* Neglect or physical, sexual or emotional abuse
* Overly high family expectations of achievement
* Social Factors
* Being bullied, teased or ridiculed due to weight or appearance
* Pressure to maintain a high level of fitness/low body weight for e.g. sport or dancing
Physical Signs:
* Weight loss
* Dizziness, tiredness, fainting
* Feeling Cold
* Hair becomes dull or lifeless
* Swollen cheeks
* Callused knuckles
* Tension headaches
* Sore throats / mouth ulcers
* Tooth decay
Behavioural Signs:
* Restricted eating
* Skipping meals
* Scheduling activities during lunch
* Strange behaviour around food
* Wearing baggy clothes
* Wearing several layers of clothing
* Excessive chewing of gum/drinking of water
* Increased conscientiousness
* Increasing isolation / loss of friends
* Believes she is fat when she is not
* Secretive behaviour
* Visits the toilet immediately after meals
* Excessive exercise
Psychological Signs:
* Preoccupation with food
* Sensitivity about eating
* Denial of hunger despite lack of food
* Feeling distressed or guilty after eating
* Self dislike
* Fear of gaining weight
* Moodiness
* Excessive perfectionism
Self Harm
Recent research indicates that up to one in ten young people in the UK engage in self-harming behaviours. Girls are thought to be more likely to self-harm than boys. School staff can play an important role in preventing self-harm and also in supporting pupils, peers and parents of pupils currently engaging in self-harm.
Definition of Self-Harm
Self-harm is any behaviour where the intent is to deliberately cause harm to one's own body for example:
* Cutting, scratching, scraping or picking skin
* Swallowing inedible objects
* Taking an overdose of prescription or non-prescription drugs
* Swallowing hazardous materials or substances
* Burning or scalding
* Hair-pulling
* Banging or hitting the head or other parts of the body
* Scouring or scrubbing the body excessively
Risk Factors:
The following risk factors, particularly in combination, may make a young person particularly vulnerable to self-harm:
Individual Factors:
* Depression/anxiety
* Poor communication skills
* Low self-esteem
* Poor problem-solving skills
* Hopelessness
* Impulsivity
* Drug or alcohol abuse
Family Factors:
* Unreasonable expectations
* Neglect or physical, sexual or emotional abuse
* Poor parental relationships and arguments
* Depression, self-harm or suicide in the family
Social Factors:
* Difficulty in making relationships/loneliness
* Being bullied or rejected by peers
Warning Signs:
* Changes in eating/sleeping habits (e.g. pupil may appear overly tired if not sleeping well)
* Increased isolation from friends or family, becoming socially withdrawn
* Changes in activity and mood e.g. more aggressive or introverted than usual
* Lowering of academic achievement
* Talking or joking about self-harm or suicide
* Abusing drugs or alcohol
* Expressing feelings of failure, uselessness or loss of hope
* Changes in clothing e.g. always wearing long sleeves, even in very warm weather
* Unwillingness to participate in certain sports activities e.g. swimming
Carole Coupe
Ruth Archer
Will Walker
School Counsellor
School Counsellor
Mental Health and Wellbeing Lead
Reviewed:
September 2024
Next Review: September 2025
Process for managing self-harm in a crisis situation:-
Contact emergency services if
injury is life-threatening or if
pupil is suicidal.
If the child/young person is taken
to hospital, emergency protocols
for treatment and care will be
implemented and a CAMHS
referral will be activated by
hospital.
On pupil’s return to school, refer
to process for managing
recent/historical self-harm.
•
Where pupil is not taken to hospital, refer to CAMHS where appropriate.
•
Refer process for managing recent/historical self-harm.
Staff member witnesses or is
informed of pupil self-harm by
pupil themselves or a friend.
Staff member suspects a pupil
has self-harmed and is in need
of immediate medical attention.
•
Locate pupil.
•
Call for help from colleague/Medical Centre/Emergency Services/GP.
•
Administer First Aid.
•
Keep calm and give reassurance to the individual pupil and to those who might be affected by
witnessing self-harm (staff and pupils).
•
Log injury and inform DSL (Designated Safeguarding Lead).
•
Assess risk.
•
Explain confidentiality.
•
Discuss with DSL.
•
Inform parents/carers unless clear reason not to.
•
Follow safeguarding procedures if necessary.
Process for managing self-harm (not in need of urgent medical treatment and return to school)
Staff member suspects recent or previous pupil self-harm (not in need of treatment
Pupil shows signs and symptoms
Self-disclosure or peer disclosure of recent or previous pupil self-harm to staff member (not in need of treatment)
Self-disclosure or peer disclosure of
thoughts or self-harm to staff member
Pupil returns to school following crisis (pupil self-harm)
• Staff member logs and passes to DSL immediately
• DSL assesses risk with the information available and makes a decision about the relevant course of action which may include identifying the most appropriate member of staff to meet with the pupil
High risk / crisis
• Refer to crisis situation process
• Refer to CAMHS where appropriate
Low / Medium risk
• Staff member meets with pupil and discusses supportive strategies/sets action plan with the pupil where appropriate
• Explain confidentiality
• Inform parents/carers unless clear reason not to
• Follow safeguarding procedures if necessary
• Involve parents/carers and other professionals (e.g. school nurse/GP) as necessary/appropriate
• Encourage and help pupil and family to access services
•
Refer to school counsellor or other counsellor if appropriate
• Contact CAMHS for advice or referral if appropriate
• Consult with colleagues if necessary
• Debrief with DSL/senior colleagues and set a professional action plan if necessary
• Consult with relevant health/social care practitioners if necessary
• Ensure all information necessary is kept recorded and up-to-date on the pupil’s file
•
Review with pupil
• Onwards support plan | <urn:uuid:834ed6ac-dbe3-420c-ae27-df7b975fd583> | CC-MAIN-2024-51 | https://resources.finalsite.net/images/v1731418787/dauntseysorg/yqvead5bfvichkxmwrzw/MentalHealthandWellbeingPolicy.pdf | 2024-12-09T09:20:12+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00619.warc.gz | 443,621,092 | 5,717 | eng_Latn | eng_Latn | 0.994537 | eng_Latn | 0.99724 | [
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Homophones
Grade 4 Vocabulary Worksheet
Circle the correct homophone.
The policeman permitted him to park (their / there).
He put his foot on the (brake / break) and we stopped suddenly.
The birds (flew /flu) to their nests.
A dollar is equal to one hundred (sense / cents).
He continued to (stare / stair) out the window.
He has offered me the (loan / lone) of his car for a couple of weeks.
Bread is made from (flower / flour), water and yeast.
Homophones
Grade 4 Vocabulary Worksheet
Circle the correct homophone.
The policeman permitted him to park (their / there).
He put his foot on the (brake / break) and we stopped suddenly.
The birds (flew /flu) to their nests.
A dollar is equal to one hundred (sense / cents).
He continued to (stare / stair) out the window.
He has offered me the (loan / lone) of his car for a couple of weeks.
Bread is made from (flower / flour), water and yeast. | <urn:uuid:798c1fc5-f7b2-4ee6-9d14-b3409cc510cb> | CC-MAIN-2024-51 | https://storage.googleapis.com/digiresources/online-school/Grade%204/1st%20Term/English/Heading%204/Sub%20heading%202/worksheet/Homophones%209.pdf | 2024-12-09T10:41:43+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00619.warc.gz | 495,505,948 | 228 | eng_Latn | eng_Latn | 0.998426 | eng_Latn | 0.99813 | [
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WORKSHEET
PROTOTYPING YOUR SOLUTION
A worksheet to help you learn more about your idea by prototyping and testing it.
THIS WORKSHEET WILL HELP YOU TO:
CLARIFY THE CHARACTERISTICS AND CHALLENGES OF YOUR POTENTIAL USERS
DESIGN AND PROTOTYPE THE FEATURES OF YOUR PROPOSED SOLUTION
GET RAPID FEEDBACK AS USERS INTERACT AND EXPERIENCE THE PROTOTYPE SOLUTION
CONTINUALLY REFINE YOUR SOLUTION BASED ON FEEDBACK
ABOUT THE WORKSHEET
Prototyping is an approach to developing, testing and improving an idea at an early stage, before you commit a lot of resources to it.
Prototyping can be incredibly helpful in bringing ideas to life and quickly getting feedback from the people you're designing the solution for. The key is to build only enough of your product or service for users to experience and interact with it.
This worksheet will give you a framework to follow when designing, testing and validating your prototype. There are a number of steps to work through:
1. Set out as clearly as you can who you are designing the solution for and which challenges you think it will help them to overcome.
2. Sketch out the solution you have in mind, visually or in words.
3. Identify the main features of the solution and decide how you will prototype and test each of these. There are many different ways to prototype your solution, including sketches and diagrams, storyboards, digital mock-ups, role-playing, and physical models.
4. Introduce some users to your prototype and let them interact with it. Ask probing questions that will enable you to make sense of the attractiveness and usefulness of the prototype's main components.
5. Based on feedback draw out the implications for the development of your proposed product or service. Identify which features should be dropped, refined, or built on.
Remember, this process is about learning, not about getting it right the first time. It's better to test quickly, fail fast, and rethink your ideas than to perfect a solution that no one wants.
socialenterpriseinstitute.co
WORKSHEET / PROTOTYPING YOUR SOLUTION
PROTOTYPING
Who will use your product or service?
1.
2.
3.
Be as specific as you can about the audience you want feedback from.
What is the core concept/prototype that you want to test?
Describe or draw your solution in as much detail as you can.
What are the main features of the solution and how will you test them?
Think about the components that are likely to be central to the success of the solution.
Key features:
How you will prototype and test each of the features:
1.
2.
3.
What are the 3 biggest challenges facing this user group?
Rank these in order, with the biggest challenge first.
socialenterpriseinstitute.co
WORKSHEET /
PROTOTYPING YOUR SOLUTION
What are the main questions that you want to ask users?
Think about the features hypotheses you need to test. Be as specific as you can.
1.
2.
3.
4.
5.
Based on the experiment, what have you learned?
Note down any particular insights and surprises from the feedback.
Based on the learning, what will you do next?
Think about the various features of your proposed solution that have either been invalidated through feedback or should be further developed.
Pivot
(Features invalidated)
Persevere (Features for further development)
| Pivot (Features invalidated) | Persevere (Features for further development) |
|---|---|
socialenterpriseinstitute.co
FURTHER INFORMATION
Thanks for taking the time to check out this guide.
Motivated to learn more? The Social Enterprise Institute has put together a wide range of practical courses and resources to help you plan, start and grow your venture.
Visit socialshifters.co to discover more.
socialenterpriseinstitute.co
TOOLS FOR SOCIAL CHANGE
The Social Enterprise Institute is the world's school for social enterprise. We bring all the knowledge and tools you will need to start, manage, and grow an amazing social enterprise… plus a supportive global community of peers, instructors, and coaches. | <urn:uuid:51fce5aa-f1fb-4180-9c42-4fdec9a12b9f> | CC-MAIN-2024-51 | https://www.socialshifters.co/wp-content/uploads/2023/11/Prototyping-Your-Solution.pdf | 2024-12-09T11:23:18+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00616.warc.gz | 897,765,793 | 846 | eng_Latn | eng_Latn | 0.975589 | eng_Latn | 0.998524 | [
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Experiences and teaching physics with the IBSE method in primary school
I. Confalonieri ( 1 ) , M.C. Onida ( 1 ) , and D. Di Martino ( 2
)
( 1 ) Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
( 2 ) Department of Physics, University of Milano-Bicocca, Milan, Italy
Summary. — We present the methodologies used, the main activities, the documentation and evaluation methods used in an astronomy activity proposed to children in a 5th grade class of an Italian Primary School. The main objective was to test whether the approach used (based on the IBSE method) could develop meaningful and long-lasting science skills in children and could increase their interest in disciplines such as physics and science. The methodology, based on Inquiry, involved moments of experimentation, hypothesis formulation, model building, discussion and comparison with peers. The Inquiry course lasted about 40/45 hours and had as its main focus the Moon and the main phenomena concerning it: light and shadows, lunar phases, eclipses, and space-time dimensions of Moon-Earth.
1. – Description
The main objective of the present research is a comparison between two different approaches used for teaching astronomy: a traditional approach and a laboratory based approach, whose methodology, based on Inquiry [1], involved moments of experimentation, hypothesis formulation, model building, discussion and comparison with peers. For this reason, it was necessary to compare two different groups (classes), using only and exclusively in one of them the laboratory approach. In this way it was possible to determine which cause-and-effect relationships led to a certain result in one class rather than the other. The research strategy used, the experimental one, involved collecting data at the first stage and then analysing them at the end of the course, subsequently comparing them between the group that used the experimental teaching approach and the group that did not experiment with it. Starting from a shared multidisciplinary design (from physic to mathematics, Italian, English and education science), the activities designed for the two fifth-grade classes at "S. Pellico" in Gallarate, Varese, Primary School were aimed at comparing two different teaching approaches, to subsequently determine which of the two had developed more scientific skills in the pupils. One class (the 5A), the experimental group, took a laboratory-type course based on the IBSE approach [2], during which the children developed more and more autonomy in investigating problems of a
1
physical-astronomical nature. The other class (the 5B), the control group, on the other hand, tackled the exact same topics but with a more traditional teaching approach based on the study from the textbook. For both classes, a questionnaire was proposed at the end of the course to observe and compare the knowledge acquired by both classes and the motivation and interest developed toward science topics. In addition, two authentic tasks were administered which, on the other hand, made it possible to verify and evaluate whether and how the development of scientific skills in the classes was effective or not.
2. – The project-research in the teaching of astronomy
The project-research in the experimental classroom was designed following Inquirybased principles, and the various stages of the teaching itinerary followed the five different moments of the Learning Cycle approach based on the 5Es (Engage, Explore, Explain, Elaborate, Evaluate) [3]. In addition, the level of Inquiry changed in the different phases, moving from more confirmatory/structured Inquiry at the beginning of the itinerary to an open-ended Inquiry level at the end [4]. At the heart of this approach lies precisely the development of scientific Inquiry i.e., the set of all those processes that pupils put in place to give themselves explanations to the phenomena around them and, in doing so, gain a rich understanding of concepts, models and ideas, just as scientists do [5]. Pupils have, in this case, had a lot of freedom in proposing solutions to the problems posed to them. In the traditional approach, on the other hand, pupils had to deal with structured materials (textbooks and worksheets) and explanations that guided their thinking in a linear way. In addition, the path of the experimental class included collaboration with a section of a Kindergarten, whose children carried out, thanks to the collaboration of a colleague, the same path (obviously with modifications and variations considering the age of the children). Both classes started the path with a collection of pre-knowledge, after which the two educational paths had completely different activities but involved the acquisition of the exact same knowledge and the same kind of knowledge but completely different skills. Class 5A arrived at knowledge through experimentation, discussion, observation and comparison [6], all of which contributed to the formation and consolidation of both scientific and non-scientific skills. Class 5B, on the other hand, assimilated knowledge by listening to the teacher explanations and by underlining and studying from the textbook. The design in the experimental class was divided into five major phases where the type of Inquiry involved changed in each. In the first phase, where structured Inquiry was used, children divided into small groups experimented with the phenomena of light and shadow using flashlights and different objects. Then the children, in large groups and with the guidance of the teacher, transferred what they observed experimentally to what happens in reality between the Sun and Moon, coming to talk about primary and secondary sources. The second phase, where the Inquiry involved was structured-guided, was the longest. Initially, the children observed the moon in the sky for a month by filling out a personal lunar calendar. Then the phases of the moon were reproduced experimentally in the classroom; first the children observed their bodies, and particularly their faces, illuminated by a flashlight inside a darkened room. From this situation, the children began to observe how face illumination changed according to the reciprocal positions of observer, flashlight and illuminated face. Next, a new situation was proposed using a Styrofoam sphere illuminated by a flashlight; this allowed for a better observation of the three-dimensionality of the object and allowed the children to collect data (through drawings) as the observation position was changed. As a final exploration activity, the children were offered the "Moon phase box" specially constructed by the teacher in this
way (see figure 1): a Styrofoam ball representing the moon was placed in the centre of the box, illuminated by a flashlight, and placed on one of the two short sides of the box (rectangular in shape). On the sides of the box are small windows that can be opened and closed: three windows on the long sides and one on the short sides. On top of the box is a lid that makes the inside of the box dark and only the beam of light coming out of the lit flashlight can be seen. Depending on which window is opened, a different moon phase can be observed. In the third phase, in which the eclipse phenomena were discussed, the type of Inquiry involved was guided Inquiry. Children were shown two videos (one about the solar eclipse and one about the lunar eclipse) and were then asked to try to formulate hypotheses in groups about the mutual positions of the Earth, Sun and Moon in the two different cases. Then their hypotheses were taken up with the teacher and compared with the accredited scientific theory. The last phase was the most difficult to handle as the distances between Earth and the Moon were discussed and an open-ended Inquiry was involved. The children made assumptions about the relative distances and thought, after much reflection, about scaling down the actual size and real distances to reproduce the situation to scale in the hallway (using a basketball to represent the Earth, a tennis ball for the Moon, and the foot as the unit of distance measurement).
3. – Results and conclusion
The evaluation of the pathways, of both classes, was proposed through questionnaires that aimed to test the knowledge and interest developed in astronomy in the children and through authentic tasks with the purpose of assessing the skills developed by both groups. In the first authentic task, the children were asked, using the material prepared for them (a flashlight representing the Sun, a Styrofoam sphere representing the Earth, a Styrofoam sphere representing the Moon and a little man) to recreate the situation whereby the little man, placed on the Earth, could observe four different phases of the Moon. In the second, however, using the same materials, the children were asked to place the little man on the Earth so that he could observe first the solar eclipse phenomenon and then the lunar eclipse phenomenon. From the data collected for the questionnaire, it can be seen that the experimental class developed more knowledge than the control class. This result should raise a reflection: one method (the traditional one) focused on developing knowledge developed less of it in children than another method whose main purpose was not to impart knowledge. Children, by experiencing and "touching" real phenomena, develop more knowledge as they are able to relate it to real facts. Mnemonic study from the textbook keeps children away from reality and does not give meaning to what they are doing. This is not to discredit study from the textbook altogether; on the contrary, sometimes it is even useful. However, this must be accompanied by examples, photographs and videos that simulate reality and modelling that can provoke questions, activate reasoning, and finally arrive at being able to transpose theoretical knowledge into reality situations, that is, building real skills. It is also possible to observe that both classes developed interest in the topics covered but this is greater in the experimental class. Children come to school with lots of questions, interests and curiosity; it is up to us teachers not to extinguish their enthusiasm and to nurture it through educational paths that engage them and can provide answers to their many questions. This has been one of the goals of the experimental approach: to arouse in them the interest to be able to find explanations to what surrounds them, to put themselves at stake in the first person to understand the phenomena in question, without finding the solution in the teacher or written (sometimes incorrectly and/or incompletely) in the textbooks. From the results of the authentic tasks, the difference between the two classes is even more evident. In solving the tasks, both classes showed that they had the correct knowledge concerning the phenomena, but at the time of application it was possible to observe that only class 5A, managed to complete the task correctly and showed that they had developed many scientific skills that we had set out to develop during the design. In order to observe and compare the competencies developed in both classes, special tables were constructed in which the following were entered: the final competency to be achieved, the competency indicators, the evidence collected and the assessment by levels [7]. Thus, one can conclude by answering the question for which the research project was carried out: does the IBSE method develop skills in children? The answer, after analysing the available data, is definitely affirmative, and this can be noticed particularly by comparing the collected data of the experimental class with that of the control class.
∗∗∗
The author acknowledge the participating schools and collaborating tutors.
REFERENCES
[1] Smith John K. , The Nature of Social and Educational Inquiry: Empiricism versus Interpretation, Norwood, Ablex, 1989
[2] Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, edited by National Research Council (National Academy Press, Washington D.C.) 2000.
[4] Bell R.L., Smentana L. and Binns I. , Simplifying Inquiry instructions, in The Science Teacher, 2005
[3] Pascucci A. , L'Inquiry Based Science Education – IBSE nella formazione docenti e nella pratica didattica, INDIRE, Firenze, 2014
[5] The National Science Education Standard, edited by National Research Council (National Academy Press, Washington D.C.) 1996.
[6]A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core
Ideas, edited by
National Research Council
(National Academy Press, Washington
D.C.) 2011.
[7] Confalonieri I. , Confronto tra l'approccio didattico tradizionale e l'approccio basato sul metodo IBSE per lo sviluppo di competenze scientifiche in ambito astronomico nella scuola primaria, Master's Degree Thesis, University of Milano Bicocca , October 2022. | <urn:uuid:baa4d628-bb49-467a-9543-c680df48eceb> | CC-MAIN-2024-51 | https://boa.unimib.it/retrieve/212a7fb4-e967-4123-b0ef-e7cce9bb2b06/Confalonieri-2023-NuovoCimento-AAM.pdf | 2024-12-09T10:10:19+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00621.warc.gz | 126,239,713 | 2,558 | eng_Latn | eng_Latn | 0.866407 | eng_Latn | 0.998133 | [
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The "If you..?" question
@YOUTHCYMRU_REACHOUT
The "If you...?" question:
If you had any pet in the world, what would it be? 1.
2. If you could play an instrument, what would it be?
3. If you could go anywhere in the world, where would it be?
4. If you had one wish, what would it be?
5. If you could eat one meal every day, what would it be?
6. If you could learn something new today, what would it be?
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Visit our Website: www.pacificepiphyllum.com
Nursery is open to the public:
Spring/Summer: April – September Tuesday - Saturday
Hours may vary please call ahead
Winter: October – March "open by appointment only"
EPIPHYLLUM
CARE
GUIDE
www.pacificepiphyllum.com
Thank you for purchasing plants from our nursery We hope they bring you many years of enjoyment
Pacific Epiphyllum Nursery is a family owned and operated nursery located in the San Gabriel Valley of California. We have grown Epi's for over 28 years and started the nursery in 2002 out of a passion for growing Epiphyllum. Since then we have been leaders in the way Epiphyllum plants are now grown and sold.
Mail order: If you are receiving your plants through mail order please unpack them carefully. Most plants are shipped with new growth showing.
All plants: Plants need time to adjust to a new environment, we recommend giving the plants several weeks to adjust before transplanting or fertilizing.
General Care
Epiphyllum are now grown all over the world and there are as many ways to grow them as there are growers. Once you learn the best way to grow them in your yard try experimenting with new things, you may just find the new "greatest" growing method.
Epiphyllums cannot tolerate direct sunlight; their branches can burn with just 10 minutes of afternoon sun exposure. A ratio of 50% shade & 50% sun is ideal in most areas. Plants grown in hotter climates will need more sun protection. A wonderful place to put them is underneath a tree or lath where they will receive filtered light and fresh air.
Epiphyllum plants that are provided too much shade will continue growing but may not flower.
During hot summer months good air movement and a little humidity is beneficial. Generally speaking, wherever you are comfortable in the summertime so are your epiphyllums.
Epiphyllum must be protected from freezing. Hardy mature plants can withstand temperatures into the low 30's for very short periods provided they are not full of water and/or fertilizer. As a rule we recommend protecting your plants anytime temperatures drop below 36º Fahrenheit. You may overwinter your plants indoors provided they are given plenty of natural light.
Our motto "If we grow it, so can you!" is something we live by, our plants are grown just as you would grow them at home.
- We will never grow our plants grafted onto Opuntia cactus
- We will never use trick fertilizers that produce unnatural growth
- We will always work to find better ways to serve our customers
- We will never misrepresent the way a plant grows just to make a sale
We pride ourselves in offering our customers "Best in Class" plants and service
For special announcements and advanced notice of new varieties coming available
Pacific Epiphyllum Nursery
Copy Right © 2012 Pacific Epiphyllum Nursery (may not be copied in whole or in part without written authorization from Pacific Epiphyllum Nursery)
Epiphyllum Pests
Scale, mealy bugs and aphids are the most common pests we have found. All three can be controlled with any of the commercial insecticidal soaps available, some growers prefer systemic insecticides. (When using any type of poison always follow manufacturers' instructions) Remember to water plants before treating with insecticides, as they should not be dry prior to application.
Small infestations may also be removed with a solution of 50% isopropyl alcohol and 50% water. This can be swabbed or sprayed on the infected area, (Including blooms).
Snails and slugs also love Epiphyllum, so bait regularly as they can cause considerable damage in a very short period of time.
Ants do not attack Epi plants directly; they feed on the secretions of the other insects. Keeping ant populations down will aid in ridding your plants of mealy bugs and aphids.
Good Practices
- Wash your hands after handling any potting mix
- Duct tape helps in getting thorns out of your fingers
- Keep tools clean, disinfect before moving to another plant
- Keeping your plants off the ground will aid in pest control
- Don't let seed pods form, they take considerable strength away from the plant
- Remove spent blooms by cutting the flower tube near the branch
- Always save room for one more plant, trust me you'll need it
- Keep weeds under control by hand picking when they first appear
- Purchase your plants from licensed nurseries, buying from John Smith in anytown USA may mean you end up with pests you don't want
ABOVE ALL, HAVE FUN GROWING!
Potting Mix / Soil prep
Epiphyllum do well in almost any good quality commercial potting mix with the addition of perlite and small orchid bark for drainage. If commercially packaged camellia-azalea mix is available in your area, we recommend using it instead of regular potting mix. You may want to experiment with different percentages, but a good all round mix would consist of 1 part camellia-azalea mix(or potting mix), 1 part perlite(or horticultural pumice), and 1 part small orchid bark. A good test to see if your current mix is going to drain well would be to take a handful of moist soil and squeeze it in the palm of your hand. When you open your hand the ball of soil should fall apart. If it sticks together it may be too dense to allow good drainage.
If you live in an extremely humid area such as Hawaii, Florida, or near the Gulf of Mexico, you will want to "lighten" the mix in order to improve drainage. This is accomplished by decreasing the amount of potting mix and increasing the amount of perlite or pumice.
Feel free to experiment as epiphyllums are very forgiving and do quite well in almost any mix as long as it has good drainage and is coarse enough to allow plenty of oxygen around the roots.
Pot Size
Epiphyllum like a crowded root system, you should always "pot up." Start with a small (3" or 4") pot and move to the next size up as the pot fills with roots to eventually a 12" pot, where it may live for years with the proper nourishment and care.
A large plant in a large pot is for the grower's convenience only, as "Epiphytic Cacti" are quite capable of growing to a mature size in a 4" pot. In a large pot you are able to fertilize, water, and most importantly, display for maximum effect.
Labeling
We always recommend keeping your plant labeled with the proper variety name. This can be done with a plant tag or by writing on a branch using a "Sharpie" marker. Sharpie ink will not harm your Epiphyllum and can be taken off with rubbing alcohol.
Potting
Your soil mix should be slightly damp when potting never completely dry
Rooted plants: Holding the plant in the pot with one hand fill in around it with mix. Tap the pot several times on the potting bench to help settle the mix. Do not pat down the soil as the roots are very fragile. Do not water the first week, but gently spray the branches. The following week, you may begin to water very sparingly. If the mix is porous enough, the water should drain through leaving the mix only damp without the fear of root rot.
Unrooted Cuttings: These can be rooted in the same mix as your rooted plants, but many collectors prefer to root their cuttings in a mixture of vermiculite and perlite. After they have rooted, they can be moved into your regular Epi mix. Dip the cutting into a rooting hormone such as Rootone. Insert the cutting into the barely damp mix making sure at least one areole on each side is covered. The best new growth comes from below the soil line. If your cuttings start to put on new growth near the top, pinch it off this will help force new growth from the bottom. Before you plant your cuttings, let them dry for about a week. They can be started at any time, but they do root faster in warm weather. After planting, do not water for a week or so, and then after that spray gently every few days until the cutting has rooted. It takes three to eight weeks for them to root. Be patient.
Flowering Season
As a general rule, Epiphyllum hybrids will bloom in the spring on a 2-3 year old potted plant. Occasionally, you get flowers in the fall, especially on some of the smaller flowering varieties.
The Epiphyllum "species" (those which you find growing in the wild), bloom throughout the summer and fall.
Bloom Color
Bloom color can be greatly affected by weather, soil and fertilizer. Individual micro climates in ones yard can also affect the color intensity in blooms.
Watering
Epiphyllum do not like wet feet care should be taken not to overwater your plants. Some signs of over overwatering are sudden yellowing and soft and/or rotted tissue at the soil line. If this does happen remove your plant from the soil, trim off all dead roots and any soft or rotting tissue, allow it to dry for a day or two and start the potting process over.
POTS: After watering, allow the top 1/3 of the container to dry before watering again. Always water until water begins to run out of the drainage holes in the container. Never allow the plant to completely dry out as the small feeder roots dry up and die.
MISTING: If the temperatures are 90º – 100º for several days spraying them with a little water will help keep them happy.
HINTS: Epiphyllum have two growing periods; spring and fall. During these time periods, they will need more water. After flowering in the spring and during the winter months, they appreciate a resting period with only enough water to keep them slightly moist. As Epiphyllum absorb moisture through their stems, spraying the entire plant is recommended.
Fertilizing
After the danger of frost has passed in the spring, we use a liquid 0-1010 to promote flowering. 2-10-10 will also do just fine. Spray the branches as well as watering into the soil, as Epiphyllums absorb much of their moisture and nourishment through the cell tissue.
When the flowering cycle is complete, a "rest period" is necessary, during which time no fertilizer should be applied, although you should continue to keep plants slightly moist. About 4 weeks after flowering, start fertilizing once again but with a balanced fertilizer (i.e.) 10-10-10 or if you have 20-20-20, use half strength. Repeat once a month with this formula through the summer and fall. Here again, spray foliage as well as watering into the soil. In November, another application of 0-10-10 / 2-10-10 may be applied to promote flowering in the spring.
No fertilizers should be applied during December and January or when the temperatures fall below 45º Fahrenheit. Although this is the program we use, your particular climate will determine the schedule you should follow throughout the year. | <urn:uuid:65191218-d823-4a39-ac2b-7c083e94204e> | CC-MAIN-2024-51 | https://www.pacificepiphyllum.com/content/Pacific%20Epiphyllum%20Care%20Guide.pdf | 2024-12-09T09:18:27+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00627.warc.gz | 831,546,630 | 2,349 | eng_Latn | eng_Latn | 0.995826 | eng_Latn | 0.998705 | [
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English Language Arts Common Core State Standards**
Next Generation Science Standards* and Grades 1-3
| GRADE 1 | 1 | | 2 | | 3 | | 4 |
|---|---|---|---|---|---|---|---|
| K-2-ETS1-2. Engineering Design: Develop a simple sketch, drawing, | | ● | | ● | | ● | |
| or physical model to illustrate how the shape of an object helps it | | | | | | | |
| function as needed to solve a given problem. | | | | | | | |
| GRADE 2 | 1 | | 2 | | 3 | | 4 |
| K-2-ETS1-2. Engineering Design: Develop a simple sketch, drawing, | | ● | | ● | | ● | |
| or physical model to illustrate how the shape of an object helps it | | | | | | | |
| function as needed to solve a given problem. | | | | | | | |
| 2-PS1-1. Matter and Its Interactions: Plan and conduct an | | | | ● | | ● | |
| investigation to describe and classify different kinds of materials by | | | | | | | |
| their observable properties. | | | | | | | |
| GRADE 3 | 1 | | 2 | | 3 | | 4 |
| 3-5-ETS1-2. Engineering Design: Generate and compare multiple | | ● | | ● | | | |
| possible solutions to a problem based on how well each is likely to | | | | | | | |
| meet the criteria and constraints of the problem. | | | | | | | |
*© NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
| ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS** | | | | | | | |
|---|---|---|---|---|---|---|---|
| GRADE 1 | | 1 | | 2 | | 3 | 4 |
| Reading: Informational Text | | | | | | | |
| Key Ideas and Details | | | | | | | |
| 1. Ask and answer questions about key details in a text. | | ● | | ● | | ● | ● |
| Reading: Foundational Skills | | | | | | | |
| Phonics and Word Recognition | | | | | | | |
| 3. Know and apply grade-level phonics and word analysis skills in | ● | | ● | | ● | | |
| decoding words. | | | | | | | |
| Speaking and Listening | | | | | | | |
| Comprehension and Collaboration | | | | | | | |
| 1. Participate in collaborative conversations with diverse partners about | ● | | ● | | ● | | |
| grade 1 topics and texts with peers and adults in small and larger groups. | | | | | | | |
| 1a. Follow agreed-upon rules for discussions (e.g., listening to others | ● | | ● | | ● | | |
| with care, speaking one at a time about the topics and texts under | | | | | | | |
| discussion). | | | | | | | |
**© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
| ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS** | | | | | | | |
|---|---|---|---|---|---|---|---|
| GRADE 1 (continued) | | 1 | | 2 | | 3 | 4 |
| Speaking and Listening | | | | | | | |
| Comprehension and Collaboration | | | | | | | |
| 1b. Build on others’ talk in conversations by responding to the comments | ● | | ● | | ● | | |
| of others through multiple exchanges. | | | | | | | |
| 1c. Ask questions to clear up any confusion about the topics and texts | ● | | ● | | ● | | |
| under discussion | | | | | | | |
| Language | | | | | | | |
| Vocabulary Acquisition and Use | | | | | | | |
| 4. Determine or clarify the meaning of unknown and multiple-meaning | ● | | ● | | ● | | |
| word and phrases based on grade 1 reading and content, choosing | | | | | | | |
| flexibly from a range of strategies. | | | | | | | |
| GRADE 2 | | 1 | | 2 | | 3 | 4 |
|---|---|---|---|---|---|---|---|
| Reading: Informational Text | | | | | | | |
| Craft and Structure | | | | | | | |
| 4. Determine the meaning of words and phrases in a text relevant to a | ● | | ● | | ● | | |
| grade 2 topic or subject area. | | | | | | | |
| 5. Know and use various text features (e.g., captions, bold print, | ● | | ● | | ● | | |
| subheadings, glossaries, indexes, electronic menus, icons) to locate key | | | | | | | |
| facts or information in a text efficiently. | | | | | | | |
| Reading: Foundational Skills | | | | | | | |
| Phonics and Word Recognition | | | | | | | |
| 3. Know and apply grade-level phonics and word analysis skills in | ● | | ● | | ● | | |
| decoding words. | | | | | | | |
| Speaking and Listening | | | | | | | |
| Comprehension and Collaboration | | | | | | | |
| 1. Participate in collaborative conversations with diverse partners about | ● | | ● | | ● | | |
| grade 2 topics and texts with peers and adults in small and larger groups. | | | | | | | |
| 1a. Follow agreed-upon rules for discussions (e.g., gaining the floor in | ● | | ● | | ● | | |
| respectful ways, listening to others with care, speaking one at a time | | | | | | | |
| about the topics and texts under discussion) | | | | | | | |
| 1b. Build on others’ talk in conversations by linking their comments to | ● | | ● | | ● | | |
| the remarks of others. | | | | | | | |
| 1c. Ask for clarification and further explanation as needed about the | ● | | ● | | ● | | |
| topics and texts under discussion | | | | | | | |
| 3. Ask and answer questions about what a speaker says in order to clarify | ● | | ● | | ● | | |
| comprehension, gather additional information, or deepen understanding | | | | | | | |
| of a topic or issue | | | | | | | |
**© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
| ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS** | | | | | | | |
|---|---|---|---|---|---|---|---|
| GRADE 2 (continued) | | 1 | | 2 | | 3 | 4 |
| Language | | | | | | | |
| Knowledge of Language | | | | | | | |
| 3. Use knowledge of language and its conventions when writing, | ● | | ● | | ● | | |
| speaking, reading, or listening. | | | | | | | |
| Vocabulary Acquisition and Use | | | | | | | |
| 4. Determine or clarify the meaning of unknown and multiple-meaning | ● | | ● | | ● | | |
| words and phrases based on grade 2 reading and content, choosing | | | | | | | |
| flexibly from an array of strategies. | | | | | | | |
| ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS** | | | | | | | |
|---|---|---|---|---|---|---|---|
| GRADE 3 | | 1 | | 2 | | 3 | 4 |
| Reading: Informational Text | | | | | | | |
| Craft and Structure | | | | | | | |
| 4. Determine the meaning of general academic and domain-specific | ● | | ● | | ● | | |
| words and phrases in a text relevant to a grade 3 topic or subject area. | | | | | | | |
| 5. Use text features and search tools (e.g., key words, sidebars, | ● | | ● | | ● | | |
| hyperlinks) to locate information relevant to a given topic efficiently. | | | | | | | |
| Reading: Foundational Skills | | | | | | | |
| Phonics and Word Recognition | | | | | | | |
| 3. Know and apply grade-level phonics and word analysis skills in | ● | | ● | | ● | | |
| decoding words. | | | | | | | |
| Speaking and Listening | | | | | | | |
| Comprehension and Collaboration | | | | | | | |
| 1. Engage effectively in a range of collaborative discussions (one-on-one, | ● | | ● | | ● | | |
| in groups, and teacher led) with diverse partners on grade 3 topics and | | | | | | | |
| texts, building on others’ ideas and expressing their own clearly. | | | | | | | |
| 1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in | ● | | ● | | ● | | |
| respectful ways, listening to others with care, speaking one at a time | | | | | | | |
| about the topics and texts under discussion). | | | | | | | |
| 1c. Ask questions to check understanding of information presented, stay | ● | | ● | | ● | | |
| on topic, and link their comments to the remarks of others. | | | | | | | |
| 1d. Explain their own ideas and understanding in light of the discussion. | | ● | | ● | | ● | ● |
| 3. Ask and answer questions about information from a speaker, offering | ● | | ● | | ● | | |
| appropriate elaboration and detail. | | | | | | | |
| Language | | | | | | | |
| Conventions of Standard English | | | | | | | |
| 1. Demonstrate command of the conventions of standard English | ● | | ● | | ● | | |
| grammar and usage when writing or speaking. | | | | | | | |
| Knowledge of Language | | | | | | | |
| 3. Use knowledge of language and its conventions when writing, | ● | | ● | | ● | | |
| speaking, reading, or listening. | | | | | | | |
**© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
| GRADE 3 (continued) | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Vocabulary Acquisition and Use | | | | |
| 4. Determine or clarify the meaning of unknown and multiple-meaning | | | | |
| word and phrases based on grade 3 reading and content, choosing | | | | |
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Exercise 2A
Ddisplacement = 40 km, time = 1 h and
40
40 =
So the average velocity is 40 km h.
1
−1
E displacement = −100 km, time = 1.5 h and 100 66.7 1.5 = − (to 3 s.f.) So the average velocity is −66.7 km h −1 .
b The average velocity for the whole journey is 0 km h −1 as the overall displacement is 0 km.
c Total distance travelled = 200 km Total time taken = 4 h average speed = 200 50 4 = km h −1
2 a For first section of the journey: average velocity = 60 km h −1 , time taken = 2.5 h
displacement = 2.5 × 60 = 150 km
This is 6 squares on the vertical axis, so one square is
150
6
25 =
total displacement shows as 7.5 squares = 7.5 × 25 = 187.5 km
b Time for whole journey = 3.75 h average velocity = 187.5 50 3.75 = km h −1
b Sarah passed her home at 12:45.
c For the penultimate stage: displacement = −12 + (−3) = −15 km, time = 1.5 h average velocity = 15 10 1.5 − = − km h −1
© Pearson Education Ltd 2019. Copying permitted for purchasing institution only. This material is not copyright free.
km
1
3 d Total distance travelled = 30 km Total time taken = 4 h
4 a Reading from the graph:
b When it reaches the highest point, the velocity of the ball is 0 m s −1
```
maximum height = 2.5 m time taken to reach this = 0.75 s
```
.
c i The velocity of the ball is positive (upwards) and decreases (the ball is decelerating) until it reaches 0 at the highest point.
ii The velocity of the ball is negative (downwards), and increases (the ball is accelerating) until it hits the ground at the same speed at which it was launched.
© Pearson Education Ltd 2019. Copying permitted for purchasing institution only. This material is not copyright free.
2 | <urn:uuid:09d4ec5f-411a-4409-9c9c-102ddee980ed> | CC-MAIN-2024-51 | https://pmt.physicsandmathstutor.com/download/Maths/A-level/M1/Solutionbank-Edexcel/Chapter-2/M1%20Exercise%202A.pdf | 2024-12-09T09:47:13+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00624.warc.gz | 411,599,638 | 518 | eng_Latn | eng_Latn | 0.664068 | eng_Latn | 0.844147 | [
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Mountain Rd, Waipuku
1898
Use:
Closed cemetery
Historic Value:
3 out of 5
Materials:
-
Architectural Value:
1 out of 4
NZHPT Registered: Not registered
Technical Value:
1 out of 2
Legal Description:
Symbolic Value:
2 out of 3
Lots 6 - 10 DP13087 Blk VI Ngaere SD
Waipuku
Cemetery
Croydon Rd
Rutland Rd
Mountain Rd
Rarity Value:
- out of 2
Townscape Value:
- out of 2
Group Value:
- out of 2
Overall Heritage Value: 7 out of 20
On the 16 th of January 1896, a meeting of the settlers in Waipuku was held in Mr. Blanchard's house on Croydon Road. The result of this meeting was the establishment of the Waipuku Cemetery. The committee agreed to set aside two acres of land for this cemetery (and a sports domain). The land was leased out – and paid for in the first two years with fencing work.
At this time, Waipuku was had gone from being a flourishing town with a hotel, school, two general stores and a blacksmiths, to being a community of 30 farmers centered around the Waipuku Creamery (as most moved when a new saw mill was set up in Taraki).
Ada Henwood's Grave
The first recorded burial at this cemetery was on the 26 th of May, 1898, when a 'charitable aid patient' James Friend, died. However, it was not until 1920 that the ground was actually surveyed. This was done by Mr. B. Horner, who divided the land into five blocks, with 95 plots.
Seven still-births and babies were buried at Waipuku Cemetery. In total, 34 people were buried there, with surnames including Arms, Bell, Blanchard, Brown, Buckingham, Coutts, Fever, Friend, Hamblyn, Henwood, Jones, Kehely, Leneham, Marquardt, Perham, Raynor, Reid, Ridd, Taylor, and Vesty. There are many stories and a vast history behind all of these names, which are held dear to their descendents. John Ridd, for example, who was buried in August 1900 aged 38 years, invented the 'Ridd Milker' – a milking machine that was powered by a water wheel in the stream.
Fewer burials took place then were expected, as the community of Waipuku gradually diminished. As a result, the Waipuku Cemetery was closed by Order in Council on 19 July 1939, with
the Minister of Health publishing a closure notice in the New Zealand Gazette on 27 July. The official closure was to take affect from 1 April 1940, although the last recorded burial had taken place on 6 September 1924, when Ellen Perham, aged 60, passed away.
The two rows of lichen-crusted gravestones, situated on a ridge-top and shaded by an ash tree, can be seen as a memorial to the settlers of Waipuku, especially those farmers who stayed to keep the creamery running, while the rest of the community moved on.
The cemetery is about 9.7km north of Stratford, and can only be accessed with permission from the land owner (contact Stratford District Council for more details).
Bibliography
Waipuku: Once Upon A Town,David Bruce (May 2003)
Church, Ian; The Stratford Inheritance,The Heritage Press (1990) | <urn:uuid:44cf4a1e-a067-4a36-a360-bd205ade2939> | CC-MAIN-2024-51 | https://www.stratford.govt.nz/repository/libraries/id:2cvuccagl1cxbygm8445/hierarchy/Heritage%20Inventory%20Documents/Waipuku%20Cemetery.pdf | 2024-12-09T10:01:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00627.warc.gz | 909,498,427 | 773 | eng_Latn | eng_Latn | 0.742234 | eng_Latn | 0.997228 | [
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Ohura Rd, Whangamomona
1911
Use:
Commercial
Historic Value:
3 out of 5
Materials:
Timber, iron roofing
Architectural Value:
2 out of 4
NZHPT Registered: Not registered
Technical Value:
- out of 2
Legal Description: -
Symbolic Value:
- out of 3
Bank of
Australasia
Prospect Rd
Ohura Rd
Whangamomona Rd
Pleasant Rd
Historic Value:
3 out of 5
Architectural Value:
2 out of 4
Technical Value:
- out of 2
Symbolic Value:
- out of 3
Rarity Value:
- out of 2
Townscape Value:
1 out of 2
Group Value:
1 out of 2
Overall Heritage Value: 8 out of 20
The Whangamomona branch of the Bank of Australasia was opened in 1911, after the building was tendered for. At this time, Whangamomona was a prosperous setter's community, with 30 buildings in the town. This included a hotel, baker, butcher, billiard rooms and a post office.
Mr. A. Fawkner became the first bank manager. He was a very community-minded man, and in 1914 he suggested, paid for, and planted the deciduous English trees on the main street in an attempt to make the town more attractive (these are still there today).
The township started to decline with the completion of the railway – no longer were jobs abundant, and families moved out. This was not helped by the great fire in 1943 which destroyed the bakehouse, drapery, butchery and billiard room. Businesses continued to close, with the Bank of Australasia closing just prior to WWII. Banking facilities were made available at the post office from then until 1988.
The building became the District Nurse's residence until the 1960s, when it was handed over to the Council workers for use as their quarters. After that, it was sold into private ownership. Lately, it had also been used as a café, and is one of the most-well kept historic buildings in Whangamomona.
View of Whangamomona, 1920. The red arrow indicates the Bank of Australasia
Whangamomona 75
th
Jubilee
Whangamomona's History, Original by Whangamomona School Children (1977)
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When your child is diagnosed with a hearing loss, you will meet with a team of professionals who will likely use words that you've never encountered. Keep this glossary of terms handy as you go through the process. Before you know it, many of these words will become part of your own vocabulary.
"When I'm working with parents of young children, it's important to me that the parents understand what is being said. So much of the hearing testing process involves words that are not part of our everyday experiences. It is important that parents stop and ask questions so that they can fully understand each step."
A Guide to Understanding Hearing Loss Terminology
inety percent of deaf children are born to hearing parents. For most people, the science of hearing is a new experience. Keep this glossary of terms with you as you meet with hearing health professionals and use the blank space to take notes as you go. ine the you to
N
Air Conduction Test: measures hearing by placing earphones over the child's ear or placing "insert phones" (soft foam ear plugs) in the child's ear. With this test, sound travels through the outer, middle, and inner ear.
Amplifi cation: a) to make louder, increase volume; b) a term that may be used to refer to hearing aids.
Analog Hearing Aid: Sound is picked up by a small microphone, converted into electrical impulses, and then made louder for the user to hear.
Assistive Devices: can be divided into two basic categories: alerting devices and assistive listening devices. An alerting device indicates that something important is occurring, whereas an assistive listening device facilitates the reception and understanding of spoken language.
Atresia: absence or malformation of the outer or middle ear.
Audiologist: a clinician trained and certified to diagnose, evaluate, and treat hearing loss.
Auditory/Verbal Therapy: speech/language therapy and educational programming to develop maximum use of residual hearing, oral language, and intelligible speech.
Auditory Steady State Response Test (ASSR): measurement of brainwaves in response to sound; can provide objective information regarding hearing sensitivity when this information cannot be obtained reliably through behavioral measures. This test may be able to provide greater frequency-specific information regarding hearing as compared to ABR testing. This test also has the capability to be more specific in diagnosing the degree of a more significant hearing loss.
Audiogram: a graphic description of hearing.
Bilateral hearing loss: hearing loss in both ears.
Binaural hearing aids: hearing aids in both ears.
Bone Conduction Test: measures hearing by placing a small oscillator (vibrating device) behind the ear and measures sound traveling directly to the inner ear.
Brainstem Auditory Evoked Response Test (BAER) or
Auditory Brainstem Evoked Response Test (ABR): measurement of brain waves in response to sound; can provide objective information regarding hearing sensitivity when this information cannot be obtained reliably through behavioral measures.
Cochlea: the hearing organ within the inner ear.
Cochlear Implant: An electronic device that may benefit those who are not obtaining adequate benefit from hearing aids. The implant consists of a microphone and receiver, a processor that converts speech into electronic signals, and an array of electrodes that transmit the signals to the auditory nerve in the inner ear.
Conductive Hearing Loss: a hearing loss caused by damage or disease of the outer or middle ear.
Congenital: existing at or dating from birth, but not necessarily hereditary.
Cued Speech: a visual communication system using eight handshapes in four different placements near the face in combination with the mouth movements of speech to make the sounds of spoken language look different from each other.
Digital Hearing Aid: sound is picked up by a small microphone, analyzed by a computer chip, and then made louder through special signal processing for the user to hear.
Earmold: a custom-made product that fits in the ear and connects to a behind-the-ear hearing aid.
FM System (auditory trainer): an assistive listening device utilizing wireless technology. This can be used alone or in conjunction with hearing aids to provide the best signal-to-noise ratio for better hearing in adverse listening situations.
Geneticist: a medical professional who reviews a family's medical history, recommends testing, and determines the presence of genetic links to hearing loss.
Hearing Aid: a device that amplifies sound. Hearing aids are available in a variety of sizes and levels of technology; candidacy may be, in part, determined by the results of a hearing test.
Immittance (Impedance) Testing: a test that measures the functioning of the outer and middle ear systems. This test consists of a tympanogram (measurement of ear drum mobility) and acoustic reflexes (presence and level of middle ear muscle contraction).
Middle Ear: portion of the hearing mechanism between the outer ear and the cochlea, consisting of the eardrum, the ossicles (bones), the opening of the Eustachian tube, the oval window, and the round window.
Mixed Hearing Loss: a combination of conductive and sensorineural hearing loss.
Monaural: referring to one ear or one hearing aid.
Neurologist: a medical doctor skilled in the diagnosis and treatment of diseases of the nervous system.
Otoacoustic Emissions Test (OAE): a test that measures how the hair cells within the cochlea work.
Otolaryngologist (Otologist or ENT): a medical specialist of the ear, nose, and throat.
occurring at birth.
Peri-Natal:
Pinna: outer ear.
Post-Natal: occurring after birth.
Pre-Natal: occurring before birth.
"Thought is the blossom; language the bud; action the fruit behind it."
Residual Hearing: remaining hearing.
-Ralph Waldo Emerson
School Psychologist: A professional trained to perform educational and developmental evaluations to assess areas of strengths and weaknesses and make recommendations.
Sensorineural Hearing Loss: a hearing loss caused by damage to the inner ear (cochlea, auditory nerve, or central auditory pathways).
Sign Language: a language that uses a system of manual, facial, and body movements as the means to communicate.
Speech/Language Pathologist: a clinician trained and certified to evaluate, diagnose, and treat speech, language, and communication problems.
Speechreading (Lip reading): using visual cues to supplement hearing to understand spoken language.
Tinnitus: phantom auditory perception when no external sound is present. It is often described as ringing or buzzing in the ears.
Unilateral Hearing Loss: hearing loss in one ear.
Visual Reinforcement Audiometry (VRA): a method of evaluating a child's responses to sound by conditioning the child to respond by turning their head. This response is rewarded by the presentation of a visual stimulus (ex: video, mechanical toy).
New York
50 Broadway New York, NY 10004 917.305.7700 (V) 917.305.7999 (TTY) 917.305.7888 (F) firstname.lastname@example.org
Florida
2900 W. Cypress Creek Rd. Suite 3 Ft. Lauderdale, FL 33309 954.731.7200 (V/TTY) 954.485.6336 (F) email@example.com
www.CHChearing.org
The Center for Hearing and Communication provides:
Audiology
* Fully Licensed Audiologists
* Hearing Testing for Infants, Children & Adults
* Hearing Aid Evaluation, Recommendation & Fitting
* FM Evaluation & Dispensing
* Central Auditory Processing Evaluation
* Six state-of-the-art Audiological Test Suites
* Tinnitus & Hyperacusis Center
Otology
* Board Certified Otologists
Assistive Technology
* Hearing Aid Dispensary
* Hearing Aid Repair
* SoundBytes, In-House Assistive Devices Store
Communication
Communication Evaluation & Therapy
* Speechreading
* Auditory Training
* Articulation & Voice
* English as a Second Language
Cochlear Implant Support
* Auditory-verbal speech therapy program for children
* Communication Evaluation
* Pre- & Post- Implant Evaluation
* Post-Implant Auditory Training
* Support Group
Mental Health & Social Work
* Individual, Family & Couples Psychotherapy
* Case Management, Information & Referral Services
* New York State Licensed Therapists & Board Certified Psychiatrists
Public Education
* Community Outreach & Education
* Center for Health Care Access
Career Development
* Competitive Job Placement
* On-site Communication/Technology Assessment
* Vocational Counseling
* Psychological/Vocational Counseling | <urn:uuid:f7bbc6fc-9752-47b5-b17e-c33036062e32> | CC-MAIN-2024-51 | https://www.chchearing.org/_files/ugd/2ec5dc_95473956d355482eb25205dc02877fa2.pdf | 2024-12-09T09:59:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00625.warc.gz | 622,659,277 | 1,779 | eng_Latn | eng_Latn | 0.819235 | eng_Latn | 0.991145 | [
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Recycling By the Numbers
Did you know that the average American discards nearly 4.4 pounds of trash every day?* For a family of three, that's more than 92 pounds of trash per week! How does your family match up?
Part A. Trash Tracker
Use this chart to track how many bags of trash and recyclables your family tosses during the next week. Show how many bags are trash and how many are recyclables. Use the data you collect to answer the questions below.
| | Sun | Mon | Tues | Wed | Thurs | Fri |
|---|---|---|---|---|---|---|
| Trash | | | | | | |
| Recyclables | | | | | | |
1. How much total trash and recyclables did your family discard in one week (number of bags)? Trash: ___________ Recyclables: ___________
2. Assuming that this was a typical week, how much would your family accumulate in one year? Trash: ___________ Recyclables: ___________
3. What was the ratio of recyclables to trash in your home? ___________
4. Estimate what percentage of your recyclables was: % paper/cardboard _______ % glass _______ % metal _______ % plastic _______
™
Part B. See the Difference
Within your group, fill in the following graphs to show how much your family recycled and how it compares to your classmates.
Your Family Family A
Family Waste Allocation Use this circle to create a pie chart that shows the amount your family produced in:
* Paper/cardboard recyclables
* Trash
* Other recyclables
Family B
Family C
Recycling By Volume
Now compare your family's stats with those of your classmates. Who "won" the title of best recycler?
Part C. Spread the Word
* Digital isn't greener.
Using the data you collected above, and any statistics you can find about your state or town's recycling program, create an infographic and PSA campaign aimed at increasing recycling in your community. Be creative! You can design a poster, an outline for a video, a social media campaign, a series of bumper stickers, etc. Here are some topics to help get you started, but you can come up with your own theme, too!
* The average American discards nearly 4.4 pounds of trash every day.*
* Here's a tip – let it rip! How to tell what's recyclable and where it goes (hint: paper tears, plastic doesn't)
* There are recyclables in EVERY room of the house – it's not just the kitchen!
Paper and Cardboard are Recyclable! Learn more at www.paperrecycles.org
*www.epa.gov/facts-and-figures-about-materials-waste-and-recycling/national-overview-facts-and-figures-materials#NationalPicture
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Journey 2050 Lesson 3: Water
Online Module
1. Begin the Journey 2050 Lesson 3: Online Module video (0:00-0:20). This video will guide you through the lesson.
2. Watch NASA’s Show Me the Water video.
a. How much of Earth’s water is in the ocean?
b. What percentage of freshwater use goes to agricultural irrigation?
3. Watch the Journey 2050: Water video
a. How is water used in agriculture?
b. What methods do farmers use to irrigate their crops?
c. What best practices can be implemented to use water more efficiently in agriculture?
4. Continue the Journey 2050 Lesson 3: Online Module video (0:20-5:37)
5. Play Level 3 of the Journey 2050 Sustainability Farming Game. Continue the Journey 2050 Lesson 3: Online Module video (5:39-6:20) for instructions.
* The game can be downloaded to devices from Google Play or the App Store. It can also be played online using a Firefox, Chrome, or Safari web browser.
6. Wrap-up. Continue the Journey 2050 Lesson 3: Online Module video (6:24-7:33). Answer the questions below and review the key points.
a. What were your limiting factors?
b. Did you find it difficult to have enough water for your crops? How did weather impact your crops?
c. What ripple effects did you notice from your investments?
Key Points:
* Water is a natural resource critical to agriculture.
* Farmers improve their water efficiency by using water conservation practices and technologies such as irrigation (with moisture sensors), conservation tillage and riparian areas.
* Although the majority of the Earth is made up of water, only a small fraction is actually usable.
* Some regions of the world face greater threats to their water supply than others.
Additional Activities:
* Watch What is a Watershed? and Why Should You Care About Our Watersheds?
* Brainstorm ways you can conserve and protect water.
* Find a map of your local watershed and learn where water flows from and to in your area.
* Research which countries have the least and the most available freshwater. Discover what factors impact water availability and daily water use. Use the FAO website for resources. | <urn:uuid:3f1c29ea-0fca-4e7f-9f5a-6a241452f3a0> | CC-MAIN-2024-51 | https://www.journey2050.com/wp-content/uploads/2020/11/Journey-2050-Lesson-3-Online-Module-Fillable-Form.pdf | 2024-12-09T09:05:48+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00624.warc.gz | 745,811,764 | 475 | eng_Latn | eng_Latn | 0.991008 | eng_Latn | 0.994237 | [
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Graphic Products
Task:
To design a team Identity through graphics and reflect sponsor input.
Introduction
Your team needs to have an identity. This is crucial in the world of sport and marketing. You need to use sponsor's advertising, in a manner proportional to the help you have received.
Research Section
What are some of the current designs for your style of boat hull? What are the names of your school team and sponsors that you have to represent?
What materials and equipment are used to make graphics designs for boats? Do sponsors have specific colours and typefaces that must be used? Will the sponsors mind being shown on your boat together?
Design Section
Working in conjunction with the hull design team and sponsor team; using your entire research material, compile the information needed to: -
1. Design the background colours
2. Design the size, shape, type, colour and position of your graphics
Initial Design
Produce initial designs in two parts on paper. Firstly, the background. This is important as will make your boat stand out. You can use solid colour, two tone stripes or patterns and even more complicated shapes. Your design can be simple or complex at this stage.
Once you have done this, you must think about what logo's words and names are going to be used. These must be your sponsors, School and/or team name and anything else that you feel is essential. Don't forget these have to stand out against your background, so be careful when choosing the colours.
Testing Section
If your boat has been modelled on a CAD package, try to change to surface colour to match your design. This will get you part of the way to seeing what you design will look like.
Using a suitable CAD graphics package, design the lettering. You can then print out onto paper or cut them onto vinyl to try out or to attach onto your boat.
Manufacturing
To complete your design, you can manufacture words and simple graphic shapes in a wide variety of colours using a vinyl cutter. This will give you the ability to quickly and accurately produce your designs to a high quality.
To finish your background, you may have chosen the correct colour materials to use during manufacture. If not you can use a variety of sprays to achieve you design, using aerosol cans or an airbrush system.
Health and Safety
If using Aerosol paint cans, please see specific manufacture's safety instructions on the can and use in a spray booth or well-ventilated area.
Target Areas
KS 3 or 4 Graphics in KS3 and 4 Key skills ICT Product Design Finishing
GCSE Engineering
Unit 1
Specifications and Engineering drawings
Unit 2
Production planning, Choosing materials, Using processes Health and Safety
Unit 3
Investigating Products
Key Skills
Communication, Number, IT | <urn:uuid:5afb10fc-9562-4daf-9d58-98bef664e6c7> | CC-MAIN-2019-18 | http://engineeringyourfuture.com/graphicproducts.pdf | 2019-04-20T12:11:47Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00156.warc.gz | 56,159,628 | 569 | eng_Latn | eng_Latn | 0.998547 | eng_Latn | 0.998547 | [
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BEAUTIFUL SAVIOR LUTHERAN SCHOOL
PRESENTS:
PEARLS OF LOVE AND LOGIC
Special Thoughts on Raising Kids
Arguing
Young people need to know their parents mean it when they set limits. Parents need to know that there are ways to say "no" without waging a major battle.
Thinking words: "Yes, you may go out to play as soon as you practice your lessons."
I wish your children would thank you for having the strength to set limits. But children have never been known to say, "Thanks, Dad, I feel a lot more secure now that I know you mean what you say. Thanks for loving me enough to set these limits." Instead, they may pout, complain, stomp around, run to their rooms, whine, or talk back. This often leaves the adult angry and confused.
Why are children so testy when we give them limits that help build their sense of security and self-confidence? Children need to test limits just to make sure they are firm. Each youngster seems to have his or her own special testing routine. Some use anger, some use guilt, some are sneaky, while others use forgetting to test your resolve.
It helps parents to remember that kids hear the word "no" far too often. It seems to be a call to arms, a fighting word. A child often wages war against "no" in a very subtle way-by trying to get the parent to do all the thinking while he or she stands back and criticizes.
You can turn the tables on children by forcing them to do most of the thinking. Just replace "no" by saying "yes" to something other than the child's explicit request/demand. Use "thinking words" instead of "fighting words." For example:
Fighting words: "No, you can't go out to play. You need to practice your lessons."
Most youngsters will try to argue when faced with "thinking words." However, since you started the conversation with "yes" instead of "no," you shouldn't feel guilty or explain or justify anything. State-of-the-art arguing is now in your hands. No matter what your child says, simply agree that it is probably true. Then add the word "and." Follow this by repeating your first assertion.
Compare these two approaches:
Teen: I need to use the car to go skiing.
Dad: You can’t use the car until you pay your gasoline bill.
Teen: But, Dad, I promised my friends.
Dad: Why don't you make them drive?
Teen: But you don't like the way they drive!
Here's how Dad could guide the teen to do all the thinking:
Teen: I need to use the car to go skiing.
Dad: Feel free to use it as soon as your gasoline bill is paid.
Teen: But, Dad, I promised my friends.
Dad: I’m sure that’s true …and… feel free to use it as soon as you pay the bill.
Teen: But I have to buy the lift ticket.
Dad: I bet that’s true too ... and ... feel free to use the car as soon as you pay ...
Teen: I know! Don't say it again.
Easy-to-learn tools like the above example can be used to eliminate fights with your children.
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PSHE
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils' education. We expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
DFE, 2020
Intent
At Emerson Valley School it is our intent that all children will be 'lifelong learners' with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations. At Emerson Valley School we offer a nurturing environment and give children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. With strong emphasis on emotional literacy, decision-making, building resilience and nurturing mental and physical health, Jigsaw (the PSHE programme we use) encourages mutual respect, responsibility, self esteem and properly equips children with the tools they need to thrive as individuals, family members and members of our local community. The mindfulness approach allows children to advance their emotional awareness, concentration and focus.
Implementation
* PSHE is timetabled for an hour weekly.
* The whole school takes part in anti-bullying week.
* The Jigsaw New edition scheme is followed which is in line with the statutory changes to 'Relationships' for September 2020. It is separated into half-termly units: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. These are taught at an age appropriate level.
* Our units are linked to safeguarding, the school values, British values, rights and responsibilities and well-being.
* 'Calm me' time used at the beginning of every PSHE lesson.
* British Value assemblies take place.
* NSPCC workshops held yearly for upper KS2.
Impact
Our PSHE Curriculum is a high quality, spiral, progressive and fully planned scheme of work, that properly equips teachers to deliver engaging and relevant PSHE within a whole-school approach. Children will demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty. Children will become caring, respectful and confident individuals capable of making informed decisions. We believe that we prepare children for the next stage in their education as well as preparing them, during this vital stage of their life, for the adult world. By the time children leave our school they will: have a willingness and ability to try new things, push themselves and persevere; to have a good understanding of how to stay safe, healthy and develop good relationships; to have an appreciation of what it means to be a positive member of a diverse, multicultural society and to have a strong self-awareness, interlinked with compassion of others and mutual respect. | <urn:uuid:faa7f679-a72c-43af-bef0-dac877c3249a> | CC-MAIN-2024-51 | https://emersonvalley.org.uk/wp-content/uploads/2020/09/PSHE-one-Page-Doc.pdf | 2024-12-09T10:35:30+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00629.warc.gz | 197,396,978 | 566 | eng_Latn | eng_Latn | 0.995403 | eng_Latn | 0.995403 | [
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Algebra
Pre-Algebra →
Understanding Variables →
Algebra →
Extension
| Number Theory Solid understanding of Number Theory from Strand 3 Useful Methodology: Array Models, T&L on Integers, Fractions & Ratio 1 | | | | Algebra skills seen as “generalised arithmetic”. Make an explicit association between symbols and numbers. Use array models and algebra tiles 3 (drawings) to help misconceptions. |
|---|---|---|---|---|
| Patterns 2 Fostering ‘Algebraic Thinking’ through exposure to patterns, relationships, generalising and problem solving. Develop pattern-based thinking - recognise, construct and extend patterns (T&L on Patterns) - use tables to represent a pattern (patterns with unifix cubes) - use patterns to represent real-world situations - develop language to describe patterns precisely, both orally and in writing, as a prelude to using symbols. - use patterns to solve problems (Locker Problem) Deliberate focus on relationships involving two variables - develop an understanding of how one quantity changes as a result of the change in another quantity: - Methodologies: Money Box Problem/ Sunflowers Problem - Students use tables and graphs to represent a relationship - Students introduced to linear relationships, constant rate of change, variables, increasing/decreasing change, slope = rise/run Generalising using symbols - Simplification: Letters employed to reduce the language used to describe patterns. (Doesn’t matter what letter/symbol is used) - Students generalise the pattern, using symbols, and make their first formula. The Power of Pattern-Based Thinking: Problem Solving - Patterns and relationships are used to model maths and real- world situations, particularly for solving problems. - Symbols are used to generalise the rule of a pattern observed in a situation. Then that rule can be used to solve the problem. By doing Patterns first: Algebra is seen as the language we use to describe patterns and relationships for the ultimate goal of problem solving. Students also get a very good introduction to a variable as a changing quantity. | | 2 “Algebra provides finite ways of managing the infinite.” Variables can be used in 4 different ways: - A formula like (infinite amount of possibilities) - A Law/Identity like the Commutative Law, (for all cases) - A Relationship/Rule like (infinite amount of points that fit a rule) - An unknown like (one number from an infinite set of possibilities) All of the above can be explored using patterns. Problem Solving: Using a variable as an unknown can be introduced and explored through problem solving. Example: For how many days did John need to save in order to accumulate €45 for a new computer game? | | 3 Money Box Problem extended: We can show adding like terms as part of a real-world problem solving question. For example: 2 family members combining their savings to buy a computer console costing €249 Skills for Solving Equations: After Money Box / Sunflowers Problem is used to explain an unknown in context of a real-world problem, extend this to teach the skills for solving equations. Methodology: T&L on Equations, stabilisers Solving Word Problems using Algebra: Show that algebra allows choice and flexibility in solving problems. Let students discover that algebra is often the most efficient way to solve a problem, especially word problems. Overview of the learning outcome for teaching algebra: The relationship based approach to learning algebra should culminate in students having a deep understanding of algebra which allows easy movement between story, table, graph and equation. Learners should also have an appreciation that the power of algebra lies in its capacity to describe relationships for the purpose of problem solving. |
| | Functions | | | |
| | Introduce the terms inputs, outputs, a mapping, domain and range. | | Play “Guess the Rule” game. | |
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Improving Relationships: Communication Skills
Behavioral Health Workshop Primary Care, University Health Services University of California, Berkeley
Michael Waldo, Ph.D.
Relationship Enhancing Attitudes
What is it?
* Communicating in a way that helps you bond and understand each other better.
* Trying is often enough - as long as the effort is genuine.
* Works even when you are upset. Works even when you don't like the other person.
How to do it?
* Three characteristics of high-quality communication:
1. Respect
2. Honesty
3. Understanding
* How to build and practice these things? (View next 4 slides)
Non-Verbal Communication
(within cultural context)
What communicates Respect?
What communicates Understanding?
* Facing each other
* Ignoring distractions
* Complementary posture
What communicates Honesty?
* Making eye contact
* Expression matching emotions
* Nodding (when you agree)
* Responsive expression
Expressive Speaking
Subjective (Using "I" Statements)
* Stating your views only.
* Inarguable: You are the expert regarding your views.
* Recognizing that the other person might have a different views.
Stating Feelings
* Stating Feelings: Honestly sharing your emotions.
* Convey why and issue is important.
Expressive Speaking
Being Specific
* Give concrete examples rather than generalizations.
* Don't characterize the person.
* Present facts and focus on behaviors.
Positive Goal
* Express the positive values that you are pursuing.
* In particular, express the positive things you want in your relationship.
Expressive Speaking
Request
* Let the other person know what you think would help.
* Suggest what you want to try, not demand that they agree.
* Don't manipulating them into going along with you.
Empathic Listening
Put aside your own view
* Screen out your opinion, advice and questions when you are listening.
* This shows respect for the person speaking.
* When they feel respect, they will respect you as well.
* You will feel less anxious because their views won't threaten your views.
Empathic Listening
Be empathic
* Try to genuinely understand the other person's experience through their lens.
* Helps you focus on them rather than yourself, at that moment.
* Increases the chances of you both better understanding each other.
Empathic Listening
Check understanding
* Offer brief tentative feedback about what you understand the speaker is saying.
* Helps you focus on the speakers' experience.
* Allows you to be sure you are hearing them correctly.
* It shows the other person that you understand, which makes them feel heard.
* In return, they will be more likely to listen when they are done - Showing you understand does not mean you are agreeing.
Empathic Listening
Accept correction
* The people speaking are the experts on what they are saying - Follow their lead.
* If they correct your feedback statement, accept this and change your statement to fit the correction.
* This demonstrates respect for the speakers' right to present their views.
* It DOES NOT mean you are agreeing.
Discourse
* Carefully switching from speaker to listener and listener to speaker.
* Ensures that everyone knows when you are speaking and when you are listening.
* Avoids situations where both people are speaking and no one is listening.
Discourse
Switching to the "LISTENER" role
When?
* You are finished presenting an idea.
* Feel the people listening understand.
* You are ready to switch to let other people speak.
Why?
* As speaker, it is good for you to finish and initiate a switch as soon as possible.
* Quick switching keeps the conversation flowing.
Discourse
Switching to the "SPEAKER" role
Why?
* To present your view point.
How?
* Demonstrate that you understood the person who is speaking, then explain that you want to switch. | <urn:uuid:09642413-1462-4116-b3c7-659a61640872> | CC-MAIN-2024-51 | https://uhs.berkeley.edu/sites/default/files/improving_relationships_communication_skills.pdf | 2024-12-09T11:05:41+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00628.warc.gz | 527,703,186 | 820 | eng_Latn | eng_Latn | 0.976707 | eng_Latn | 0.997652 | [
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Recommended Reads
By Daven Primary School
Have you read Greta's Story by Valentina Camerini?
Every young person will have heard of Greta Thunberg, the schoolgirl whose strikes for the climate have developed into a world-wide movement and put young peoples' voices at the heart of the efforts to protect our planet.
This book tells Greta's story, explaining how a wary, quiet girl from Sweden has found the courage and determination to stand up for what she knows is crucial to the future of every one of us. It's an inspiring story, and unique to Greta, but it also demonstrates how together we can all make a difference, and work towards the future we want.
Why do I like reading? By Mr Glynn
Book reviews The first book I can remember reading on my own was 'The Magic Finger' by Roald Dahl. I think I was about 6. When I was in year 4, I finished Charlie and Chocolate Factory in one night as I couldn't put it down. It was the fantasy and the characters that drew me in. Since then, I've always loved books that take you from one world to another-The Lion, The Witch and the Wardrobe, The Ocean At The End Of The Lane and my favourite book of all time, Where The Wild Things Are.
I try to read most nights. It helps me to unwind and relax. These days, I read a lot of books about music and musicians and often have a couple of books 'on the go'! However, there's nothing like getting lost and distracted in a good story.
Book reviews
Book review by Levi in Year 3
The Iron Man by Ted Hughes
I like this book because of the robot. He puts all of his body parts back together and he even falls off a cliff. This broke his body into pieces. A young man sees him and traps the Iron Man but he breaks free.
Book review by Skylar in Year 4
Harry Potter and The Philosopher's Stone J.K. Rowling
I like this story because of the different language that is used especially when Draco Malfoy says, 'You filthy mugblood.' I also like that Harry Potter's life changes because at first, he lives in a cupboard under the stairs but then goes to Hogwarts and his life is much better.
Book review by Oliver in Year 5
Cosmic by Frank Cottrell Boyce
This book is definitely 5 stars. I like the storyline – it is about a boy who wishes to go to the moon. He also knows a lot about space and I think it is really interesting. Even though this book is a story, you still get to learn lots of facts about space. People should read this because I think this is good for children who like to learn about space and love learning. I am STEM ambassador in school so this is an area I enjoy! I also love to read at home.
Book review by Corbyn in Year 6
Am I Made of Stardust? By Dr Maggie Aderin-Pocock
This book has tonnes of cool pictures and lots of information about all of the planets. On the pictures it also shows a comparison of sizes between the sun and different planets. The fact about The Big Bang was particularly interesting.
Book quiz – KS2
Name……………………………. Class ……………………….
Answer the questions about the different books
You will get a sticker and 5 Achievement Points for completing it. All entries will be put in a draw and the lucky winner will win an Easter treat!
1. Ron Weasley is a character of which fantasy novel?
2. Which books, by Michael Morpurgo, are set in WWII?
3. Which book by Jeff Brown is about a boy who got flattened by a pinboard?
4. In Roald Dahl’s Fantastic Mr Fox, what are the names of the three farmers?
5. How many books form The Series of Unfortunate Events by Lemony Snicket?
6. Complete the title of Philip Pullman’s book: The Firework _______________’?
7. Name three books written by E. L Norry
_____________________________ _____________________________ _____________________________
8. Who wrote Who Let The Gods Out?
Hand your quiz in by Friday 22 nd March | <urn:uuid:63758c8e-63cf-4ee9-beda-439768d458fe> | CC-MAIN-2024-51 | https://files.schudio.com/daven-primary-school/files/documents/Recommended-Reads-KS2-Term-2.pdf | 2024-12-09T11:08:27+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00628.warc.gz | 215,709,842 | 869 | eng_Latn | eng_Latn | 0.996282 | eng_Latn | 0.999682 | [
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How to cope with moving house
It is a big upheaval for the whole family, and adults tend to focus more on the practical things like getting everything moved to the new property, whereas for children it can be something totally different like leaving their friends behind or going to a new school. Quite often, when families move home, the adults make all the decisions and most often children feel completely powerless to the whole thing.
When we made a big move, the one that thought it would be worst was the sixteen year old at that time, just between GCSE and A Level, but actually it was a very successful move, they all settled quite quickly.
Yes, it was quite hard, but I was young so I adapted really well to it.
I'm from the Isle of Wight so I'd never like lived on the mainland before, so that was a bit scary.
TOP TIPS Look out for any changes in behaviour.
Children can show a different range of emotions due to the upheaval of moving homes: from insomnia, not sleeping throughout the night, interrupted sleep, or not eating as well as they used to, or even being more aggressive towards their parents, having more tantrums, screaming. Their behaviours tend to alter a little bit because of that change.
How can I help my child adapt?
It's really important that you talk to your child about the reasons why you're moving, how you're going to move, when you're moving, so they're more involved in the process and they're fully aware of what's going on. They've got time to say, okay, I'm moving next week, I've got time to say bye to my friends, and just know what's going on.
TOP TIP Involve everyone on moving day.
So get your child involved in moving into your new home, for example, getting them to choose the colour they want their bedroom to be, or design how they want the layout to be, because it gives them a sense of belonging - this is ours now, or this is mine now. And also maybe plan something: a pizza night, favourite films, where you can be all huddled together and talk about the new things you can do together in the new home, new ideas, so I think those two things are really important to do with your children.
1
TOP TIPS Contact the local Family information Service to find out what is available locally.
At first it was quite difficult because obviously you don't know anybody. I had a completely different accent because I was from Yorkshire, so everybody kind of - I made friends through that, it was kind of like they wanted to come and speak to me because I spoke differently.
It might be possible for you, as a parent, to go and visit the new school your child or children will be attending, so you get to meet the teachers, the head teacher, find out more about the curriculum, important events and even their parenting groups because they sometimes have parent and coffee mornings where you can get to interact with other parents. Get a good feel of the school. And also if you can't arrange an appointment with the school, maybe take them for a drive or walk past. Say, "Well, this is your new school," and they get a feel of it before they go in, so it's not so new and strange.
TOP TIPS Moving home is stressful for you as well…don't expect everything to go back to normal overnight.
Moving homes can be a real upheaval, not just for the parents, for the child, but for the whole family in general. But, overall, it's a process so there are going to be good days, there are going to be challenging moments, but overall everything settles down.
Involve your child as you are making decisions. Visit your child's new school before you move. Take time to listen to your child's concerns.
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Self-help Resources for Students
Acknowledging that things aren't going well can feel like a difficult first step, but you've done the right thing. Maybe you've decided to try to manage things yourself, or you've been signposted to a support service and are waiting to hear back; whatever your circumstances, trying some of the following self-help guides and worksheets might help to improve things.
Remember the problems that you are having are understandable and you are not to blame. It's also unlikely that things will change overnight, no matter how much we want them to. Remind yourself that distressing emotions serve a purpose and don't last forever. It may not feel like it now, but things will improve and by using some of these guides, you're giving yourself the best chance for that improvement to happen sooner rather than later.
It's also important to keep talking about it, whether this is with a family member, a friend, your supervisor, your College Wellbeing team, a professional from a dedicated support service or someone over the telephone. Talking about your problems with someone else can really help. Feeling down, stressed or anxious can feel like a very isolating experience, but you're surrounded by people who want to help.
Self-help Guides
If you are awaiting further support or want to manage your difficulties yourself try one of the following:
- Student Minds
- Northumberland, Tyne and Wear (NTW) NHS Foundation Trust
- Moodjuice - if you want a slightly more in-depth self-help approach
- Centre for Clinical Interventions (CCI) - for extended self-help programmes
These guides predominantly use a Cognitive-Behavioural Therapy approach to help individuals learn basic strategies to understand and manage their difficulties.
Pick one guide you want to focus on and try reading only a few pages at a time.
Student Minds
Moodjuice
Provides advice for some of the common issues students face as part of university life including:
Starting university, exam stress, LGBTQ+, looking after your mental wellbeing, year abroad, student finance, support through a family health crisis, coping with student life plus a monthly newsletter, Mind Matters.
www.tinyurl.com/mindresources
NTW NHS
Short guides that focus on the following:
Abuse, alcohol, anxiety, bereavement, controlling anger, depression and low mood, depression (A Guide for Partners), domestic violence, eating disorders, comfort eating, health anxiety, hearing voices and disturbing beliefs, obsessions and compulsions, panic, post-traumatic stress, postnatal depression, stress.
www.tinyurl.com/ntwnhshelp
Medium length guides that focus on the following:
Life skills, healthy living, relationships, feelings and behaviour, finding meaning.
The website also includes a "Not too sure try here" link which leads to a 5-module programme on "Overcoming Problems".
www.moodjuice.scot.nhs.uk
CCI
Information packs made up of several modules which focus on different difficulties, including:
Improving assertiveness, depression, body dysmorphia, self-criticism, distress intolerance, health anxiety, low self-esteem, bipolar disorder, disordered eating, panic attacks, perfectionism, procrastination, social anxiety, worries.
www.tinyurl.com/ccipacks
Self-help Resources for Students
Worksheets
Use the below worksheets to learn some quick techniques that could help you reduce your feelings of stress or anxiety. These techniques can also be a good way to equip yourself for the future.
Worry Time
Behavioural Activation
Worries can really get in the way of university life, distracting us from our work, our friendships and keeping us from getting a good night's sleep.
Rather than being overwhelmed by our worries, try using the Worry Time technique to reduce the frequency and intensity of your worries.
www.tinyurl.com/worrytime
Calm Your Body Down
Stress, anxiety and low mood often come with unpleasant physical sensations, such as a fast heartbeat, breathlessness, shakiness, sweatiness, nausea, dizziness, among others.
Using deep breathing techniques and practicing progressive muscle relaxation at least once a day can help reduce some of these sensations.
Deep breathing:
www.tinyurl.com/deepbreathe
Progressive muscle relaxation:
www.tinyurl.com/musclecalm
Sleep Hygiene
Sleep is heavily linked to wellbeing, so give yourself the best possible chance to get the rest you need.
Set yourself a specific bedtime and spending the hour before bed doing something relaxing like reading something unrelated to university work, getting a warm bath or shower or listening to music. Don't use electronic devices in this hour, as screens emit light which tells your brain it's daytime.
To cope with stress and manage our mood, we need a balance of necessary, enjoyable and routine activities. When we feel stressed, the temptation is to focus entirely on that work and neglect other activities which make us feel good, or which would usually be part of our routine.
How many times have you recently cancelled on social plans, or skipped a meal because you've been studying? Though work feels important, your mental health is more so, and you can't do a good job in your studies if you're not well in yourself. Make sure to dedicate time to enjoyable and routine activities alongside university work.
www.tinyurl.com/activatebehaviour
Thought Challenging
When people feel stressed, anxious or down, the way we think about ourselves, other people and our world changes and becomes quite negative. At the time, it can feel like an accurate assessment of what's going on, but sometimes our thoughts are unrealistic and illogical, making us feel worse.
Learning to recognise our unhelpful thoughts and challenging them to come up with a more balanced thought can be a helpful way to help us think more realistically and feel better.
Thought diary:
www.tinyurl.com/thoughtdiary
Unhelpful thinking styles:
www.tinyurl.com/unhelpfulthinking
Vicious cycle:
www.tinyurl.com/circularthinking www.tinyurl.com/sleepwellbeing
Thought challenging:
www.tinyurl.com/thoughtchallenging
These resources can help to manage mental health difficulties but it is important to ask for help if you are feeling overwhelmed and it is always a good idea to raise it with either your supervisor, a member of your College Wellbeing Team or advisors at either YUSU or the GSA. | <urn:uuid:848e6394-01c6-49bd-8b1b-b7ea80a3fe80> | CC-MAIN-2019-18 | https://s3-eu-west-1.amazonaws.com/nusdigital/document/documents/41374/Student_Wellbeing_Tips.pdf | 2019-04-20T12:27:05Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00160.warc.gz | 552,488,593 | 1,308 | eng_Latn | eng_Latn | 0.995151 | eng_Latn | 0.995302 | [
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What colour is the logo?
Where is the logo?
Website
Contest
Week of November 15-19
Name
School
What colour is the logo?
Where is the logo?
Website
Contest
Week of November 15-19
Name
School
What colour is the logo?
Where is the logo?
Website
Contest
Week of November 15-19
Name
School
What colour is the logo?
Where is the logo? | <urn:uuid:17799694-1fef-4c0b-a450-fd551b336436> | CC-MAIN-2019-18 | http://ktw.yk1.nt.ca/documents/general/Web%20Contest%20Ballot%20Nov%2015-19_2.pdf | 2019-04-20T12:15:30Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00160.warc.gz | 103,684,585 | 97 | eng_Latn | eng_Latn | 0.960814 | eng_Latn | 0.960814 | [
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St Michael's C of E VA Primary School
As a Church School we seek to ensure that the ethos and principles of Christianity underpin the experiences of the children in our care.
"St Michael's is an inclusive school and respects and values the diversity of the Community".
Sex and Relationships Education Policy
DRAFT POLICY – awaiting approval from the Governing Body
Policy Statement
SRE is a lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings.
Effective SRE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables young people to make responsible and informed decisions about their health and well-being.
The 1996 Education Act consolidates all relevant previous legislation and states that all primary schools must provide an up to date policy that describes the content and organisation of SRE provided outside the National Curriculum Science Order. The DfE Sex and Relationship Education Guidance (2000) supports this legislation and recommends that all primary schools should have a sex and relationship education programme tailored to the age and physical and emotional maturity of the children.
Other related policies and documents include the PSHE policy, Anti-Bullying Policy, Drug Education Policy and Child Protection Policy.
Aims and Objectives
This policy is a working document which provides guidance and information on all aspects of SRE in the school for staff, parents/carers and governors.
Moral and Values Framework
The SRE programme at St Michael's reflects the school's Christian ethos and demonstrates and encourages the following values:
- Respect for others;
- Respect for self;
- Responsibility for our own actions;
- Responsibility for our family, friends, school and wider community.
Equal Opportunities Statement
The school is committed to the provision of SRE to all of its pupils. Our programme aims to respond to the diversity of children's cultures, faiths and family backgrounds.
Content
Early Years: Children learn the names of different parts of the body and how to be healthy
Key Stage 1: Pupils learn to recognise similarities and differences between themselves and others, identify and share their feelings with each other, recognise safe and unsafe situations and identify and be able to talk to, someone they trust.
Key Stage 2: Pupils learn to express their opinions about relationships, listen to and support others, including respecting other people's viewpoints and beliefs. They learn to recognise their own worth and identify positive things about themselves and try to balance the stresses in life in order to promote their own mental health and the well-being of others. Life processes in humans and other animals are discussed.
Puberty: In Year 5, girls are taught about the physical changes that take place at puberty, why they happen and how to manage them. In Year 6, boys and girls learn about the changes that occur during male and female puberty and the processes of conception.
Organisation
SRE should not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social Health Education (PHSE) and citizenship. At St Michael's the main content is delivered in PSHE lessons in the summer term as part of the SEAL (Social and Emotional Aspects of Learning) themes of Relationships (1 st half of term) and Changes (2 nd half of term). This ensures a coherent spiral curriculum. SRE is normally delivered by
Sex and Relationships Education Policy December 2016
class teachers in mixed gender groups, other than when it is deemed more appropriate for topics to be covered in single sex groups (see above paragraph on puberty).
Occasionally, appropriate and suitably experienced and/or knowledgeable visitors from outside school, such as the School Nurse, may be invited to contribute to the delivery of SRE in school.
Specific issues within SRE
Withdrawal from lessons
Parents/carers have the right to withdraw their children from all or part of the sex and relationships education provided at school except for those parts included in statutory National Curriculum. Those parents/carers wishing to exercise this right are invited in to see the Headteacher who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the SRE programme until the request for withdrawal has been removed.
Confidentiality and Child Protection
As a general rule a child's confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he talks to the Designated Senior Lead for Child Protection (Mrs Crooks). The school has a separate Child Protection Policy. Effective SRE may bring about disclosures of child protection issues and staff should be aware of the procedures for reporting their concerns.
Controversial and Sensitive Issues
Staff are aware that views around SRE related issues are varied. However, while personal views are respected, all SRE issues are taught without bias. Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect others that may have different opinions.
Dealing with Questions
Both formal and informal SRE arising from pupils' questions are answered according to the age and maturity of the pupil concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Designated Senior Lead for Child Protection if they are concerned.
Sexual Identity and Sexual Orientation
St Michael's School believes that SRE should meet the needs of all pupils regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Homophobic bullying is dealt with strongly yet sensitively. The school liaises with parents on this issue to reassure them of the content and context.
Dissemination
All staff members and governors receive a copy of the SRE policy. Copies are available from the school office on request from parents.
Policy reviewed by Curriculum Committee ………………..
Policy adopted by Governing Body …………………………
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Hull Design
Motor
Solar Panels
Stored Energy
Formula Sun
Schools Marine Challenge Rules and Regulations
The following Rules and Regulations are for the Schools Marine Formula Sun Challenge.
The Rules and Regulations are designed to enable the participants to compete on a level playing field, encouraging technical innovation, without being too restrictive.
The organisers will be happy to give their interpretation of any aspect of the rules should the need arise, which is better done during the build phase rather than on Race Day.
Age
The school competition is open to all pupils up to the end of year 11, with a strict upper age limit. No sixth form student teams to participate, however skills and knowledge gained by involving older pupils as mentors is to be encouraged.
If there is sufficient demand a post 16 class will be available which only accrues points from racing, and a one off technical mark given on Race Day
Solar Craft
Schools engineer the most efficient way of propelling a boat using only the energy from the sun. Any configuration of power plant may be used. Development of more efficient propulsion systems will enhance performance.
Manufactured Kits
No bought in kits are allowed. This would be in direct conflict with the spirit and aims of the competition. Stock components may be used, but not bought in pre assembled craft
No restrictions in design and material choice. This class of boat lends itself to many hull forms and materials, the most popular being vacuum forming over a Styrofoam plug which can be made by hand or using CAD and CAM.
Craft may only be powered by the motor(s) supplied by the organisers. No restrictions on the number of motors being used per boat.
No restriction on number but they must be carried on the boat.
In the event of low light conditions the boats will run under the 'capacitor' class rules. Under these rules the boat must still carry its solar panels but may also have the authorised capacitor connected in any configuration competitors desire. If applied these rules will be in force for the whole series of races taking place at a given venue.
The only authorised capacitor is an Electrolytic 10F 2.5v
Capacitors can be charged in our light pool where schools will be given a 10 minute slot prior to their race. The charging units will be provided by the organisers and will be made up from 3 x 800 mA 95mm X 65mm solar cells (as supplied in your kits) wired in series.
Hull
No restrictions
There are no restrictions on format or construction, from mono to multi hulls of any type.
Drive Train Control Dimensions
No restrictions
Free running
Inclusive of all features, but not stern drives etc
| All in mm | Maximum |
|---|---|
| Length | 300 |
| Beam | 120mm |
| Height | No restrictions |
Schools Marine Challenge Formula Sun Rules and Regulations
Race Day
The overall winner will be the team gaining most points from a combination of race results (10 points max) and scrutineering (50 points max). There are a total of 60 points on offer. In the event of a tie the team with the most race points will win.
Craft Identification Numbers will be allocated by the organisers and must be easily identifiable throughout races.
Scrutineers will ensure that boat construction is designed for racing rather than hindering other competitors' craft.
Solar Craft
Free running over a distance of 10m
Three rounds with either the same or different craft competing, craft may not be swapped within a round.
The winner will be the boat completing the course in the least amount of time
Points will be awarded as follows: | <urn:uuid:f0521bef-4b05-4992-bb9e-06e98402ea9b> | CC-MAIN-2019-18 | http://engineeringyourfuture.com/FSUNRules0909.pdf | 2019-04-20T12:15:56Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00163.warc.gz | 56,419,230 | 752 | eng_Latn | eng_Latn | 0.99908 | eng_Latn | 0.998998 | [
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Background
* von Willebrand Disease (vWD)
* Most common bleeding disorder
* Approximately 1 in every 100 people in the U.S.
* Health promotion and health education empowers individuals with vWD to improve and maintain health
* Print materials as a method of effective health education
* Should provide salient, appropriate, and accessible information for the target audience
* Must be easily understood and applied
* Should be written at a 5th to 6th grade reading level to be understood by most adults
* No published studies have evaluated the readability of print education materials for bleeding disorders to date
Objective
To evaluate the readability of commonly distributed health education brochures on vWD at a large hospital in an urban setting
Methods
* Individuals who provide health education were asked to identify written materials about vWD that they disseminate most often
* Brochures identified were grouped by target audience
* 5 for adults
* 2 for adolescents
* 2 for children
* SMOG and Fry Readability Formula were used to analyze topics in the brochures
* Definition of condition
* Symptoms
* Treatment
* Qualitative analysis of brochure design elements that affect readability was performed
An Analysis of the Readability of Commonly Distributed Health Education
Cathy Buranahirun, PsyD and Aimée Williams, MPH, CHES, CPH
Materials on von Willebrand Disease
Results
* 8 of the 9 brochures evaluated were written above the 6th grade reading level
* Qualitative analysis of design indicated issues with font, line length, and graphics
Overall Reading Level
| Target Audience | SMOG (Mdn, Range) |
|---|---|
| Adults | 12.46 (8.92 – 15.85) |
| Adolescents | 11.12 (11.00 – 13.00) |
| Children | 8.48 (6.87 – 9.00) |
SMOG Reading Level by Topic
14
Design Elements
| Design Element | | Adults | Adolescents | Children |
|---|---|---|---|---|
| Font | > 12 point | - | - | + |
| | Headings use sans serif font | + | + | + |
| | Body uses serif font | - | - | - |
| Line length | 7-14 words | - | - | + |
| Grouping | Bulleted, numbered lists | + | + | + |
| | Chunked/ grouped sections | + | + | + |
| Graphics | Help explain text | - | - | + |
| | Break up text | - | - | + |
| White space | Adequate white space | - | + | + |
+ Criterion met - Criterion not met
Implications for Delivery and Practice
* Most patient education materials examined were written with reading levels too high for most patients to readily understand
* Health providers should be made aware of the high reading level of these print materials so that they may supplement education provided with other teaching methods
* Sharing these results with publishers of the brochures can increase awareness of the importance of readability so that they may create more appropriate, and thus, more effective patient education materials | <urn:uuid:fd128212-f2fd-42bf-aa1c-f52cd5ce5f70> | CC-MAIN-2019-18 | http://www.iha4health.org/wp-content/uploads/2015/03/An-Analysis-of-the-Readability-of-Commonly-Distributed-Health-Education-Materials-on-von-Willebrand-Disease.pdf | 2019-04-20T12:11:42Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00166.warc.gz | 246,551,920 | 698 | eng_Latn | eng_Latn | 0.989387 | eng_Latn | 0.989387 | [
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Skills Framework Number
Using Numbers
KS3
KS4
Scale of boats/ ratios.
Scaling boats from full size.
Measuring
Working out measurements for fitting boats to standard sizes of materials ie vacuum form apertures.
Measurements of components especially small diameters of prop shafts.
Gathering Information
Collect data from: SMC web-site/ internet/ supplier catalogues eg Rapid Electronics, Technology Supplies, Techsoft etc.
Technical Data regarding design parameters, styles , material properties – performance motors, solar cells, capacitor values and application.
Calculate: Using the Number System
Simple calculations – power from cells, speed of craft etc.
How to calculate speed mass of components.
Using a variety of methods
Converting sketched ideas into dimensional drawings.
Scale calculations of boats – Proportion, LOA
Interpret and present findings: Talking about and explaining work
Show data regarding design and performance.
Show how design was arrived at eg cells in parallel/ series, power from cells, motor speed, speed calculations.
Comparing data
Make comparisons of boat performance.
Evaluation of craft using different set-ups/ designs- compare boats built by different teams.
Present Findings
Plot charts to show how boats performed.
Show graphically how changing the parameters can affect performance – excel data etc. | <urn:uuid:57f32e7f-af98-42fd-aaff-eb806ff314fc> | CC-MAIN-2019-18 | http://engineeringyourfuture.com/Skills%20Framework%20-%20Number.pdf | 2019-04-20T12:15:50Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00165.warc.gz | 57,109,547 | 259 | eng_Latn | eng_Latn | 0.97182 | eng_Latn | 0.97182 | [
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Share Lent Reflection 2015 March 22, 9:30 Mass
"Unless a grain of wheat falls into the earth and dies, it remains just a single grain; but if it dies, it bears much fruit." Jesus sowed love for us through his own dying and rising that we may follow him in our journey of sharing with each other The great mystery of Christian life is that like seeds our sacrifices are not in vain, but rather lead to new life.
This Solidarity Sunday for the work of Development and Peace calls us to give of our seeds of love through our contributions for its work. We sow seeds of justice with families and communities who suffer as a result of conflicts, natural disasters and unfair economic and political structures throughout our world. Solidarity Sunday invites us like Jesus to meet the fallen seed among us, those broken by injustice, war, poverty, disease and to bring new life through the support of Development and Peace and their partner agencies.
Development and Peace is honoured to support courageous women and men in Africa, Asia, Latin America and the Middle East who make sacrifices each day, sometimes their own lives. We offer our support so that their families, loved ones and communities can live another day.
Imagine being born blind and growing up in rural Sierra Leone! People with the slightest physical disability are stigmatized and marginalized. They never know from where there next meal will come. Komba, born blind in the diamond mine region of Kono Sierra Leone some 40 years ago struggled on the dusty streets with others who were blind. .Could he find food to fill an empty belly? App March 15
Komba shares his story. "Begging is an excruciating exercise that also demeans your dignity. Sometimes, we would spend the whole day begging without getting anything. But that would not stop us from going back the next day to beg because that was the only option we had."
In 2008 his situation changed. "Through the local Network Movement for Justice and Development, a Development and Peace Partner, we were rescued," says Komba.
Although the street beggars were blind, their talents and self-worth was recognized by the agency. They were encouraged to form a group now called Handicap Empowerment for Livelihoods Promotion. Training was provided for 11 people who were blind. They now are able to support themselves and to eat without begging. They are trained master weavers, tiedyers and soap makers who can teach others and provide for their families.
Unless a grain of wheat falls into the earth and dies, it remains just a single grain. While there has been progress in reducing hunger in the world, more than 800 million people still go without the daily food they need. The sacrifices we make here, today, on behalf of the poor will bear fruit through the work of Development and Peace partners.
Take, for example, the widows of Tacloban in the Philippines. In losing their husbands to the great typhoon, they found each other. With the help of our local partner, Urban Poor Associates, they formed the Yolanda Survivors' Women's Association. The first thing they did together was plant a communal garden to grow food for their children. By supporting each other, and thanks to your generous solidarity, they are no longer hungry.
Fighting hunger is not only a matter of helping after disasters but also getting to the root causes of the problem. Poor farmers should be able to support themselves and their communities through their own efforts on their own land. But many are lured away to work on large plantations for meagre wages. Too many find themselves working in slave-like conditions on plantations for literally nothing.
Maria de Silva of Brazil worked tirelessly with Brazils Pastoral Commission to help farmers help avoid the trap of slavery. "I am in love with the land," she says, "I love to plant, nurture and harvest!" Maria helps form farming cooperatives so that people can access the land and resources they need to feed their families and communities.
For those of us raised on farms and those who are gardeners the sacred nature of seeds is so important The ritual of protecting seeds and keeping seeds for the next year's planting is a memory my parents shared with me . Seeds are not a commodity to be controlled and used at the pleasure of multinationals. (D&P App Mar2) They are to be cherished and shared with our neighbor. Development and Peace supports programs for farmers, many who are women, in the developing world who wish to plant, nurture and harvest crops to support their families.
In today's readings, the prophet Jeremiah says "I will place my law within them and write it upon their hearts." Our approach to development is not found in textbooks but is written on our very hearts. It recognizes that people are not objects to be developed, but subjects who are called to take control of their own lives and their own development. The gifts of Canadian Catholics like ourselves – our sacrifices – allow that to happen. They allow us all to become not patrons of the poor, but their partners in the search for human dignity. In this way we can truly become, as Pope Francis calls us to be, a church that is both poor and for the poor.
In the words of Henri Nouwen, by "investing yourself through the resources God has given you , your energy, your prayers and your money, you stand in solidarity with one human family for a world that is in balance and free of poverty. This is our call to social justice." App Feb. 20
Today, on Solidarity Sunday, Catholics across Canada are showing their solidarity with those in our human family who need it most. We do this by giving generously – sacrificially – to Development and Peace. We ask that you choose how best to support Development and Peace for you. It may be a onetime donation in the envelopes for D and P, an online monthly donation, the purchase of fair trade coffee at the back or the gift of your almsgiving through the Lenten D and P calendar.That is the seed being sown.
And we need rain to nourish that seed. For all of us prayer for the work of Development and Peace is like the rain to help the seed to grow .Let us continue to pray for those who partner with us and for D and P.
I believe that we here today have "Sow Much Love… to Give." On behalf of all those who benefit year after year from your generosity, and with whom we are all on a journey to a better world, thank you .
Helena Robb | <urn:uuid:d65baa14-579f-4b69-9276-1e4398d8a527> | CC-MAIN-2019-18 | http://st-josephs.ca/wp/wp-content/uploads/2015/03/Reflection_March-22_Helena-Robb.pdf | 2019-04-20T12:22:21Z | crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00168.warc.gz | 172,872,407 | 1,341 | eng_Latn | eng_Latn | 0.997091 | eng_Latn | 0.998778 | [
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DID YOU KNOW THIS TREE:
CLEANS THE AIR
CLEANS WATER
by absorbing pollutant gases and filtering out particulates.
COOLS THE STREETS
by capturing rainfall and filtering stormwater runoff.
DEFENDS AGAINST CLIMATE CHANGE
by providing shade, releasing water vapor, and reducing urban heat islands.
by storing and absorbing carbon.
And much more, so thank a tree!
VTCOMMUNITYFORESTRY.ORG | <urn:uuid:d6150d29-7c98-49a2-beb2-3e5ebdeae177> | CC-MAIN-2024-22 | https://libraries.vermont.gov/sites/libraries/files/StateLib/Arbor_Day/2022/2022%20Tree%20Tag.pdf | 2024-05-18T10:15:49+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00436.warc.gz | 323,340,149 | 93 | eng_Latn | eng_Latn | 0.989728 | eng_Latn | 0.989728 | [
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Ramshaw Primary School
Religious Education
Intent
At Ramshaw Primary School it is our Intent to enable the children to develop an understanding of the world around them through learning about religion.
This means that we aim to provide opportunities to develop knowledge and appreciation of different religions and beliefs and compare them to their beliefs.
Thorough the teaching of RE we will allow the children to develop knowledge of world faiths and develop an understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures.
Our intent is that in RE we enable pupils to express their own ideas and thoughts to ask thought – provoking questions about the world around them and personally reflect upon their own beliefs, values and experiences.
As part of our intent in RE, we encourage pupils to consider how religions and beliefs have an impact on individuals and communities in local, national and global contexts.
RE supports and encourages empathy and respect for all, including those with differing faiths and beliefs as pupils develop understanding and appreciation of our diverse society and world.
Implementation
At Ramshaw School we use the Local Agreed Syllabus as the core of our RE lessons. Lessons are regular weekly lesson and has a high importance on the timetable. RE is taught through planned and sequenced lessons from Reception to Year 6, which include the opportunity for the children to :
Review
Remember,
Deepen and apply their understanding.
Within the units of study covered, we incorporate an Enquiry based approach so the children can direct their own learning/focus this is achieved, through a variety of methods:
Use of working maps,
Virtual tours,
Use of statistics,
Media.
Artefacts and pictures/images
In lessons, we plan to ensure teachers make links and ensure that children are encouraged to make links between religions currently being studied and previous religions, beliefs and religious festivals studied. We value the relationship we have with the community and the local places of worship. In addition to the having visits or visitors to support and develop knowledge of world faiths and develop an understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures.
Through use of the Durham Agreed Syllabus we provide opportunities in units of work for children to gain knowledge, understanding, develop critical thinking and personal reflection.
We also provide opportunities beyond the National Curriculum to further develop and support understanding through visits to places of worship, visitors, multicultural experiences looking at festivals, traditions of all faiths assemblies, art,
At Ramshaw, we provide safe and comfortable opportunities to allow all to share own beliefs, values and traditions.
Assessment
Assessment opportunities in RE are planned into the curriculum to show progression. Assessment is based on the Benchmark Expectations from The Durham Agreed Syllabus. We cover two assessment components over the Year: Knowledge and Understanding and Critical Thinking.
Possible Assessment Methods:
- vocabulary / knowledge tests,
- prepared speeches and presentations, extended writing,
- recording of discussions,
-
teacher observations,
- practical activities such as object/picture sort and sequencing,
- pupil evaluations of class discussions and differing ideas presented,
- Answer specific questions.
Impact
When children leave Ramshaw Primary School we would like them to be able to:
- Develop attitudes throughout Religious Education such as self awareness, respect, open-mindedness, appreciation and wonder.
- Develop deepening knowledge and understanding about a range of religious and non-religious world views, gain skills that enable critical thinking and reflect on their own thoughts, feelings, values and beliefs.
- Develop positive attitudes to their own and others beliefs, ideas, experiences, feelings and values, in a classroom climate that recognises and respects difference. | <urn:uuid:f01a2897-4871-49e0-82dc-11c2a3dc6964> | CC-MAIN-2024-22 | https://ramshaw.durham.sch.uk/wp-content/uploads/2021/07/RE-Intent-Implementation-and-Impact.pdf | 2024-05-18T09:50:23+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00436.warc.gz | 435,107,746 | 736 | eng_Latn | eng_Latn | 0.974878 | eng_Latn | 0.98922 | [
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The Nostrils: Gateways to Breath and Beyond
Danos Tani *
Introduction
Nestled discreetly at the base of the nose, the nostrils serve as the primary portals through which we breathe, inhaling life-sustaining oxygen and exhaling metabolic waste in the form of carbon dioxide. Beyond their essential role in respiration, the nostrils play a fascinating and often overlooked role in human physiology and well-being. In this article, we embark on a journey to explore the anatomy, function, and significance of the nostrils in human health and everyday life. The nostrils, also known as the external nares, are the paired openings located at the base of the nose, flanked by the nasal septum and surrounded by the nasal cartilage. Key anatomical features of the nostrils include: The inner lining of the nostrils is lined with tiny hairs known as vibrissae, which act as a physical barrier, trapping dust, pollen, and other airborne particles to prevent them from entering the respiratory system.
Description
The area immediately inside the nostrils is known as the nasal vestibule, which contains sebaceous glands and sweat glands that help moisturize and protect the nasal passages. Beyond the nasal vestibule lie the nasal cavities, divided by the nasal septum into left and right sides. These cavities are lined with mucous membranes that produce mucus to humidify and filter the air as it passes through the nasal passages. The nostrils serve several important functions beyond simply allowing air to enter and exit the respiratory system: As air is inhaled through the nostrils, the nasal hairs and mucous membranes trap airborne particles, dust, allergens, and pathogens, helping to filter and purify the air before it reaches the lungs. The
Department of Biology, Columbia University, USA
e-mail: email@example.com Editor as-
Corresponding author: Danos Tani
Received: 31-January-2024; Manuscript No: ajrm-24-129797; signed: 02-Febuary-2024; PreQC No: ajrm-24-129797 (PQ); Reviewed: 16-Febuary-2024; QC No: ajrm-24-129797; Revised: 21-Febuary-2024; Manuscript No: ajrm-24-129797 (R); Published: 28-Febuary-2024; DOI: 10.54931/1747-5597.24.19.05
mucous membranes within the nasal passages produce mucus, which moistens and humidifies the air, preventing the respiratory tract from becoming dry and irritated. The nasal passages help regulate the temperature of inhaled air, warming it during cold weather and cooling it during hot weather to maintain optimal conditions for lung function. The nostrils house specialized cells responsible for the sense of smell, allowing us to detect and distinguish a wide range of odors and aromas. Inflammation of the nasal mucous membranes, known as rhinitis, can result from allergies, infections, or irritants, causing symptoms such as nasal congestion, runny nose, sneezing, and itching. Noncancerous growths that develop in the nasal passages due to chronic inflammation, nasal polyps can obstruct airflow and impair nasal function, leading to breathing difficulties and loss of smell. Deviated Septum: A deviated nasal septum occurs when the thin wall of cartilage that separates the nostrils is crooked or off-center, obstructing airflow and causing breathing problems. Use a humidifier to add moisture to indoor air during dry weather or in heated environments. Seek prompt medical attention for persistent nasal congestion, difficulty breathing, or other nasal symptoms.
Conclusion
The nostrils, often overlooked in the grand tapestry of human anatomy, play a vital role in respiration, air filtration, temperature regulation, and olfaction. By understanding the anatomy, function, and significance of the nostrils, individuals can take proactive steps to maintain nasal health and optimize overall respiratory function. From breathing to smelling to filtering the air we breathe, the humble nostrils are truly remarkable gateways to breath and beyond. | <urn:uuid:600eadb2-ef53-4cae-9197-91f9e73cd26d> | CC-MAIN-2024-22 | https://www.africanjournalofrespiratorymedicine.com/articles/the-nostrils-gateways-to-breath-and-beyond.pdf | 2024-05-18T09:12:25+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00438.warc.gz | 567,704,599 | 848 | eng_Latn | eng_Latn | 0.991732 | eng_Latn | 0.991732 | [
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| Subject | | Year Group | Date |
|---|---|---|---|
| | Music | 1 | |
| Expectations | | Key Learning Objectives | | | Teacher to write pupils’ Initials | |
|---|---|---|---|---|---|---|
| Some children will not have made so much progress. They will be able to: | Emerging | Performing I make different vocal sounds I can join in singing I sometimes perform with others | Composing I can sometimes make different sounds I am beginning to make sounds using voices and instruments I am beginning to make long and short sounds I am beginning to copy a short clapping rhythm with help | Appraising I am beginning to recognise the difference between fast and slow I am beginning to explain how live and recorded music makes me feel I can make a high sound and a low sound I am beginning to understand how sounds are made | | Emerging |
| Most children will be able to: | Expected | Performing I sometimes use my voice in different ways I sometimes join in singing I am beginning to follow instructions when I perform | Composing I am beginning to make sounds that are very different I can make sounds using voices and instruments I can make a long sound and a short sound I can clap short rhythms with help | Appraising I recognise the difference between fast and slow I can listen to live and recorded music and say how it makes me feel I can copy changes in pitch – high and low I know how some sounds are made | | Expected |
| Some children will have progressed further. They will be able to: | Exceeding | Performing I use my voice in different ways I sing songs and speak rhymes I follow instructions when I perform with others | Composing I can make sounds that are very different With help, I can make sounds with a small difference I can make and control long and short sounds using tuned and un-tuned instruments With help, I can make a sequence of long and short sounds I can clap short rhythms, making them longer with help | Appraising I listen carefully to a range of live and recorded music I recognise changes in tempo (speed) I can listen out for different types of sound I can imitate changes in pitch I know how some sounds are made and changed | | Exceeding |
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
It will help if teachers write girls and boys names in different colours (and put a key)
| Teacher to complete shaded areas of this table | | Emerging | | Expected | Exceeding | |
|---|---|---|---|---|---|---|
| | | | Emerging | | | Exceeding |
| Overall | No. of Chn | | | | | |
| Boys | No. of Chn | | | | | |
| Girls | No. of Chn | | | | | |
| Subject | | Year Group | Date |
|---|---|---|---|
| | Music | 2 | |
| Expectations | | Key Learning Objectives | | | Teacher to write pupils’ Initials | |
|---|---|---|---|---|---|---|
| Some children will not have made so much progress. They will be able to: | Emerging | Performing I sometimes use my voice in different ways I sometimes join in singing I am beginning to follow instructions when I perform | Composing I am beginning to make sounds that are very different I can make sounds using voices and instruments I can make a long sound and a short sound I can clap short rhythms with help | Appraising I recognise the difference between fast and slow I can listen to live and recorded music and say how it makes me feel I can copy changes in pitch – high and low I know how some sounds are made | | Emerging |
| Most children will be able to: | Expected | Performing I use my voice in different ways I sing songs and speak rhymes I follow instructions when I perform with others | Composing I can make sounds that are very different With help, I can make sounds with a small difference I can make and control long and short sounds using tuned and un-tuned instruments With help, I can make a sequence of long and short sounds I can clap short rhythms, making them longer with help | Appraising I listen carefully to a range of live and recorded music I recognise changes in tempo (speed) I can listen out for different types of sound I can imitate changes in pitch I know how some sounds are made and changed | | Expected |
| Some children will have progressed further. They will be able to: | Exceeding | Performing I use my voice well in lots of ways I can perform on my own and with others I make and control long and short sounds, using voices and instruments | Composing I can choose and order sounds for effect I can play a variety of sounds on musical instruments creating short melodic patterns I can play with a partner to create sequences and short rhythmic phrases I use changes in pitch to express an idea | Appraising I listen carefully to a wide and varied range of live and recorded music I can identify pulse I recognise changes in timbre, pitch and dynamics I listen carefully and recall short rhythmic and melodic patterns | | Exceeding |
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
It will help if teachers write girls and boys names in different colours (and put a key)
| Teacher to complete shaded areas of this table | | Emerging | | Expected | Exceeding | |
|---|---|---|---|---|---|---|
| | | | Emerging | | | Exceeding |
| Overall | No. of Chn | | | | | |
| Boys | No. of Chn | | | | | |
| Girls | No. of Chn | | | | | |
| Subject | | Year Group | Date |
|---|---|---|---|
| | Music | 3 | |
| Expectations | | Key Learning Objectives | | | Teacher to write pupils’ Initials | |
|---|---|---|---|---|---|---|
| Some children will not have made so much progress. They will be able to: | Emerging | Performing I am beginning to sing in tune. With help I can maintain a simple part in a group. I can remember sounds and songs. I can perform with some control. I am becoming aware of what others are playing. | Composing I am beginning to sing simple melodies and songs independently. With help I can create a sound picture. I am beginning to recognise and create repeated patterns. I can help to make up singing games with words, actions and a sense of pulse. I am beginning to create simple accompaniments. I can choose sounds to create an effect. | Appraising I describe music saying what I like or dislike. I am beginning to listen with attention to detail. When listening I am beginning to talk about the music and its structure. | | Emerging |
| Most children will be able to: | Expected | Performing I sing in tune in a group or alone. I can hold a simple part within an ensemble. I have a good memory for sounds and songs. I can perform with control and expression, using my voice or an instrument. I am aware of what others are playing. | Composing I compose simple melodies and songs. I use sound to create given images. I recognise and create repeated patterns. I make up singing games with words and actions. I create simple accompaniments for my tunes. I recognise how musical elements are combined. I know how different sounds can fit together. | Appraising I describe music using suitable vocabulary. I listen carefully to a range of live and recorded music. When listening I can talk about the combined effect of layers of sound. | | Expected |
| Some children will have progressed further. They will be able to: | Exceeding | Performing I sing confidently and expressively, with good breath control and pronunciation When singing in rounds I hear the harmonies. I add a drone or an ostinato to a song. I play a simple accompaniment on an instrument. I improvise and maintain my own part within an ensemble | Composing I know how sounds can be changed, organised and controlled. I can combine sounds expressively. I create my own simple songs. I understand the relationship between lyrics and melody. I can create complex rhythmic patterns. I create music for a purpose and use graphic notation. I can use accents in a song to create effects. | Appraising I have a range of sound vocabulary and can use it to compare and describe a range of high quality live and recorded music. | | Exceeding |
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
It will help if teachers write girls and boys names in different colours (and put a key)
| Teacher to complete shaded areas of this table | | Emerging | | Expected | Exceeding | |
|---|---|---|---|---|---|---|
| | | | Emerging | | | Exceeding |
| Overall | No. of Chn | | | | | |
| Boys | No. of Chn | | | | | |
| Girls | No. of Chn | | | | | |
| Subject | | Year Group | Date |
|---|---|---|---|
| | Music | 4 | |
| Expectations | | Key Learning Objectives | | | Teacher to write pupils’ Initials | |
|---|---|---|---|---|---|---|
| Some children will not have made so much progress. They will be able to: | Emerging | Performing I sing in tune in a group or alone. I hold a simple part within an ensemble. I have a good memory for sounds and songs. I perform with control and expression, using my voice or an instrument. I am aware of what others are playing. | Composing I compose simple melodies and songs. I use sound to create given images. I recognise and create repeated patterns. I make up singing games with words and actions. I create simple accompaniments for my tunes. I know how musical elements are combined. I know how different sounds can fit together. | Appraising I describe music using suitable vocabulary. I listen carefully to a range of live and recorded music. When listening I can talk about the combined effect of layers of sound. | | Emerging |
| Most children will be able to: | Expected | Performing I sing confidently and expressively, with good breath control and pronunciation When singing in rounds I hear the harmonies. I add a drone or an ostinato to a song. I play a simple accompaniment on an instrument. I improvise and maintain my own part within an ensemble | Composing I know how sounds can be changed, organised and controlled. I can combine sounds expressively. I create my own simple songs. I understand the relationship between lyrics and melody. I create complex rhythmic patterns. I create music for a purpose and use graphic notation. I can use accents in a song to create effects. | Appraising I have a range of sound vocabulary and can use it to compare and describe a range of high quality live and recorded music. | | Expected |
| Some children will have progressed further. They will be able to: | Exceeding | Performing I sing confidently, in solo and ensemble contexts, displaying a variety of vocal techniques. I sing a harmony part confidently and accurately. I play more complex instrumental parts with rhythmic and dynamic control. | Composing I am imaginative and confident using sound and use ICT where available. I select sounds and structures carefully to express an idea. I create complex patterns. I use different musical devices including melody, rhythms, chords and structures. I can take the lead in creating and performing and provide suggestions to others. | Appraising I understand how lyrics may have cultural and social meaning. I can hear how harmonies, drones and melodic ostinati are used to accompany singing. I improve my work. I identify cyclic patterns. | | Exceeding |
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
It will help if teachers write girls and boys names in different colours (and put a key)
| Teacher to complete shaded areas of this table | | Emerging | | Expected | |
|---|---|---|---|---|---|
| | | | Emerging | | Exceeding |
| Overall | No. of Chn | | | | |
| Boys | No. of Chn | | | | |
| Girls | No. of Chn | | | | |
It will help if teachers write girls and boys names in different colours (and put a key)
| | Key Learning Objectives | | | Teacher to write pupils’ |
|---|---|---|---|---|
| | | | | Initials |
| Emerging | Performing I sing confidently and expressively, with good breath control and pronunciation When singing in rounds I hear the harmonies. I add a drone or an ostinato to a song. I play a simple accompaniment on an instrument. I improvise and maintain my own part within an ensemble | Composing I know how sounds can be changed, organised and controlled. I can combine sounds expressively. I create my own simple songs. I understand the relationship between lyrics and melody. I create complex rhythmic patterns. I create music for a purpose and use graphic notation. I can use accents in a song to create effects. | Appraising I have a range of sound vocabulary and can use it to compare and describe a range of high quality live and recorded music. | |
| Expected | Performing I sing confidently, in solo and ensemble contexts, displaying a variety of vocal techniques. I sing a harmony part confidently and accurately. I play more complex instrumental parts with rhythmic and dynamic control. | Composing I am imaginative and confident using sound and use ICT where available. I select sounds and structures carefully to express an idea. I create complex patterns. I use different musical devices including melody, rhythms, chords and structures. I can take the lead in creating and performing and provide suggestions to others. | Appraising I understand how lyrics may have cultural and social meaning. I can hear how harmonies, drones and melodic ostinati are used to accompany singing. I improve my work. I identify cyclic patterns. | |
| Exceeding | Performing I sing and/or play confidently on my own or in a group. I sing or play a harmony part confidently and accurately. I play more complex instrumental parts with rhythmic accuracy and good dynamic control. | Composing I compose imaginatively using voices or instruments. I use ICT to compose melody and accompaniment. I select sounds and structures maturely to express ideas. I create complex patterns that fit the chosen structure. I confidently use musical devices including melody, rhythms, chords and structures. I take a lead in composition and I know how to provide guidance for others. | Appraising I know how lyrics relate to the music and have cultural and social meaning. I hear how harmonies, drones and melodic ostinati are used to accompany all types of music. I persevere to improve my work. I can identify complex cyclic patterns. | |
| Teacher to complete shaded areas of this table | | Emerging | | Expected |
|---|---|---|---|---|
| | | | Emerging | |
| Overall | No. of Chn | | | |
| Boys | No. of Chn | | | |
Non-CoreAge-Related Attainment Expectations
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
Teacher to complete GREY SHADED AREAS and hand to Subject Leader
It will help if teachers write girls and boys names in different colours (and put a key)
| Expectations | | Key Learning Objectives | | | Teacher to write pupils’ | |
|---|---|---|---|---|---|---|
| | | | | | Initials | |
| Some children will not have made so much progress. They will be able to: | Emerging | Performing I sing confidently, in solo and ensemble contexts, displaying a variety of vocal techniques. I sing a harmony part confidently and accurately. I play more complex instrumental parts with rhythmic and dynamic control. | Composing I am imaginative and confident using sound and use ICT where available. I select sounds and structures carefully to express an idea. I create complex patterns. I use different musical devices including melody, rhythms, chords and structures. I can take the lead in creating and performing and provide suggestions to others. | Appraising I understand how lyrics may have cultural and social meaning. I can hear how harmonies, drones and melodic ostinati are used to accompany singing. I improve my work. I identify cyclic patterns. | | Emerging |
| Most children will be able to: | Expected | Performing I sing and/or play confidently on my own or in a group. I sing or play a harmony part confidently and accurately. I play more complex instrumental parts with rhythmic accuracy and good dynamic control. | Composing I compose imaginatively using voices or instruments. I use ICT to compose melody and accompaniment. I select sounds and structures maturely to express ideas. I create complex patterns that fit the chosen structure. I confidently use musical devices including melody, rhythms, chords and structures. I take a lead in composition and I know how to provide guidance for others. | Appraising I know how lyrics relate to the music and have cultural and social meaning. I hear how harmonies, drones and melodic ostinati are used to accompany all types of music. I persevere to improve my work. I can identify complex cyclic patterns. | | Expected |
| Some children will have progressed further. They will be able to: | Exceeding | Performing I am a confident performer. I can improvise my own harmony part. I play more complex instrumental parts with rhythmic accuracy and good dynamic control. | Composing I can compose my own music for an ensemble to play or sing. I use ICT confidently to compose. I know how different styles of music need different sounds and structures. I can layer different patterns that fit into the structure I am using. I alter the musical devices used depending on the style I want to achieve. I can compose for a range of different performers. | Appraising I can write my own lyrics to suit the style of music being played. I can use drones and melodic ostinati to accompany song and instrumental music. I am resilient and will improve my work until I am happy with it. I can identify and use complex cyclic patterns. | | Exceeding |
| Teacher to complete shaded areas of this table | | Emerging | | Expected | |
|---|---|---|---|---|---|
| | | | Emerging | | Exceeding |
| Overall | No. of Chn | | | | |
| Boys | No. of Chn | | | | |
| Girls | No. of Chn | | | | | | <urn:uuid:10851807-25d5-4829-bf32-e4d4fc3e7be0> | CC-MAIN-2024-22 | https://ashbyhastingsprimary.co.uk/user_uploads/Symphony_Non-Core_Assessment_Progression_Music.pdf | 2024-05-18T10:07:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00442.warc.gz | 94,347,400 | 4,243 | eng_Latn | eng_Latn | 0.99766 | eng_Latn | 0.991807 | [
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The Blessed Psalms Lesson 1: Intro & Psalm 1
Period covered by the writing of the Psalms via Bob Waldron:
* The earliest Psalm by inscription is one attributed to ___________(90). This would place the writing of the Psalm sometime around 1400 B.C.
* Clearly Psalm 137 was written during the ____________________, thus some time after 586 B.C.
* The latest Psalm may be 126, which appears to be ________________, thus some time after 536 B.C.
- Thus from around 1400 to sometime after 536 B.C.
Purpose and Use of the Psalms via Bob Waldron:
* Various writers have made similar comments on the Book of Psalms, that it is a ___________ of the soul.
- Athanasius, an early church father said, "To me it seems that the Psalms are to him who sings them as a mirror, wherein he may see himself and the motions of his soul and with like feelings utter them."
* Herein lies one of the most valuable uses of the Psalms. Sometimes as a child of God we have feelings that surprise us. Things happen that we did not anticipate (Psa 46:2-3) and we may have trouble expressing our feelings about these things.
- Virtually every human experience is recorded in the Psalms. By surveying the Psalms we can find one that gives voice to our emotions and thoughts.
■ But not only can we find towards in the Psalms that make us say, “Now that’s how I feel,” but we can also see in the Psalms what we can do about the feeling or situation. In other words the Psalms do not just tell us where we are, but also ___________________ (James 1:22-25).
Approach for Quarter 1:
* We will be using "The Man In The Mirror" theme as we look at the Blessed Psalms.
- Psalm 1, 32, 41, 112, 128, 119, 40, 115, 34, 84, 94, 106
■ "Proclamation of the relationship between God and man in the living covenant of grace…" (TWOT, Vol 1, p 448)
* We will ask several questions when discussing the Psalm:
- Why & How is this person blessed?
- Do any Biblical people illustrate this Psalm?
- Do I see myself in this Psalm today or has this ever described me before?
- How can I be the type of person described in this Psalm?
Psalm 1 NKJV
1 Blessed is the man who walks not in the counsel of the ungodly, nor stands in the path of sinners, nor sits in the seat of the scornful; 2 But his delight is in the law of the LORD, And in His law he meditates day and night. 3 He shall be like a tree planted by the rivers of water, That brings forth its fruit in its season, Whose leaf also shall not wither; And whatever he does shall prosper.
4 The ungodly are not so, But are like the chaff which the wind drives away. 5 Therefore the ungodly shall not stand in the judgment, Nor sinners in the congregation of the righteous. 6 For the LORD knows the way of the righteous, But the way of the ungodly shall perish.
Circle: Why is this man blessed?
Underline: How is this man blessed?
Square: What will happen to the ungodly?
Do any biblical people illustrate this Psalm?
* The Blessed Man
- ______________________(39:3,20-23; 41:39-41,51-52)
- _________________________________________ (1, 2:48-49, 3:30, 6:3,10-11)
* The Ungodly
- ______________________________ (Num 16:20-35)
- ______________________________ (Num 16:41-50)
The Man In The Mirror:
* Where do I see myself?
* What do I need to do in order to be blessed like this man? | <urn:uuid:bfbf9120-89fc-43da-aab9-84fc8389f13a> | CC-MAIN-2024-22 | https://www.eococ.com/downloads/classmaterials/class-25/Lesson1IntroPsalm1.pdf | 2024-05-18T10:31:54+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00439.warc.gz | 680,934,603 | 860 | eng_Latn | eng_Latn | 0.998569 | eng_Latn | 0.998794 | [
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Nursery News
Weeks 10 & 11 October 19th-23rd & 26th-30th, 2020 Theme: Halloween
Language Arts:
Concept
Bobbie Noonan's Child Care 947 East Division Lockport, IL 60441 (815)838-2855
Motor:
Oh where, oh where has my pumpkin gone? Oh where, oh where can it be? With eyes so bright and its mouth with fright oh where, oh where can it be? It's a spooktacular time for singing and dancing! Our class will learn many spooky songs and enjoy some Halloween stories throughout the week. Our featured stories are "Pete the Cat and the Five Little Pumpkins" and "My Jacko-lantern".
During our spooky Halloween week the children will have a spooktacular time as they play a ghost color review game. The children will also enjoy a seriation activity of mummies.
Craft and Writing:
Throughout our Halloween celebration the children will be creating many art projects.
Get ready to shake like a skeleton, to roll like a pumpkin and stomp like a monster as we learn how to do the Monster MASH! The children will have fun as we go on a pumpkin search in a pretend pumpkin patch.
We will also play some fun Halloween games.
Notes to Parents:
* We will be Celebrating Halloween on Thursday, October 29th and on Friday, October 30th. Please do not send in treats for the class this year. Thank you!
email@example.com
Introduct ons:
i
Colors: Orange and Black
Shapes: Triangle and Rectangle
Review :
Letters: A, a
Numbers: 1 and 2
Colors: Red, Blue, Yellow and
Green.
Shapes: Circle and Square
Happy Halloween!!! Ms. Yasmin, & Ms. Gwen | <urn:uuid:ddced055-c2f5-4d54-af7c-6b14afb19657> | CC-MAIN-2024-22 | https://www.bobbienoonans.com/wp-content/uploads/2020/10/Weeks-10-11-Halloween.pdf | 2024-05-18T10:30:44+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00438.warc.gz | 608,351,102 | 393 | eng_Latn | eng_Latn | 0.995024 | eng_Latn | 0.995024 | [
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Homeward Bound
by Marilyn Driscoll
The conference on the Past, Present and Future of the Irish Diaspora in Atlantic Canada had included a variety of expert speakers from various Irish studies programs in both Canada and Ireland. With the conference now ended, five of the Irish attendees: Brendan, Declan, Kierán, Orla and Siobhán, made their way back home. Although they all flew out of the same Canadian airport, they flew out over three different days (one on Monday, two on Tuesday and two on Wednesday), and had three different destination airports in Ireland (one flew into Cork, two into Shannon, two into
Dublin). Each traveller was met at their destination airport by a different relative (mother, father, brother, cousin and uncle). Determine the full name of each traveller, what day of the week each flew out of Canada, which Irish airport each flew into, and by which relative each of them were met at their destination airport.
1. The two people who flew into Dublin were the man who was met by his mother and Orla.
2. Mr. Donovan didn't leave Canada on a Tuesday. Kierán, whose last name wasn't O'Neill, flew into Shannon.
3. Brendan left Canada one day later than the person who was met by their father. The person who flew into Cork was met by their cousin.
4. The two people who left Canada on Wednesday were the person who was met by their brother and Mr. O'Neill.
5. The person whose last name was Cotter was met by their uncle. Siobhán's last name was McCarthy but she wasn't met at the airport by her brother.
6. Mr. Kelly wasn't met by his mother. The woman who was met by her father left Canada on Monday. | <urn:uuid:4bf8dc50-f44a-4ae6-8578-de332be3a201> | CC-MAIN-2024-22 | https://www.newirelandnb.ca/images/client/pdf/HomewardBoundPuzzle1.pdf | 2024-05-18T10:51:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00439.warc.gz | 816,106,955 | 372 | eng_Latn | eng_Latn | 0.99971 | eng_Latn | 0.99971 | [
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Philately and the Seventh-day Adventists
MILTON HOOK
Milton Hook, Ed.D. (Andrews University, Berrien Springs, Michigan, the United States). Hook retired in 1997 as a minister in the Greater Sydney Conference, Australia. An Australian by birth Hook has served the Church as a teacher at the elementary, academy and college levels, a missionary in Papua New Guinea, and as a local church pastor. In retirement he is a conjoint senior lecturer at Avondale College of Higher Education. He has authored Flames Over Battle Creek, Avondale: Experiment on the Dora, Desmond Ford: Reformist Theologian, Gospel Revivalist , the Seventh-day Adventist Heritage Series, and many magazine articles. He is married to Noeleen and has two sons and three grandchildren.
Many countries have featured aspects of the Seventh-day Adventist Church (SDA) on their postage stamps. These aspects include humanitarian efforts, church buildings, significant church gatherings, and notable individuals.
First Featured
The Malagasy Republic (now Madagascar) was the first country to depict the SDA Church on a postage stamp. The twin-towered façade and entrance to the church at Tamatave (now Taomasina) was featured as an example of attractive architecture. It was the three franc denomination in a set of three stamps, issued on February 20, 1967, the others depicting a mosque and a Roman Catholic cathedral. The SDA church itself seated up to three hundred worshipers and was dedicated in 1958. 1
Norfolk Island Stamps
In 1891 the schooner "Pitcairn" made its first visit to Norfolk Island, bringing fellow Pitcairners to serve as missionaries. A community of SDA believers was established and has continued as a significant faith group on the island. In 1968 the postal service issued a 20cent stamp depicting the "Pitcairn." Later, in 1981, a twenty-four cent Christmas stamp was issued, showing the island's SDA church. The words "Seventh Day Adventist Church" were included in the design, a practice rarely followed by Pacific Island nations. 2
Western Samoan Stamps
From 1896 through 1906 the SDA Church conducted a mission sanatorium in Apia. This institution was featured on a two cent stamp in 1970, one of four stamps to highlight early Christian missions in Western Samoa. 3
In 1979 Western Samoa issued a Christmas miniature sheet depicting four churches. In the monotone surround of the sheet more churches were featured, including an SDA church. Later, in 2007, a pane of twelve stamps was issued that depicted various church buildings in Western Samoa, one of them showing the SDA Church at Saoluafata on Upolu Island. 4
Pitcairn Island Stamps
Postal services on Pitcairn Island were conducted by SDA church members. Many different aspects of SDA activities appear on the stamp designs. In 1958 a four pence stamp showed the elementary church school and teacher's home. The same school appeared on an 18-cent stamp in 1972. 5
In 1970 the Loma Linda University Stamp Club organized the production of two special envelopes to commemorate the eightieth anniversary of the maiden voyage of the "Pitcairn." 6
The ship appeared in 1975 on a 10-cent stamp in a set of four, the designs duplicated in a miniature sheet issued at the same time. 7
The SDA Church on the island was featured in 1977 on a 35-cent stamp and a one-cent stamp in the same set depicting the free-standing island bell used to herald church services.
Four stamps were issued in 1986 to commemorate the centenary of the SDA mission on Pitcairn Island. The top portion of the designs showed four successive SDA church buildings on the island. The lower portions depicted John Tay, the first SDA missionary to arrive on the island, the "Pitcairn," a baptism conducted in the bay, and church members singing hymns from their longboat as they farewelled a passing ship.
Prominent Pitcairners appeared on a set of four stamps in 1994, among them church leader James Russell McCoy. He was featured again in 2002. The first amateur radio station operator, Andrew Young, was depicted on a 1996 stamp. In 1997 a set of four stamps honored the Island Health Center conducted by SDAs. In the same year the Christmas set of four stamps once again carried the church bell and members walking to the church services.
In 2002 a pane of five stamps showed SDA women weaving traditional artefacts. Parkin Christian was honored in 2011 on a set of four stamps showing him as a navigator, an ambassador, a magistrate, and a church elder. Roy Clark, island postmaster, school teacher, church elder, and historian was featured with his wife in 2012 on a set of four stamps. Lily Warren, awarded the British Empire Medal, was depicted on a set of five stamps in 2013. Another awarded the BEM, Ben Christian, appeared on a set of five stamps in 2015. The SDA Church and the church bell appeared once again in 2016 on a two dollar stamp. 8
Other Countries
Malawi issued a series of four Christmas stamps in 1978, one of which featured the SDA church on the renowned Malamulo Mission Station, a campus that included educational, hospital, and leprosarium facilities. 9
Tonga, in 1979, included the Nuku'alofa SDA Church on a 22 seneti stamp and two years later featured an SDA camp meeting on a 47 seneti Christmas stamp. 10
The SDA church in Papua New Guinea is a vibrant faith community. The mountainous nature of the country prompted all mission groups to invest in aviation in order to reach remote villages. The SDA mission obtained their first aircraft in 1964. In 1981 Papua New Guinea issued five stamps depicting mission aircraft, recognizing the vital role they played in spreading the gospel message. One of those stamps featured an SDA aircraft. A brochure that was issued in conjunction with the stamps explained that the SDA planes carried the insignia of the Three Angels of Revelation 14. 11
Brazil recognized the fiftieth anniversary of the launching of the SDA medical mission boat, Luzeiro Ⅰ, that plied villages along the Amazon River. The Brazilian Postal and Telegraph Service manufactured a special postmark and applied it to letters during the week of July 23 through 29, 1981. 12
In 1982 the Bahamas issued a set of six Christmas stamps depicting churches. The 12-cent stamp showed the Centreville SDA Church in Nassau. It was the first SDA church on the archipelago, organized in 1911. Later, in 2009, another postage stamp featured Grant's Town SDA Church on New Providence Island. 13
The United States Postal Service honored Sojourner Truth (born Isabella Bomfree) in February 1986 with a stamp in the Black History series. She was a devout Christian who often united in the temperance cause with SDA speakers at public gatherings. She was also a strong advocate for women's rights and the abolition of slavery. Her last years were spent among SDAs in Battle Creek, Michigan. 14
On November 11, 2013, the United States Postal Service issued a pane of stamps commemorating the 464 Congressional Medal of Honor recipients. On the back were listed the names of the men, among them the SDA conscientious objector and army medic, Desmond Doss. He had previously been awarded the Bronze Star for his heroism in the Battle for Guam and another Bronze Star for the Battle for Leyte, Philippine Islands. 15
The Cook Islands issued a block of four stamps in 1990, each depicting the major religious faiths in the nation, the Independent Cook Islands Church, the Roman Catholic Church, the Church of Jesus Christ of Latter Day Saints, and the Seventh-day Adventist Church. Dr. Joseph Caldwell, pioneer of SDA medical mission work in the Cook Islands, was featured on the $1.60 stamp in the set.
One of the most attractive stamps issued in connection with the SDA Church was a $3.50 stamp of Uruguay to commemorate the centenary of the church in that country, 1896-1996. The design incorporated a church window, a cross, and the Three Angels of Revelation 14 with trumpets standing over a globe of the world.
In 1996 Vanuatu issued a Christmas set of four stamps, one of which depicted the Port Vila SDA Church in the upper left of the design. Another Christmas set of four stamps, issued by the British Virgin Islands in 1999, showed the SDA Church at Fat Hogs Bay on the 35-cent stamp. 16
A milestone in SDA philately occurred in 2000 when Canada Post released a 46-cent commemorative stamp marking the General Conference Session in Toronto. At the start of the meetings, Thursday, June 29, the CEO of Canada Post, Andre Ouellette, spoke of the significant contribution of the SDA Church in Canadian society and handed a presentation copy of the stamp to Elder Jan Paulsen. 17
In July 2001 Russia issued a stamp portraying the impressive SDA Church in Ryazan, southeast of Moscow on the Oka River. It was part of a series of fourteen stamps showing the architecture of different faiths that enjoyed government permission to function in Russia. 18
Fiji issued a set of stamps in 2002 to commemorate Operation Open Heart, an initiative of Sydney Adventist Hospital and ADRA Australia. From 1986 onwards teams of volunteer medical personnel performed complex heart and orthopaedic reconstruction surgeries in Fiji and other Pacific Islands. Team members provided photographs of their activities to the stamp designers who, unfortunately, did not include the SDA name in the stamps. 19
Kiribati, in the Pacific Ocean, issued a set of seven Christmas stamps in 2003, the 40-cent value depicting the SDA Church at London on Kiritimati Atoll.
In February 2005 the Philippines issued a six peso domestic letter rate stamp to commemorate the centenary of the SDA mission in the country. An SDA post office employee, Alfonso Divina, designed the stamp, using a painting titled "God Watches Over Manila." The painting was on display in the Manila Adventist Medical Center. He also incorporated the church logo and an example of a Philippines SDA church.
Brazil overprinted some stamps in 2005 to mark an SDA Pathfinder Camporee in the nation. Later, in 2009, postal authorities issued a stamp showing the innovative architecture inside the Central Adventist Church in Curitiba, southern Brazil, a church designed to seat 2,200 people.
In 2006 Chile issued a set of three stamps to mark the centenary of Universidad Adventista de Chile (Adventist University of Chile), located in Chillán, high in the mountains of central Chile. The stamps depicted three historical stages of the main buildings on campus.
Cayman Islands issued a set of six Christmas stamps in 2007, featuring stained glass windows found in denominational island churches. The 80-cent stamp in the set displayed the window of the East End SDA Church on Grand Cayman Island.
Montserrat issued a set of four Christmas stamps in 2011. The $5 value featured the two-storied New Ebenezer SDA Church that was rebuilt after destruction during the 1997 volcanic eruption of the Soufrière Hills volcano.
In 2020 Iraq issued a minisheet of eight stamps depicting various Christian church buildings in Baghdad. One of the 250 dinars stamps featured the façade and entrance to the Baghdad SDA Church. 20
Stamps for Missions
For many years church members have engaged in gathering stamps to sell in order to raise funds for their local churches and overseas missions. The stamps were soaked from the envelopes and sold in bulk lots known as kiloware. One member in Grand Rapids, Michigan, A.T. Benjamin, volunteered to receive and parcel used stamps and forward the proceeds to the General Conference for mission projects. Another was Jack Skelton of Aberdare, New South Wales, who raised hundreds of dollars to support church building funds, the radio ministry, and Pacific-Island missions. His catch-cry was "Gather up the fragments that nothing be lost." From the viewpoint of a specialist collector, these endeavors could have been improved by leaving the stamps on the envelopes. Mature philatelists like to collect what they call entires, the whole envelope that usually bears transit postmarks and other clues telling of its passage through the postal channels by air, sea, or land. Envelopes posted from remote mission stations, wartime envelopes, and letters posted during civil unrest all have a postal history context and attract premium prices. By removing the stamps from the envelopes a quick cash return was accomplished, but all the postal history was lost. 21 22
Stamp collecting was popular among young people. A column dedicated to philately appeared during the 1930s in the Youth's Instructor. To encourage those who wished to learn more about the hobby, the Youth Department wrote a short instruction manual and offered a Pathfinder honor badge to those who completed the philatelic requirements. 23 24
The founder and president of the University Stamp Club at Loma Linda, California, Robert Roach, proposed in 1974 an entrepreneurial enterprise for church members and entities. He advocated the use of envelopes bearing artistic designs of denominational hospitals and colleges, overseas mission themes, and elements from SDA church history. His club had led the way by printing some covers with a Pitcairn Island theme. Among collectors these designs on the left face of the envelope are called cachets. Such an investment, however, did not attract whole-hearted enthusiasm from others. 25
Conclusion
The popularity of philately as a hobby has arguably reached its peak. Broadly speaking, it was a phenomenon of the twentieth century. During the last half of the twentieth century and the early years of the twenty-first century, many countries issued postage stamps having a Seventh-day Adventist theme. It was an honor to be recognized as a significant religious influence in the various societies. In turn, the stamps served to advertise the nature of the SDA Church and its message.
SOURCES
"For Boys and Girls." ARH, December 4, 1941.
Kellner, Mark A. "Adventist Doss Honored on Back of U.S. Stamp Issue." ARH, November 28, 2013.
"Let's Trade." Youth's Instructor, April 5, 1932.
"Paulsen Elected to Five-Year Term." ARH, July 2, 2000.
Roach, Robert. "Adventists on Postage Stamps." ARH, December 3, 1981.
Roach, Robert A. "Envelopes With a Purpose." Ministry Magazine, May 1974.
Rogers, Viola M. "It Pays to Collect Stamps." Australasian Record, April 4, 1949.
Salzmann, Hans. "Malagasy Stamp Shows Adventist Church." ARH, April 6, 1967.
"Stanley Gibbons Stamps of the World." https://stanleygibbons.com.au/shop/stanley-gibbons-2023-stamps-ofthe-world-simplified-catalogues-volume-1-6-copy/.
Valle, Arthur S. "Ceremonies Honor SDAs." ARH, September 10, 1981.
NOTES
1. Hans Salzmann, “Malagasy Stamp Shows Adventist Church,” ARH , April 6, 1967, 32.
↩
2. Robert Roach, “Adventists on Postage Stamps,” ARH , December 3, 1981, 1, 7-8.
↩
3. Ibid.
↩
4. For these and other world stamps see “Stanley Gibbons 2023 Stamps of the World,” https://stanleygibbons.com.au/shop/stanley-gibbons- 2023-stamps-of-the-world-simplified-catalogues-volume-1-6-copy/.↩
5. Ibid.
↩
6. Roach, "Adventists on Postage Stamps," 1, 7-8.
↩
7. “Stanley Gibbons 2023 Stamps of the World.” ↩
8. Ibid.
↩
9. Roach, "Adventists on Postage Stamps," 1, 7-8.
↩
10. "Stanley Gibbons 2023 Stamps of the World."
↩
11. Roach, "Adventists on Postage Stamps," 1, 7-8.
↩
12. Arthur S. Valle, “Ceremonies Honor SDAs,” ARH , September 10, 1981, 24.
↩
13. “Stanley Gibbons 2023 Stamps of the World.” ↩
14. Ibid.
↩
15. Mark A. Kellner, “Adventist Doss Honored on Back of U.S. Stamp Issue,” ARH , November 28, 2013, 11.
↩
16. “Stanley Gibbons 2023 Stamps of the World.” ↩
17. “Paulsen Elected to Five-Year Term,” ARH , July 2, 2000, 2-3.
↩
18. “Stanley Gibbons 2023 Stamps of the World.” ↩
19. Annette Baldwin, email message to Milton Hook, October 31, 2021.
↩
20. "Stanley Gibbons 2023 Stamps of the World."
↩
21. A.T. Benjamin, “Collecting Stamps for Mission Funds,” ARH , April 10, 1913, 17.
↩
22. Viola M. Rogers, “It Pays to Collect Stamps,” Australasian Record , April 4, 1949, 4.
↩
23. E.g., “Let’s Trade,” Youth’s Instructor , April 5, 1932, 13.
↩
24. “For Boys and Girls,” ARH , December 4, 1941, 21.
↩
25. Robert A. Roach, “Envelopes With a Purpose,” Ministry Magazine , May 1974, 17.
↩
encyclopedia.adventist.org is an official website of the Seventh-day Adventist World Church
© 2020 General Conference of Seventh-day Adventists 12501 Old Columbia Pike Silver Spring , MD 20904 USA 301-6806000 | <urn:uuid:5d3da7a9-bb74-444a-8c76-6019d33a5f0c> | CC-MAIN-2024-22 | https://encyclopedia.adventist.org/assets/pdf/article-GI29.pdf | 2024-05-18T10:13:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00440.warc.gz | 207,374,238 | 3,995 | eng_Latn | eng_Latn | 0.850371 | eng_Latn | 0.994772 | [
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Bobbie Noonan's Child Care
Junior Journal
October 31-November 4 Week 12
Theme: Pets
Introductions
Story # 2 - story words –Jump, Taffy, Apple
Gg and Hh,
Fable #3 - The Lion and the Mouse
Moral: Sometimes we can help, even if we are very small
Vocabulary
Generous: Willing and happy to share. It was very generous of Michael to share his new book with us.
Harsh: Rough or unpleasant to the ear, eye, taste or touch. When we listen to a bird singing, is it a pleasant or harsh sound to our ears?
Language Arts
During the week our discussion will focus on different types of pets. We will use our puppets to help us perform our poem "Love Your Pets". The song "Old MacDonald Had A Pet" will be an exciting addition to the week. We will set up a pretend veterinary office in our dramatic play area to learn about the importance of keeping our pets healthy.
*Please bring in a picture of your pet or draw a picture of a pet you would like if you'd like to share with the class.
Concept
This week, we will play a game called "What's Missing" with pet themed objects. In science, we will check on our sweet potato plant for any changes. We hope to be able to take a walk outside to look for signs of Fall.
Reminders
* Breakfast is served promptly at 8:00
* Picture days are Nov. 8th & 9th
* No school Nov. 24th & 25th
Craft and Writing
This week we will be focusing on our letters Gg and Hh. Our pet theme is sure to inspire a dog-gone cute craft. Printing and cutting practice will be included in our papers.
Motor
The children will begin each class with exercises. Ball play, such as rolling, throwing and catching will be enjoyed, as well as going through the obstacle course. "Simon Says" will help the children review their body parts, along with classic favorites "Hot Potato" and "Wonder Ball". To get in the spirit of pet week, we will dance to a CD entitled 'Animal Action'. | <urn:uuid:5de45981-e502-4d12-a6cd-05b0925436cd> | CC-MAIN-2024-22 | https://www.bobbienoonans.com/wp-content/uploads/2022/10/wk12.pdf | 2024-05-18T10:44:54+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00445.warc.gz | 615,651,201 | 473 | eng_Latn | eng_Latn | 0.99887 | eng_Latn | 0.99887 | [
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LOCAL COMMUNITY: MODULE OUTLINE
Purpose
Students identify people, places and services in the local community.
Core learning outcomes
This module is designed for students in the beginner stage of LOTE learning. Outcomes for students at the beginner stage would be:
Comprehending 1.1, 1.2, 1.3, 2.1, 2.2, 2.3
Composing 1.4, 1.5, 1.6, 2.4, 2.5, 2.6
To see the detailed descriptions, click on the relevant level.
Content
The content for this module is delineated in the field and tasks and under the headings of 'sociocultural understanding' and 'functions and language elements'. The teacher will need to select a range of appropriate process skills and strategies that will meet the current needs of the students.
Field: Personal and Community LifeBand: Middle Primary
Sociocultural understanding
Students understand the role of the people and places in a community in the target country as they compare an Australian community with one in another country.
Functions and language elements
* identifying and asking about people, places and things: buildings, facilities and helpers
* giving and asking for directions and locations: here, there, over there, where, that way
* affirming or negating statements:
have, do not have
* offering suggestions: Let's …
* greetings: Hello, my name is …
* expressing and asking about needs: people who help
* identifying activities: draw, glue, make, colour, cut, write
* expressing thanks: Thankyou
Assessment strategy
In Task 5 the teacher can collect and analyse samples of students' copied written work. At what level can students write a certificate?
In Task 6 the teacher can record students' abilities to read as they match pictures with text. At what level can students comprehend the language of simple descriptions?
In Task 7 the teacher can observe students' abilities to listen for key words and phrases. At what level can students comprehend the language of simple descriptions?
In Task 9 the teacher can record performance notes on students' prepared speaking. At what level can students use language to describe a community?
Teaching considerations
Sample units
One work unit is provided for this module:
Unit 1: Local community
LOCAL COMMUNITY: UNIT OVERVIEW
Orientating task
1
Identify and locate features and facilities in the neighbourhood.
Enhancing tasks
2 Identify and record features in the local area while on a neighbourhood walk.
3 Construct and label a large collage painting of the neighbourhood. Students nominate for jobs involved in making it.
4 Identify helpers in the community and where they work.
5 Write and illustrate a thank you certificate for presentation to people who help.
6 Read a cartoon story about community helpers and reassemble speech bubbles and pictures. Roleplay the cartoon situations.
7 Design a questionnaire for completion by a person from another community and listen to the response to the questionnaire.
Students' needs and teaching programs will determine the specific content of form-focused instruction.
Synthesising tasks
8 Make and label a brochure about the local community.
9 Plan and draw a labelled map for a new community. Explain the plan to the class. | <urn:uuid:953a7f90-b40d-40c0-9ad6-3340b5b4c898> | CC-MAIN-2024-22 | https://www.qcaa.qld.edu.au/downloads/p_10/kla_lote_sbm_com_101.pdf | 2024-05-18T10:28:52+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00447.warc.gz | 853,915,393 | 670 | eng_Latn | eng_Latn | 0.99758 | eng_Latn | 0.998081 | [
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Chemistry Chocolate Chip Cookies Answers
Answers To Chemistry Cookie Project PERFECT CHOCOLATE CHIP COOKIES, EXPLAINED BY CHEMISTRY ... The chemistry of cookies - Stephanie Warren | TED-Ed chemistry help? | Yahoo Answers Chemistry cookie project - mole calculations by CHarward13 ... Cookie Trivia: Fun Facts about Eating and Baking Cookies CookieChocolateChip - Chemistry Cookie Project Chocolate ... Classroom Resources | Cookie Stoichiometry | AACT chocolate chip – Cookies & Chemistry The Chemistry of Chocolate Chip Cookies - www ... Is baking chocolate cookies a chemical change - Answers Chemistry Chocolate Chip Cookies Answers Cookie chemistry | King Arthur Flour Chocolate Chip Cookies Recipe? | Yahoo Answers Chemistry Cookie Project- Chocolate Chip Is a chocolate chip cookie a heterogeneous ... - Answers.com Is chocolate chip cookie homogeneous or ... - Answers.com The Chemistry of Baking Cookies The Science of the Best Chocolate Chip Cookies | The Food ...
Chemistry Chocolate Chip Cookies Answers
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MAXIMILLIAN JAIRO
Answers To Chemistry Cookie Project Chemistry Chocolate Chip Cookies Answersthe chemistry behind baking soda is that it has chemical reactions with brown sugar, cocoa, and chocolate(in chocolate chip cookies) there are more but that is just in chocolate chip cookies. Baking soda is also man made in the way that we use it(baking cookies and other goodies). Flour/ Sugar: Combines proteins with the sugar.The Chemistry of Chocolate Chip Cookies - www ...If your cookies never turn out perfect, understanding their chemistry may help improve your technique. Follow this classic chocolate chip cookie recipe and learn about the ingredients and the reactions that occur throughout the mixing and baking process.The Chemistry of Baking CookiesHow Cookies Crumble. Most traditional chocolate chip cookie recipes start with the same basic ingredients and technique: butter and sugar (a mix of white and brown) are creamed together with a touch of vanilla until fluffy, eggs are beaten in one at a time, followed by flour, salt, and some sort of chemical leavening (baking soda, baking powder, or a bit of both).The Science of the Best Chocolate Chip Cookies | The Food ...A chocolate chip cookie is heterogeneous because it is made up of different elements and its mixtures can be seen. On the other hand, homogenous is a mixture too, but the elements are not visible.Is chocolate chip cookie homogeneous or ... Answers.comIs a chocolate chip cookie a heterogeneous mixture a homogeneous mixture or a pure substance? Answer. ... Asked in Chemistry, Chocolate Chips Is chocolate chip ice cream a pure substance or a ...Is a chocolate chip cookie a heterogeneous ... - Answers.comChemistry Cookie Project –Chocolate Chip · In this lab you will be converting a recipe from moles to standard cooking measurements and then using that recipe to bake some cookies! · You will need the following tables in order to convert your recipe: Molecular Formula TableChemistry Cookie Project- Chocolate ChipHi. So for my extra credit project in chemistry i have to make chocolate chip cookies. But the thing was that i had to do conversions from mol to grams and then to the baking measurements. Well anyways i did the conversions but i just wanted to know if this was a good recipe or if i messed up on my calculations. So i got.. FLOUR - 2 1/4 CUPS BAKING SODA - 1 TEASPOON SALT 1/2 TEASPOON BUTTER ...Chocolate Chip Cookies Recipe? | Yahoo AnswersDo you like poetry? Quick promo, friends! Did y'all know that my crazy, studious, funny, awesome 17 year-old sister writes a blog, too? Hers is called Purely Poetic, and she writes all about mythical lands, strange sensations, and weird-but-wonderful worlds.Seline has a way with words, and is quite talented when it comes to writing creatively.chocolate chip – Cookies & ChemistryThe next trait of a perfect chocolate chip cookie is how fluffy it is. This is where the sodium bicarbonate (also known as baking soda comes in) It has a pH level which reacts with (neutralizes the lower pH levels (acids) in the cookie; when the reaction takes place carbon dioxide gas (CO2) is given off which keeps the cookies from becoming too
dense.PERFECT CHOCOLATE CHIP COOKIES, EXPLAINED BY CHEMISTRY ...Answers To Chemistry Cookie Project.pdf Free Download Here ... Some Books Bellow will provide you all related to chemistry chocolate chip cookies answers ... perfect chocolate chip cookie recipe had to produce a€ This PDF ... Related eBooks: Mcq Of Advertising And PromotionAnswers To Chemistry Cookie ProjectView Essay CookieChocolateChip from SPEECH 1 at St. Petersburg College. Chemistry Cookie Project Chocolate Chip In this lab you will be converting a recipe from moles to standard cookingCookieChocolateChip Chemistry Cookie Project Chocolate ...In this activity, students use a chocolate chip cookie recipe to answer questions related to stoichiometry, percent yield, and limiting reactants. Grade Level. High school. Objectives. By the end of this lesson, students should be able to. identify limiting reactants. calculate percent yield.Classroom Resources | Cookie Stoichiometry | AACTChemistry Cookie Project – Chocolate Chip. docx, 345 KB. Chemistry Cookie Project – Snickerdoodles. Report a problem. This resource is ... Tes Classic Free Licence. How can I re-use this? Other resources by this author. CHarward13 Chemistry cookie project mole calculations. FREE (1) Popular paid resources. TeachElite Back to School ...Chemistry cookie project - mole calculations by CHarward13 ...You stick cookie dough into an oven, and magically, you get a plate of warm, gooey cookies. Except it's not magic; it's science. Stephanie Warren explains via basic chemistry principles how the dough spreads out, at what temperature we can kill salmonella, and why that intoxicating
smell wafting from your oven indicates that the cookies are ready for eating.The chemistry of cookies - Stephanie Warren | TED-EdHow to make crunchy chocolate chip cookies. 1. Substitute 2/3 cup granulated sugar for the brown sugar. 2. Substitute 1/2 cup vegetable shortening for the butter. 3. Bake the cookies for 23 minutes in a preheated 325°F oven. Cookie chemistry: Crunchiness in a cookie depends on a good balance of fat and dryness. Butter contributes milk solids and water to a cookie, both of which soften it.Cookie chemistry | King Arthur FlourAnswer. Wiki User April 13, 2010 11:21AM ... Asked in Chemistry When cookies baking gives aff a sweet smell is it a chemical ... The semi-solid chocolate chip cookie batter will melt to a liquid ...Is baking chocolate cookies a chemical change - AnswersFun cookie trivia and cookie facts about eating cookies, baking cookies, cookie cutters, cookie jars, and official cookies. ... Massachusetts adopted the chocolate chip cookie as its official state cookie in 1997. Chocolate chip cookies were invented in 1930 at the Toll House Restaurant in Whitman, MA.Cookie Trivia: Fun Facts about Eating and Baking Cookieschemistry help? One chocolate chip used in making chocolate chip cookies has a mass of 0.324 g. a. How many chocolate chips are there in one mole of chocolate chips? b. If a cookie needs 15 chocolate chips, how many cookies can one make with a billionth (1 x 10^-9) of a mole of chocolate chips? ... Get your answers by asking now. Ask Question ...chemistry help? | Yahoo AnswersThe following recipie for chocolate chip cookies recently appeared in Chemical & Engineering News (C&EN, Jun 19, 1995, p. 100). It was attributed to Jeannene Ackerman of Witco Corp. Hi. So for my extra credit project in chemistry i have to make chocolate chip cookies. But the thing was that i had to do conversions from mol to grams and then to the baking measurements. Well anyways i did the conversions but i just wanted to know if this was a good recipe or if i messed up on my calculations. So i got.. FLOUR - 2 1/4 CUPS BAKING SODA - 1 TEASPOON SALT - 1/2 TEASPOON BUTTER
...
PERFECT CHOCOLATE CHIP COOKIES, EXPLAINED BY CHEMISTRY ...
A chocolate chip cookie is heterogeneous because it is made up of different elements and its mixtures can be seen. On the other hand, homogenous is a mixture too, but the elements are not visible. The chemistry of cookies - Stephanie Warren | TED-Ed Is a chocolate chip cookie a
2
heterogeneous mixture a homogeneous mixture or a pure substance? Answer. ... Asked in Chemistry, Chocolate Chips Is chocolate chip ice cream a pure substance or a ...
chemistry help? | Yahoo Answers The next trait of a perfect chocolate chip cookie is how fluffy it is. This is where the sodium bicarbonate (also known as baking soda comes in) It has a pH level which reacts with (neutralizes the lower pH levels (acids) in the cookie; when the reaction takes place carbon dioxide gas (CO2) is given off which keeps the cookies from becoming too dense.
The following recipie for chocolate chip cookies recently appeared in Chemical & Engineering News (C&EN, Jun 19, 1995, p. 100). It was attributed to Jeannene Ackerman of Witco Corp. Chemistry cookie project - mole calculations by CHarward13 ... How Cookies Crumble. Most traditional chocolate chip cookie recipes start with the same basic ingredients and technique: butter and sugar (a mix of white and brown) are creamed together with a touch of vanilla until fluffy, eggs are beaten in one at a time, followed by flour, salt, and some sort of chemical leavening (baking soda, baking powder, or a bit of both).
Cookie Trivia: Fun Facts about Eating and Baking Cookies
Answers To Chemistry Cookie Project.pdf Free Download Here ... Some Books Bellow will provide you all related to chemistry chocolate chip cookies answers ... perfect chocolate chip cookie recipe had to produce a€ This PDF ... Related eBooks: Mcq Of Advertising And Promotion CookieChocolateChip - Chemistry Cookie Project Chocolate ...
Answer. Wiki User April 13, 2010 11:21AM ... Asked in Chemistry When cookies baking gives aff a sweet smell is it a chemical ... The semi-solid chocolate chip cookie batter will melt to a liquid ... Classroom Resources | Cookie Stoichiometry | AACT
Fun cookie trivia and cookie facts about eating cookies, baking cookies, cookie cutters, cookie jars, and official cookies. ... Massachusetts adopted the chocolate chip cookie as its official state cookie in 1997. Chocolate chip cookies were invented in 1930 at the Toll House Restaurant in Whitman, MA.
chocolate chip – Cookies & Chemistry View Essay - CookieChocolateChip from SPEECH 1 at St. Petersburg College. Chemistry Cookie Project Chocolate Chip In this lab you will be converting a recipe from moles to standard cooking The Chemistry of Chocolate Chip Cookies www ...
Chemistry Chocolate Chip Cookies Answers
Chemistry Cookie Project – Chocolate Chip. docx, 345 KB. Chemistry Cookie Project – Snickerdoodles. Report a problem. This resource is ... Tes Classic Free Licence. How can I re-use this? Other resources by this author. CHarward13 Chemistry cookie project - mole calculations. FREE (1) Popular paid resources. TeachElite Back to School ...
Is baking chocolate cookies a chemical change - Answers
Chemistry Chocolate Chip Cookies Answers
Chemistry Chocolate Chip Cookies Answers
How to make crunchy chocolate chip cookies. 1. Substitute 2/3 cup granulated sugar for the brown sugar. 2. Substitute 1/2 cup vegetable shortening for the butter. 3. Bake the cookies for 23 minutes in a preheated 325°F oven. Cookie chemistry: Crunchiness in a cookie depends on a good balance of fat and dryness. Butter contributes milk solids and water to a cookie, both of which soften it. Cookie chemistry | King Arthur Flour In this activity, students use a chocolate chip cookie recipe to answer questions related to stoichiometry, percent yield, and limiting reactants. Grade Level. High school. Objectives. By the end of this lesson, students should be able to. identify limiting reactants. calculate percent yield. Chocolate Chip Cookies Recipe? | Yahoo Answers
Do you like poetry? Quick promo, friends! Did y'all know that my crazy, studious, funny, awesome 17 year-old sister writes a blog, too? Hers is called Purely Poetic, and she writes all about mythical lands, strange sensations, and weird-butwonderful worlds.Seline has a way with words, and is quite talented when it comes to writing creatively.
Chemistry Cookie Project- Chocolate Chip If your cookies never turn out perfect, understanding their chemistry may help improve your technique. Follow this classic chocolate chip cookie recipe and learn about the ingredients and the reactions that occur throughout the mixing and baking process.
Is a chocolate chip cookie a heterogeneous ... - Answers.com You stick cookie dough into an oven, and magically, you get a plate of warm, gooey cookies. Except it's not magic; it's science. Stephanie Warren explains via basic chemistry principles how the dough spreads out, at what temperature we can kill salmonella, and why that intoxicating smell wafting from your oven indicates that the cookies are ready for eating. Is chocolate chip cookie homogeneous or ... - Answers.com
2023-04-07
Chemistry Cookie Project –Chocolate Chip • In this lab you will be converting a recipe from moles to standard cooking measurements and then using that recipe to bake some cookies! • You will need the following tables in order to convert your recipe: Molecular Formula Table The Chemistry of Baking Cookies the chemistry behind baking soda is that it has chemical reactions with brown sugar, cocoa, and chocolate(in chocolate chip cookies) there are more but that is just in chocolate chip cookies. Baking soda is also man made in the way that we use it(baking cookies and other goodies). Flour/ Sugar: Combines proteins with the sugar.
The Science of the Best Chocolate Chip Cookies | The Food ...
Related with Chemistry Chocolate Chip Cookies Answers:
* Dd Elvish Language Translator : click here
3
chemistry help? One chocolate chip used in making chocolate chip cookies has a mass of 0.324 g. a. How many chocolate chips are there in one mole of chocolate chips? b. If a cookie needs 15 chocolate chips, how many cookies can one make with a billionth (1 x 10^-9) of a mole of chocolate chips? ... Get your answers by asking now. Ask Question ... | <urn:uuid:d4224b55-757c-4dcf-90ea-442c25db53d1> | CC-MAIN-2024-22 | https://archive.imba.com/display?dataid=D27a409&ResearchGate=Chemistry-Chocolate-Chip-Cookies-Answers(1).pdf | 2024-05-18T09:59:17+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00448.warc.gz | 90,279,390 | 3,089 | eng_Latn | eng_Latn | 0.996641 | eng_Latn | 0.996299 | [
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Reading Comp
Teacher Ryan
Activity (Classroom)
Read the story referenced in the lesson plan. Find a thesis and write a short response.
Suggested Learning
Time
5 : 00
Cost
0.00
PreRequisites
Requirements
Skills
Focus
Level
Standard
Points
Reading Comprehension
C 12
English
CC 3
Logical Reasoning
12
Written Communication
CC 4
Verbal Communication
CC 3
Total Skill Points
34
Knowledge Gain
Read the story referenced in the lesson plan. Find a thesis and write a short response.
Resource Link
http://www.shortstory.com
Skills Label ™
Patent 11587190
Go to Label Webpage
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One's News
10/12/2020 Ms. Clare
Language:
This week the theme is Special Friends. The action words run and jump are introduced. This week in music we will be listening about and listening to the Beatles. We will also be doing a fun activity about feelings.
Concept:
This week we will be introducing the words run and jump. We will also be doing a fun color leaf matching game. We will organize objects from biggest to smallest. We will end the week with a visit to the garden.
Art:
Monday: Color with crayons
Tuesday: watercolor
Wednesday: sponge paint a leaf
Thursday: pumpkin mosaic
Friday: chalk art
Motor:
Monday: Yoga
Tuesday: Bowling
Wednesday: running and jumping
Thursday: balance beam
Friday: dance party | <urn:uuid:2b8491f9-0eb6-4048-8c98-f1c7d27939e1> | CC-MAIN-2024-22 | https://www.bobbienoonans.com/wp-content/uploads/2020/10/Ones-News-1.pdf | 2024-05-18T10:29:01+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057379.11/warc/CC-MAIN-20240518085641-20240518115641-00445.warc.gz | 615,432,973 | 163 | eng_Latn | eng_Latn | 0.999153 | eng_Latn | 0.999153 | [
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"Food Fight!"
Hello, and welcome to The Imagine Neighborhood™ podcast!
Our award-winning podcast helps kids learn social-emotional skills like building friendships, practicing patience, and finding calm. Our show takes place in a special, magical neighborhood where it sometimes rains rubber chickens or you have to hop on rocks to cross Lava Avenue. The Imagine Neighborhood lives inside everyone's imagination, and every week, we tell stories about the fun things that happen here.
Talking About Race and Identity with Your Kids
In The Imagine Neighborhood podcast, we strive to create a world where everyone is treated fairly. But it's important to remember that a fair and equitable world is one that requires effort, focus, and conversation. Kids begin to notice racial differences and internalize biases before they're even five years old. 1 You can help equip your kids for these kinds of conversations by encouraging questions and by finding shows, books, and podcasts with diverse representation.
About "Food Fight!"
The team at The Imagine Neighborhood podcast partnered with multiple esteemed researchers in the field of positive racial identity development to create a six-part series titled Imagine Equity: Six New Stories About Race, Identity, and Making Things Right. In this first episode of the series, "Food Fight!," a character with Korean heritage is teased for bringing "stinky ethnic food" to the pirate ship cafeteria. By choosing a real-life scenario, we hope to spark conversations about race, culture, and identity between kids and grown-ups.
© Committee for Children 2021
Help Your Kids #ImagineEquity
Ethnicity is something you share with other people who identify with the same parts of the world. It can include languages, foods, and traditions that make you special. As you listen to "Food Fight!," ask the kids to think about their own ethnicity: What kinds of foods does your family eat? How does the food you eat together reflect your family's ethnicity? Invite them to draw a dinner plate of all the foods that represent their culture. Post online with the hashtag #YourLunchboxIdentity to join with listeners from across the country and celebrate our delicious diversity!
More Discussion Questions
Question 1 What's something awesome about your ethnicity? What about your friends' and family members' ethnicities?
Question 2 What can you do if you see someone making someone else feel bad about who they are?
Answer If you feel safe doing it, tell that person that what they did was not okay. You can also tell a grown-up. Go talk to the person who was picked on and make sure they're okay.
Question 3 Is it okay to eat foods that are special to someone with a different ethnicity from yours?
Answer Sharing and enjoying different kinds of food is better than okay—it's great! And some foods you enjoy may be special to someone else's ethnicity, so it's important to respect that.
Additional Resources
Cultural Relevancy in the Cafeteria: Learning for Justice
P.R.I.D.E.: Positive Racial Identity Development in Early Education (University of Pittsburgh)
The Imagine Equity series: The Imagine Neighborhood™ podcast
1 Sullivan, J., Wilton, L., & Apfelbaum, E. P. (2021). Adults delay conversations about race because they underestimate children's processing of race. Journal of Experimental Psychology: General, 150(2), 395–400. https://doi.org/10.1037/xge0000851
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Embracing Thrive: a parent's guide
The Thrive Approach has been developed over many years helping children to flourish. It supports their emotional and social development and helps them to feel happy and secure, able to enjoy friendships, relate well to others and to be ready and able to learn.
What does the Thrive Approach mean?
Thrive is a specific way of working with all children it helps to develop their social and emotional well-being, enabling them to engage with life and learning.
At Rosecroft Primary School we have 3 members of our Thrive Team.
The heart of the Thrive ethos at Rosecroft Primary is to promote positive relationships. We use these positive relationships together with play and creative activities. These experiences and the time to talk, support the different stages of a child's development. Repeating these activities will help to embed key experiences, enabling them to:
- Feel good about themselves and know that they matter
- Increase their sense of security and trust
- Increase their emotional well-being
Lydia Aldred- Charlotte Burgess- Sarah Cowee-Smith
The Thrive team support all children at Rosecroft Primary in becoming more selfassured, capable and adaptable.
- Improve their capacity to be creative and curious
- Increase their self-esteem and confidence to learn
It may help address any troubling behaviours providing a firm foundation for all children to access their learning.
- Learn to recognise and regulate their own feelings
- Learn to think before behaving in a certain way
- And much more…
How does it work?
It is appropriate for all children from birth to adulthood. The Thrive Approach draws on the latest research into brain science, Child Development Theory and Attachment Theory. The Thrive team at Rosecroft Primary have had training to support understanding about how babies' and children's brains develop, and how parents, teachers and other professionals can best support this development.
Thrive also helps us to better understand the children's needs being signalled by their behaviour.
Behaviour is a form of communication for many children. Some children may struggle as a result of tempory setbacks, or other longer term changes in their lives such as a seperation, a bereavement, a family illness or accident, or even the arrival of a new baby.
How will my child be involved in Thrive?
Due to COVID-19 Rosecroft Primary has adapted their Thrive approach. Each class has a whole class action plan developed by a member of the thrive team which is delivered by class teachers. Each class also have their own individual worry box so that any worries can addressed in class.
Where children show a greater need, individual approaches will be developed.
The Thrive team use a screening tool and activity planning resource called ThriveOnline. This enables them to check that children are working appropriately for their age and to support each class with activities that ensure they are emotionally and socially supported. Using the Thrive-Online tool will also identify any children in need of extra help.
If you have any more questions or need support please do not hesitate to contact the Thrive team via the school office. | <urn:uuid:cbf68972-be58-4111-b9c9-33d7b2db9840> | CC-MAIN-2022-27 | https://arpfederation.org.uk/wp-content/uploads/2022/02/Embracing-Thrive-leaflet-updated.pdf | 2022-06-29T07:14:37+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00593.warc.gz | 156,612,268 | 620 | eng_Latn | eng_Latn | 0.997083 | eng_Latn | 0.997815 | [
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File: worksheet
Life Conference Class - Introduction to Programming February 1, 2019
Andrew Gallant firstname.lastname@example.org
Kaitlyn Brady email@example.com
Vocabulary
==========
If you don't understand all of these at first, that's OK! We'll see examples of them throughout the class.
programming:
The process of designing and building a program for solving a specific problem.
program:
A specific sequence of instructions that precisely instruct a computer to do something. Software consists of one of more programs.
Programs are normal files on your computer, just like anything else. The only difference between a program file and other files is that a program file can be turned into a process.
process:
A single instance of a running program on your computer.
programming language:
A set of instructions with which to write a program. Source code is made up of these instructions, and the specific way in which one writes the instructions is called the programming language's syntax.
text editor:
A program that one uses to manipulate the source code for a program.
shell:
A tool for issuing commands directly to the computer.
Getting Started
===============
For today, we will be working exclusively in your computer's shell. To open a shell on macOS, do the following:
1. Click on a blank space in the desktop.
2. Make sure it says "Finder" in the top left corner.
3. Click "Go" and select "Utilities" from the menu.
4. Double click on the "Terminal" icon. A shell will open. 5. Move and resize the shell so that it uses the left half of your screen.
Page 2 of 6
6. Open a second shell by clicking "Shell" near the top left corner, and then select "New Window" from the menu. A second shell will now open.
7. Move and resize the second shell so that it uses the right half of your screen.
At this point, you can now issue commands to your computer! Test it out by typing "ls" (without the quotes) and pressing enter. What happens? Type in something else (anything) and press enter. What happens?
Tip: use Command+' to switch between shells quickly using only the keyboard.
Basic commands
==============
In order to build our spell checker, we'll need some text to spell check and a dictionary of words. Let's setup a directory for our project and download these files.
```
$ mkdir spell-checker $ cd spell-checker $ curl -O https://burntsushi.net/stuff/life-conference/dictionary $ curl -O https://burntsushi.net/stuff/life-conference/text
```
If you run $ ls
You should see two files in your current directory: dictionary and text.
So what do these commands do?
ls - List the contents of the current directory.
cd - Change the current directory.
mkdir - Create a new directory inside the current directory.
curl - Download a file from the Internet.
Let's explore the data files we downloaded by learning about more commands:
cat - Print contents of a file.
wc - Count the words in a file.
Creating our first program
==========================
In order to write a program, we first need to learn how to use a text editor. There are many different text editors to choose from. Some of them are very advanced and actually help you write programs. In this class, however, we will be using a very simple text editor called nano. You can run it right from your shell:
$ nano
Once you're in nano, you can start typing your program. So let's write our first one. Type in the following:
```
print "Hello, world!"
```
Once you've typed in the program, you now need to write the program to a file. You can do that by pressing Control+O. You will be asked to give the name of the file you want to write. Type "program.py" (without the quotes) and press enter. Your program is now saved!
Now all we have to do is run the program. Switch to your other shell, and change into the directory you created before:
$ cd spell-checker and now list the contents of the directory:
$ ls
In addition to the data files you downloaded previously, you should now see a new file "program.py". This means the program has been saved as a file and is ready to run. To run the program, use the following command:
$ python program.py
What happens?
Syntax
======
When telling a computer what to do, it is very important to be precise. One small slip-up or one small typo can cause your program to fail. This may happen to you a lot. The process of figuring out what's wrong with your program and how to fix it is called debugging, and it is something that programmers spend a lot of time doing.
Let's see an example of how a program can misbehave. Switch back over to the shell that contains the program you wrote in the previous step. Once there, change "print" to "pint". Save the file by pressing Control+O and hitting enter (you do not need to type the file name again). Now switch back over to your other shell and run your program again:
$ python program.py
What happens? Experiment with other changes to the program. What is allowed and what isn't?
Variables
=========
Variables are an important aspect of almost all programs. Variables allow you to associate values with a name, and then use that name to reference that value later. This is best seen with example. Go back to your shell with source code in it, and change the code to use a variable.
message = "Hello, world!" print message
Now save the file and run the program. What do you see?
In this example, "message" is a variable. We store the string "Hello, world!" in the variable, and then print the variable in the next line.
What happens if you change the variable name? What about the contents of the
If statements =============
"if" statements are another important aspect of almost all programs. An "if" statement lets you execute something only if a particular condition is true or not. An example is helpful here. Go back to your shell with source code in it, and change the code to this:
```
message = "abc" if len(message) > 3: print message
```
Before running the program, try to guess what it will print. Now try running the program. Were you right?
What do you think will happen if you change "3" to "2"? Try doing it to see whether you guessed right!
Loops
=====
Loops are a way to execute something more than once without having to explicitly repeat it. For example, let's say we wanted to print a message 5 times along with the message's number. You could do this:
```
message = "Hello, world!" print 1, message print 2, message print 3, message print 4, message print 5, message
```
In this program, we assign our message to a variable, and then print that message 5 times along with its number. With a loop, we can avoid repeating ourselves! For example:
```
message = "Hello, world!" for i in range(5): print i, message
```
Does this program print the same thing as the previous program? Try it. What happens if you change "5" to something else?
Reading files =============
Before writing a spell checker, we need to first learn how to read data from other files. Let's try the simplest possible thing: read data from a file and then print it back out again. (Does this sound familiar? This is what the "cat" program does!)
Here's a program that does just that:
```
for line in open("text"): print line
```
In this program, we use 'open("text")' to open the file called "text" (which we downloaded at the beginning of class). We then use a loop to execute some
Page 5 of 6
code for every line in the "text" file.
Compare the output of your program with the output of
$ cat text What's different? How can we fix it? Hint: line.strip("\n") will give you a line without the end of line terminator. Counting words ============== There's one last thing we need to learn before we can write a spell checker, and that's how to look at words. To start with, let's try writing a version of the "wc" program that counts the total number of words in a file. Start by writing out an algorithm: 1. Create a count variable set to 0. 2. Loop over all lines in text. 3. Loop over all words in the line. 4. Add 1 to the count variable. 5. After looping over the lines, print the count variable. Here's the code for the algorithm above: count = 0 for line in open("text"): line = line.strip("\n") for word in line.split(): count += 1 print count In this program, we loop over all of the lines in a file. We then use "line.split()" to loop over all words in each line. Finally, we increment a counter by 1 every time we see a word. Does this match the output of the "wc" command shown below? $ wc -w text Here's a twist. What if instead of counting the total number of words, we wanted to count the total number of unique words? Let's try to sketch out an algorithm for this: 1. Create an empty set. 2. Loop over all lines in text. 3. Loop over all words in the line. 4. Add the word to the set. 5. After looping over the lines, print the size of the set. Now let's translate the above algorithm into code: words = set() for line in open("text"): line = line.strip("\n") for word in line.split(): words.add(word) print len(words)
Page 6 of 6
Can you think of a problem with the above approach? Are "school" and "School" the same word or different words? Building a spell checker ======================== Finally, you have everything you need to build a spell checker. As with previous examples, let's try to sketch out an algorithm for our spell checker: 1. Create a set of words from a dictionary. 1a. Initialize an empty set of words. 1b. Loop over each line in "dictionary". 1c. Add each line to the set. 2. Check if there are any words in "text" that aren't in the dictionary. 1a. Loop over all the lines in "text". 1b. Loop over all the words in each line. 1c. For every word, check whether it's in the dictionary. 1d. If the word isn't in the dictionary, print it. Hint: To check whether a word is in a set or not, use this: if word not in dictionary: Here's the final code you should roughly end up with, including lowercasing and stripping punctuation: dictionary = set() for word in open("dictionary"): word = word.strip("\n").lower() dictionary.add(word) for line in open("text"): line = line.strip("\n") for word in line.split(): word = word.lower().strip(",.") if word not in dictionary: print word | <urn:uuid:a70c0f5f-3989-4439-b417-705c52e4629c> | CC-MAIN-2022-27 | https://burntsushi.net/stuff/life-conference-worksheet-2019-02.pdf | 2022-06-29T07:45:10+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00592.warc.gz | 201,568,639 | 2,387 | eng_Latn | eng_Latn | 0.998394 | eng_Latn | 0.998877 | [
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Nursery
Reception
PE
- Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
- Go up steps and stairs, or climb up apparatus, using alternate feet.
- Skip, hop, stand on one leg and hold a pose for a game like musical statues.
- Use large-muscle movements to wave flags and streamers, paint and make marks.
- Start taking part in some group activities which they make up for themselves, or in teams.
- Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
- Revise and refine the fundamental movement skills they have already acquired: - rolling - crawling - walking - jumping - running - hopping - skipping – climbing
- Progress towards a more fluent style of moving, with developing control and grace.
- Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
- Combine different movements with ease and fluency.
- Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.
- Develop overall body-strength, balance, co-ordination and agility
- Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.
- Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
Know and talk about the different factors that support their overall health and wellbeing: - regular physical activity - healthy eating - toothbrushing - sensible amounts of 'screen time' - having a good sleep routine - being a safe pedestrian
1
2
3
Physical Development: Gross Motor Skills
- Negotiate space and obstacles safely, with consideration for themselves and others.
- Demonstrate strength, balance and coordination when playing.
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Physical Development: Gross Motor Skills
- Negotiate space and obstacles safely, with consideration for themselves and others.
- Demonstrate strength, balance and coordination when playing.
- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
4
5
6
Dance moving in
PE
Nursery
Feet 1
High, low, under sequence
Gymnastics
| Nursery Rhymes Dance | Feet 1 | Hands 1 | Hands 2 | Dance Ourselves |
|---|---|---|---|---|
| Jumping 1 | Walking 1 | Gymnastics- Moving | Gymnastics High, low, under | Games for understanding |
| Dance - growing | Gymnastics- body parts | Dance – the zoo | Games for understanding | Locomotion running |
| Multi skills | Games Ball skills- feet | Locomotion Jumping 1 | Gymnastics wide, narrow and curled | Games Ball skills- hands 1 |
| Dance - explorers | Games Ball skills- hands 1 | Games Ball skills- feet 1 | Gymnastics- linking | Games Ball skills- hands 2 |
| Multi skills | Team building | Gymnastics- pathways | Locomotion- dodging | Games for understanding |
| Games – invasion Hockey | Gymnastics- symmetry/assymetry | Games – invasion Football | Dance | Games- striking/ fielding Rounders |
| Games- invasion Tag Rugby | Outdoor and Adventurous Orienteering- problem solving | Games- invasion Basketball | Athletics- throwing and jumping | Games- striking/ fielding Cricket |
| Games- invasion Tag Rugby | Gymnastics- bridges | Dance | Outdoor and Adventurous Orienteering | Athletics- competitions |
| Swimming Athletics- running | Swimming Games- invasion | Swimming Games- net/wall | Swimming Games – invasion | Swimming Games- striking/ |
PE
| | Basketball | Tennis | Netball | fielding Cricket |
|---|---|---|---|---|
| Games – invasion Netball | Games- invasion Tag Rugby | Games – invasion Hockey | Games- invasion Basketball | Dance |
| Dance | Gymnastics- counter balance | Outdoor and Adventurous Orienteering | Games- striking/fielding Cricket/ multi skills | Games- net/wall Tennis |
| Athletics- running | Dance | Games- invasion Basketball | Outdoor and Adventurous Orienteering | Athletics- competitions |
| Games- invasion Netball | Games- invasion Football | Gymnastics- matching/ mirroring | Dance | Games- invasion Hockey |
KS1 – locomotion (movement)
DanceGamesGymnasticsOutdoor and AdventurousAthleticsSwimming | <urn:uuid:85856eca-4ecb-4b4b-bdbf-14c11ef8dc7e> | CC-MAIN-2022-27 | https://lowash.bradford.sch.uk/wp-content/uploads/2021/12/PE-long-term-plan-2021-2022.pdf | 2022-06-29T07:27:35+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00594.warc.gz | 408,507,476 | 1,002 | eng_Latn | eng_Latn | 0.940089 | eng_Latn | 0.994716 | [
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Cloud spotting
Lie on the ground and enjoy watching the clouds float past
What can you see in the clouds? A face, an animal, a shape ...
Make up your own cloud names depending on the shapes you see
Learn the real cloud names with help from the Met Office at https://bit.ly/3gNzarC
Draw or paint what you see
Relax and let your imagination take over!
Don't forget your sunscreen and sunglasses. | <urn:uuid:a58c99fe-22a0-4a64-a471-f1882d57ae47> | CC-MAIN-2022-27 | https://www.playboard.org/wp-content/uploads/2020/06/Cloud-Spotting-PlayBoard-NI.pdf | 2022-06-29T07:44:49+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00592.warc.gz | 999,642,676 | 93 | eng_Latn | eng_Latn | 0.983597 | eng_Latn | 0.983597 | [
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Behaviour for Learning
Policy and Procedures
September 2021
Children First
In the forthcoming academic year Dovecote will be moving to a self-regulation behaviour system whereby children will be reflecting upon and managing their emotions which impact upon their outward behaviours.
Behaviour for Learning is a shared responsibility; all staff, parents/carers and pupils.
Dovecote Primary School sets high expectations of behaviour and we encourage, praise and actively reward positive behaviour.
We encourage pupils to respect themselves, others and property. We apply simple rules and sanctions consistently. We aim to provide a happy, caring environment with challenging activities to ensure optimal learning.
We see behaviour as an integral part of the learning taking place. Self-discipline is the most effective form of discipline. By encouraging children to self-regulate by making the right choices and taking responsibility for their own behaviour, we will help them to learn how to respond appropriately in a variety of situations, for the rest of their lives. This is scaffolded through much of our PSHE and SMSC work.
Partnership with parents and carers has an impact on a child's behaviour at school. It is vital that school and parents/carers work together to manage children's behaviour.
Children's behaviour is influenced by wider social, emotional and cultural factors. Extreme behaviours are often the result of trauma. How children behave will depend on how the class is organised, the planning of the daily routine, the quality of the learning experiences, the choices on offer and the quality of interaction between adults and children and children and their peers.
Strategies we use for encouraging positive behaviour;
* PREVENTION – anticipation and removal of potential problems
* INTERACTION – ensuring all pupils get positive attention
* PRAISE and REWARDS (see list of Rewards)
* PROVISION – ensuring that Learning and Teaching Policy is implemented
* LEADING BY EXAMPLE- positive role modelling
* 'DO' INSTEAD OF 'DON'T' –When stating expectations
Behaviour Rewards
* HOUSE POINTS: Rec – Year 6
* WEEKLY ACHIEVEMENTS: Years 1-3 assembly
* STAR OF THE WEEK: Reception-6
* INDIVIDUAL REWARDS FOR LEARNING: Rec – year 6 sticker/reward charts and prize boxes
* CLASS REWARD: eg. jigsaw, marbles in jar etc. individual to class (aim for once every 4 weeks)
* Marvellous Me / Phone call /email
* Sticker Charts: Nursery- Year 6
School Rules
Our agreed rules are clearly explained to the children and are included in information sent to parents.
The School Rules are:
* We will do as we are asked
* We will show respect for everyone
* We will move around school sensibly
* We will look after the environment
Class Agreement/contracts
During the first week of each year, the pupils in each class are involved in creating a positive class agreement/ contract, to further support the School Rules. These are clearly displayed in each classroom.
What happens if a pupil breaks a School Rule?
Step 1 -Negative behaviour will be ignored and positive behaviour will be praised.
Humour and redirection may be used
Step 2 – A verbal warning will be given
Step 3 – A second warning will be given
Step 4 – Pupil notified of a short period of time out of class, unless there is an improvement of behaviour as deemed by the member of staff. (reception to year 1 will receive an immediate period of time out)
Step 5 – A period of time out of class, with a senior member of staff, if a pupil continues to break the rules despite warnings.
SERIOUS INCIDENTS
See Behaviour Flowchart
Cases of extreme behaviour may result in exclusion (see Exclusions Policy)
INDIVIDUAL PUPILS
Some pupils may have specific and more complex needs around behaviour. These pupils will have a Personalised Provision Plan, possibly an individual timetable, Risk Assessment and/or Handling Plan which will detail the support and strategies to be used with them. The individual plan is the responsibility of the class teacher and they will ensure that all adults working with that child are aware of this.
RACIST INCIDENTS
Any racist incident must be reported and recorded (to AHT Wendy Lawrence). The incident will be investigated and perpetrator and victim spoken to. Parents of both will be informed of the incident. Governors will be informed about all Racist Incidents.
BULLYING INCIDENTS – including HOMOPHOBIC and DISABILITY
All homophobic, disability abuse and cyber bullying incidents are classed as serious incidents and need to be reported to the Year group lead. These incidents are recorded in a separate log. Parents/ carers are informed by formal letter and incidents are reported to the governors termly.
BREAKS
All policy and procedures apply. In addition to the school rules there is 'no negative physical contact' rule. Staff on duty inform class teachers if necessary.
LUNCHTIMES
All policy and procedures apply – dinner supervisors take serious behaviour incidents to a member of staff.
TIMEOUT
Timeout in another class may be used at an appropriate time as a de-escalation strategy It is not a punishment or sanction but a chance to regulate.
Unacceptable Procedures/Strategies when rules are broken
* Making it personal
* Asking a child why they are behaving in a certain way.
* Shouting
* Criticism, sarcasm, comparison
* Labelling the child rather than the behaviour
* Discussing a pupil's behaviour in front of them or other children
* Any sanction not stated in this policy or on a personal provision plan eg. Asking pupils to sit outside the classroom, missing breaks to complete work
Consistency and understanding are paramount in successful behaviour management
Parents must be informed of any issues/concerns around behaviour.
September 2021
Review: September 2022. | <urn:uuid:fb7cd28d-757c-44dd-828c-861217d8b40e> | CC-MAIN-2022-27 | https://dovecote.nottingham.sch.uk/wp-content/uploads/2022/06/Behaviour-for-Learning-Policy-2021.pdf | 2022-06-29T06:39:24+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00593.warc.gz | 260,752,041 | 1,211 | eng_Latn | eng_Latn | 0.998028 | eng_Latn | 0.998379 | [
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Monday
Type in "splat 100 square" to find a 100 square online. Count back in ones from a given number
Now that you have tried using a number line to add, we are going to try using it to subtract.
using the 100 square to help if you need.Eg 65,64,63 etc. To subtract 10 on a 100 square we jump and jump up the 100 square. 98,88, 78, 68 etc. Choose different numbers on the 100 square.
one square up. This time the ones stay the same and we take a ten away each time. Start at 98
What is 10 less than 45, 67, 32, 12, 87. Now use the method shown on the image attached to
Complete the sums attached. 36-5= 29- 7= 47- 3= 63- 3 = 75-4 = 89- 7= 92- 2= 124- 3= 137- 4=
subtract single digit numbers away from a number using a number line.
156- 5= 73- 5 = 82- 6= 42- 7= 56= 9= 123- 5= 152- 4=
Tuesday and Wednesday. Please complete this work over two days, making sure that your child is confident using this method.
Now try taking away tens and ones on the number line, (see image attached to show the correct
Use the 100 square to count back in tens again today from a number that you choose. Then select a number on the 100 square. Ask your child to say what is 10 less than that number. Try using different maths words that mean subtract. These can be "take away, subtract, less than, minus."
method) Try these sums together to ensure that your child is confident with the method before
If your child is confident. They can try taking away more than one ten and /or taking away from a they try (some sums attached) on their own. 45- 13= 52-12= 38- 13=
three -digit number too. See attached image.
Complete the sums attached. Make sure that you show how to use the number line to take away. 45-12= 38-13= 56- 13= 39- 14= 67- 15= 64- 12= 83 – 12= 134- 12= 146- 13= 129- 14= 156- 14= 67- 23= 72- 31= 68- 26= 59- 25= 136- 23= 165- 23= 158- 32= 55- 17= 84- 16= 67 – 18= 142- 25= 137 – 29= 124- 16=
Thursday. Symmetry.
www.bbc.co.uk/bitesize/topics/zrhp34j/articles/z8t72p3
Watch the bitesize video about symmetry. It introduces diagonal, vertical and horizontal lines and their meanings. It would be helpful if your child understands what these lines are. (It explains this in the video)
Complete the worksheet. Can your child draw vertical, horizontal or diagonal lines through the shapes/pictures to show if they are symmetrical or not symmetrical? How many lines of symmetry can you find in each shape? You can cut out the shapes and fold them if you find this easier.
Then, go for a walk outside, in your garden, or in your house. What can you find that is symmetrical? Take a photo or draw some pictures of symmetrical things that you spot. How many can you find?
Friday
means that it is the same on both sides when a line is drawn through the middle of it. Look at the sheet. Now look at the worksheet. Can your child draw the other side of the ladybird to make it symmetrical?
Symmetry. Recap on yesterday's work and what symmetry means. Remind your chid that it
This week we have been learning about castles. Now draw a symmetrical castle picture Remember, everything has to be the same on both sides. Draw and colour your pictures please. If you prefer, make a symmetrical castle model using lego or bricks. If you have another idea to show how you have made something symmetrical feel free to do this instead. | <urn:uuid:0dbc5295-e23a-4267-b4ac-6cd3f1edc4ff> | CC-MAIN-2022-27 | http://www.southwootton-inf.norfolk.sch.uk/wp-content/uploads/2020/06/Maths-planning-22.6.20.pdf | 2022-06-29T06:41:18+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00594.warc.gz | 99,476,663 | 977 | eng_Latn | eng_Latn | 0.997872 | eng_Latn | 0.997872 | [
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It is important to drink enough water, especially when:
Exercising or performing manual tasks
Driving for long periods
You are elderly
You are ill
Water from the tap is inexpensive and good for you. It is not necessary to buy bottled water to increase your water consumption. Try chilling tap water in the fridge, it tastes good and is always ready for use.
DON'T WAIT UNTIL YOU ARE THIRSTY!
Gibraltar Health Authority
DRINK MORE
WATER
Most of us do not drink enough water. It is recommended that we should drink at least 6-8 glasses of water daily; particularly hot weather or when exercising.*
*This may not apply in cases of certain kinds of bladder and kidney difficulties
ARE YOU DRINKING ENOUGH WATER?
Water for your health
If you do not drink enough fluids you will become dehydrated. Mild dehydration often begins before you feel the sensation of thirst and so water should be drunk at regular intervals whether you feel thirsty or not. Drinking the recommended daily amount of clear, fresh, cool water can assist in the prevention of a range of health problems and help you to:
Stay fit and healthy
Protect your teeth from tooth decay
Concentrate better
Avoid headaches
Have healthier skin and fresher breath
Sleep well at night and help you to relax
Feel less tired, less irritable and have more energy
Perform better at sports or exercise
Prevent bladder and bowel problems
When you feel thirsty you are already dehydrated
Aim to drink 6-8 glasses each day
Many fluids that people often drink during the day contain high levels of sugar, artificial additives caffeine and other diuretics. When possible, opt for a glass of water.
Are you drinking 6 - 8 glasses a day?
If you find it difficult to think about consuming the recommended daily allowance of water, here are a few ideas to make the adjustment easier.
Each day of the week, try replacing one of your drinks with a glass of water. On the second week, replace two beverages with water and so on, until you are drinking 8 glasses of water each day. 1
Carry a bottle filled with chilled tap water with you whenever you leave the house. 2
Fill up a two litre bottle with fresh, cool water in the morning and attempt to finish it by early evening. 3
Try to drink a glass of cool water when you get up in the morning. 4
Take the time to drink water between meals, keep a glass beside you all the time. 5
Ask for a jug of iced tap water with your meal when in restaurants and with your alcohol when in bars - good establishments will be happy to provide this. 6
Why not ask for a glass of water to go with your coffee and tea in cafés. 7 | <urn:uuid:c9ba7182-c914-4e16-9229-24ad745bc967> | CC-MAIN-2022-27 | https://healthygibraltar.org/wp-content/uploads/2019/04/water-final-leaflet-2017.pdf | 2022-06-29T07:20:31+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00592.warc.gz | 350,176,919 | 584 | eng_Latn | eng_Latn | 0.998395 | eng_Latn | 0.998567 | [
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St. Cuthbert's Catholic Primary School, Sunderland
Mental Health and Emotional Wellbeing Policy
Contents
1.0 Policy statement
At St. Cuthbert's, we are committed to promoting positive mental health and emotional wellbeing to all students, their families and members of staff and governors. Our open culture allows students' voices to be heard, and through the use of effective policies and procedures we ensure a safe and supportive environment for all affected - both directly and indirectly - by mental health issues.
2.0 Scope
This policy is a guide to all staff – including non-teaching and governors – outlining St. Cuthbert's approach to promoting mental health and emotional wellbeing. It should be read in conjunction with other relevant school policies.
3.0 Policy Aims
[x] Promote positive mental health and emotional wellbeing in all staff and students.
[x] Increase understanding and awareness of common mental health issues.
[x] Enable staff to identify and respond to early warning signs of mental ill health in students.
[x] Enable staff to understand how and when to access support when working with young people with mental health issues.
[x] Provide the right support to students with mental health issues, and know where to signpost them and their parents/carers for specific support.
[x] Develop resilience amongst students and raise awareness of resilience building techniques.
[x] Raise awareness amongst staff and gain recognition from SLT that staff may have mental health issues, and that they are supported in relation to looking after their wellbeing; instilling a culture of staff and student welfare where everyone is aware of signs and symptoms with effective signposting underpinned by behaviour and welfare around school.
4.0 Key staff members
This policy aims to ensure all staff take responsibility to promote the mental health of students, however key members of staff have specific roles to play:
- Pastoral Staff- Mrs Cousins (School Counsellor)/ Mrs Patton (Nurture Group Lead)
[x] SENDCO- Mrs Brown
[x] Mental Health Lead- Mrs Ward
[x] PSHE Coordinator- Mrs Watkinson
[x] Designated Safeguarding Lead- Mrs Ward
If a member of staff is concerned about the mental health or wellbeing of student, in the first instance they should speak to Mrs Ward, our Mental Health Lead.
If there is a concern that the student is high risk or in danger of immediate harm, the school's child protection procedures will be followed.
If the child presents a high risk medical emergency, relevant procedures should be followed, including involving the emergency services if necessary.
5.0 Individual Care Plans
When a pupil has been identified as having cause for concern, has received a diagnosis of a mental health issue, or is receiving support either through CAMHS or another organisation, it is recommended that an Individual Care Plan should be drawn up. The development of the plan should involve the pupil, parents, and relevant professionals.
Suggested elements of this plan include:
[x] Details of the pupil's situation/condition/diagnosis
[x] Special requirements or strategies, and necessary precautions
[x] Medication and any side effects
[x] Who to contact in an emergency
[x] The role the school and specific staff
6.0 Teaching about mental health
The skills, knowledge and understanding our students need to keep themselves - and others - physically and mentally healthy and safe are included as part of our PSHE curriculum.
We will follow the guidance issued by the PSHE Association to prepare us to teach about mental health and emotional health safely and sensitively. https://www.pshe-association.org.uk/curriculum-and-resources/resources/guidancepreparing-teach-about-mental-health-and emotional wellbeing Incorporating this into our curriculum at all stages is a good opportunity to promote students' wellbeing through the development of healthy coping strategies and an understanding of students’ own emotions as well as those of other people.
Additionally, we will use such lessons as a vehicle for providing students who do develop difficulties with strategies to keep themselves healthy and safe, as well as supporting students to support any of their friends who are facing challenges.
7.0 Signposting
We will ensure that staff, students and parents/carers are aware of the support and services available to them, and how they can access these services.
Within the school (noticeboards, common rooms, toilets etc.) and through our communication channels (newsletters, websites), we will share and display relevant information about local and national support services and events.
The aim of this is to ensure students understand:
[x] What help is available
[x] Why should they access it
[x] Who it is aimed at
[x] How to access it
[x] What is likely to happen next
8.0 Sources or support at school and in the local community
School Based Support –
If you are concerned about a child's mental health then the first step would be to share your concerns with the class teacher. Some issues can be easily addressed through day to day pastoral care and our delivery of the PSHE curriculum.
For more complex issues we have the following provision in school:
Nurture Groups
- What is it?- these are small group sessions which are led by pastoral staff and give children a safe space to share worries and concerns. The group also focuses on how to deal with those feelings and give children an opportunity to develop tools to help them express themselves and take charge of their feelings.
- Who is it suitable for?- Any child in school who is in need of smaller group pastoral interaction.
- How is it accessed? – usually children are identified by their class teacher working in partnership with parents.
Sensory Room
- What is it?- this is a dedicated space which is kitted out with a variety of sensory equipment. It provides a calm and safe space to help children regulate their emotions.
- Who is it suitable for?- This room is always available to responsive issues however children may also have a timetabled slot which is written into their care plan.
- How is it accessed?- The sensory room is usually accessed by children who have this written into a care plan again working in partnership with parents.
School Counsellor
- What it is? Mrs Felicity Cousins is our school counsellor and visits school once a week. She works with children on a one to one basis. This can be for a variety of reasons including bereavement/family breakdown/anxiety etc.
- Who it is suitable for- Any child experiencing trauma
- How it is accessed?- Permission is sort from the parent and an initial parent/ counsellor consultation will take place before counselling commences. Children will then receive weekly counselling for as long as this is needed.
Local Support
In Sunderland, there are a range of organisations and groups offering support, including the Children & Young People's Service (CYPS) and Child & Adolescent Mental Health Service (CAMHS), these providers specialise in children and young people's mental health wellbeing. These partners deliver accessible support to children, young people and their families, whilst working with professionals to reduce the range of mental health issues through prevention, intervention, training and participation. https://www.sunderlandcommunitycamhs.nhs.uk
9.0 Warning Signs
Staff may become aware of warning signs which indicate a student is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should alert Mrs Ward or Mrs Brown
Possible warning signs, which all staff should be aware of include:
[x] Physical signs of harm that are repeated or appear non-accidental
[x] Changes in clothing – e.g. long sleeves in warm weather
[x] Changes in eating / sleeping habits
[x] Increased isolation from friends or family, becoming socially withdrawn
[x] Changes in activity and mood
[x] Lowering of academic achievement
[x] Talking or joking about self-harm or suicide
[x] Abusing drugs or alcohol
[x] Expressing feelings of failure, uselessness or loss of hope
[x] Secretive behaviour
[x] Skipping PE or getting changed secretively
[x] Lateness to, or absence from school
[x] Repeated physical pain or nausea with no evident cause
[x] An increase in lateness or absenteeism
10.0 Targeted support
We recognise some children and young people are at greater risk of experiencing poorer mental health. For example, those who are in care, young carers, those who have had previous access to CAMHS, those living with parents/carers with a mental illness and those living in households experiencing domestic violence.
We work closely with school nurses and their teams in supporting the emotional and mental health needs of school-aged children and are equipped to work at community, family and individual levels. Their skills cover identifying issues early, determining potential risks and providing early intervention to prevent issues escalating.
We ensure timely and effective identification of students who would benefit from targeted support and ensure appropriate referral to support services by:
[x] Providing specific help for those children most at risk (or already showing signs) of social, emotional, and behavioural problems;
[x] Working closely with Sunderland City Council Children's Services, Sunderland Community CAMHS
and other agencies services to follow various protocols including assessment and referral;
[x] Identifying and assessing in line with the Early Help Assessment Tool (EHAT), children who are showing early signs of anxiety, emotional distress, or behavioural problems;
[x] Discussing options for tackling these problems with the child and their parents/carers. Agree an Individual Care Plan as the first stage of a 'stepped care' approach;
[x] Providing a range of interventions that have been proven to be effective, According to the child's needs;
[x] Ensure young people have access to pastoral care and support, as well as specialist services, including Sunderland Community CAMHS, so that emotional, social and behavioural problems can be dealt with as soon as they occur;
[x] Provide young people with clear and consistent information about the opportunities available for them to discuss personal issues and emotional concerns. Any support offered should take account of local community and education policies and protocols regarding confidentiality;
[x] Provide young people with opportunities to build relationships, particularly those who may find it difficult to seek support when they need it; and
[x] The identification, assessment, and support of young carers under the statutory duties outlined in the Children & Families Act 2014.
11.0 Managing disclosures
If a student chooses to disclose concerns about themselves, or a friend, to any member of staff, the response will be calm, supportive and non-judgemental.
All disclosures should be recorded confidentially on the child's CPOMS file, including:
[x] Date
[x] Name of member of staff to whom the disclosure was made
[x] Nature of the disclosure & main points from the conversation
[x] Agreed next steps
This information will be shared with the Senior Leadership Team (Mrs Ward/Mrs Steele/ Mrs Brown)
12.0 Confidentiality
Members of staff will always ensure the child knows that the information has to passed onto Mrs Ward, Mrs Steele and or Mrs Brown
We will tell them:
[x] Who we are going to tell
[x] Why we need to tell them
[x] What we are going to tell them
[x] When we're going to tell them
It is important to also safeguard staff emotional wellbeing. By sharing disclosures with a colleague this ensures one single member of staff isn't solely responsible for the student. This also ensures continuity of care should staff absence occur and provides opportunities for ideas and support.
Parents must always be informed.
If a pupil gives us reason to believe that they are at risk, or there are child protection issues the child protection procedures should be followed.
13.0 Whole school approach
13.1 Working with parents/carers
When informing parents there are questions to consider first:
[x] Can we meet with the parents/carers face-to-face?
[x] Who should be present – students, staff, parents etc.?
[x] What are the aims of the meeting and expected outcomes?
We are mindful that for a parent, hearing about their child's issues can be upsetting and distressing. They may therefore respond in various ways which we should be prepared for and allow time for the parent to reflect and come to terms with the situation.
Signposting parents to other sources of information and support can be helpful in these instances. At the end of the meeting, lines of communication should be kept open should the parents have further questions or concerns. Booking a follow-up meeting or phone call might be beneficial at this stage.
Ensure a record of the meeting and points discussed/agree are added to the pupil's CPOMS record and an Individual Care Plan created if appropriate.
13.2 Supporting parents/carers
We recognise the family plays a key role in influencing children and young people's emotional health and wellbeing; we will work in partnership with parents and carers to promote emotional health and wellbeing by:
[x] Ensuring all parents are aware of and have access to promoting social and emotional wellbeing and preventing mental health problems;
[x] Highlighting sources of information and support about common mental health issues through our communication channels (website, newsletters etc.);
[x] Offering support to help parents or carers develop their parenting skills. This may involve providing information or offering small, group-based programmes run by Sunderland community CAMHS or other appropriately trained health or education practitioners; and
[x] Ensuring parents, carers and other family members living in disadvantaged circumstances are given the support they need to participate fully in activities to promote social and emotional wellbeing. This will include support to participate in any parenting sessions, by offering a range of times for the sessions or providing help with transport and childcare. We recognise this might involve liaison with family support agencies.
14.0 Training
As a minimum, all staff will receive regular training about recognising and responding to mental health issues as part of their regular child protection training to enable them to keep students safe. A nominated member of staff will receive professional Mental Health First Aid training or equivalent.
Training opportunities for staff who require more in depth knowledge will be considered as part of our performance management process and additional CPD will be supported throughout the year where it becomes appropriate due developing situations with one or more students.
15.0 Policy Review
This policy will be reviewed every two years as a minimum. The next review date is June 2024
In between updates, the policy will be updated when necessary to reflect local and national changes. This is the responsibility of Mrs Jane Ward- Mental Health Lead
Any personnel changes will be implemented immediately. | <urn:uuid:a0d1f20f-df5b-4904-ad19-a6cfe7eebe84> | CC-MAIN-2022-27 | https://stcuthbertssunderland.schacademy.durham.gov.uk/wp-content/uploads/sites/9/2022/06/Mental-Health-Well-Being-Policy-June-2022-1.pdf | 2022-06-29T07:22:33+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00591.warc.gz | 566,881,983 | 2,952 | eng_Latn | eng_Latn | 0.986494 | eng_Latn | 0.998245 | [
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Rock, Paper, Scissors
2+ players – Find a partner and play rock, paper, scissors. Remember:
Winner does a 5 second plank, loser does the exercise below five times depending on how many times you have played. If it's a draw, play again.
| Game | Exercise |
|---|---|
| 1 game st | |
| 2 game nd | |
| 3 game rd | |
| 4 game th | |
| 5 game th | |
| 6 game th | |
Then start from the beginning again if you still have energy!
You can play this by yourself too by writing rock, paper and scissors on individual pieces of paper TWICE. Put them in two pots (imaginary Player 1 and Player 2). Pick out a paper from each and see who wins. You do the exercises that 'Player 1' needs to do. Repeat.
Adapt: You could make up your own exercise to go with each game. Challenge: You could do a 10 second plank or 10 or more of each exercise!
Toilet Roll Shy
Stack full or empty toilet rolls up any way you like. Then throw a ball at them and see how many you can knock down. 1 point for each toilet roll you knock over. If you don't have a ball you can use a folded up pair of socks.
1 player – Count how many points you get with 5 throws.
2+ players – Take it in turns and see who scores the most points after 5 throws.
Adapt: Count how many throws it takes for you to knock all the toilet rolls over. Challenge: You could stand further away or throw the ball over your head.
Toilet Roll Challenge
Instead of dumbbells, use two toilet rolls for the following exercises:
Adapt: You could make up a toilet roll exercise using a lunge, jump or roll.
Challenge: You could use two tins of beans instead of toilet rolls!
Obstacle Course Challenge
Design an obstacle course in your house or garden. You could then get the whole family to complete it and maybe even time yourselves doing it! REMEMBER TO ALWAYS STAY SAFE.
Here are some ideas to get you started: | <urn:uuid:d004ba0f-b100-4646-b124-93f0d5cdc298> | CC-MAIN-2022-27 | https://www.stwerburghsprimary.com/wp-content/uploads/2020/04/Ideas-for-Staying-Fit-and-Healthy-at-Home-2.pdf | 2022-06-29T07:43:25+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00593.warc.gz | 1,057,834,458 | 483 | eng_Latn | eng_Latn | 0.997845 | eng_Latn | 0.99851 | [
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National Curriculum requirements
Vocabulary
By the end of the year, the children will be able to:
- count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
- count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
- given a number, identify 1 more and 1 less
- identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
- read and write numbers from 1 to 20 in numerals and words
- number names (0 – 100)
- digit
- less than / fewer / least
- more than / greater / most
- equal to
- number bonds
- estimate
Manipulatives
- number cards
- counters/counting props, e.g. toys
- dienes
- interlocking cubes
- place value counters
- ten frames
- number lines
- bead strings
Visual representations
Sentence stems
One, two, three, _____, _____.
Twenty, twenty one, _____, twenty three.
This number is _____. I know this because _____.
There are _____ more than _____.
One more than _____ is _____.
_____ is greater than _____.
_____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least _____.
_____ is equal to _____.
I estimate there are _____ because _____.
Learning sequence
- numbers to 10
o count sets of objects within 10
o represent numbers within 10: concrete and pictorial
o recognise number bonds up to 10
o count to 10 forwards and backwards, beginning with 0 or 1, or from any given number*
o count, read and write numbers to 10 in numerals and words*
o identify and represent numbers using objects and pictorial representations*
o given a number, identify one more and one less*
o compare and order numbers to 10 using <, > or = symbols*
o count in multiples of two
o estimate numbers within 10
- numbers to 20 (repeat steps marked with a * replacing 10 with 20)
o count in multiples of two and five
- number to 50 (repeat steps marked with a * replacing 10 with 50)
o recognise the place value of each digit in a two-digit number
- number to 100 (repeat steps marked with a * replacing 10 with 100)
o read and write numbers to at least 100 in numerals
National Curriculum requirements
Vocabulary
By the end of the year, the children will be able to:
- count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
- recognise the place value of each digit in a two-digit number (10s, 1s)
- identify, represent and estimate numbers using different representations, including the number line
- compare and order numbers from 0 up to 100; use <, > and = signs
- read and write numbers to at least 100 in numerals and in words
- use place value and number facts to solve problems
- number names (0 – 100)
- digit
- number bonds
- partition / tens / ones
- more than / greater / most
- less than / fewer / least
- equal to
- estimate
Manipulatives
- counters
- dienes
- place value counters
- hundred squares
- interlocking cubes
- ten frames
- number lines
- bead strings
Sentence stems
One, two, three, _____, _____.
Twenty, twenty one, _____, twenty three.
There are _____ tens and _____ ones.
The digit _____ is in the tens/one column.
This number can be partitioned into _____ tens and _____ ones.
There are _____ more than _____.
One more than _____ is _____.
_____ is greater than _____ because _____. _____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least/fewest _____.
_____ is equal to _____.
I estimate there are _____ because _____.
Learning sequence
- numbers to 100
o use place value and number facts to solve problems
o recognise the place value of each digit in a two-digit number (tens, ones)
o identify, represent and estimate numbers to 100 using different representations, including the number line
o compare and order numbers from 0 up to 100; use <, > and = signs
o read and write numbers to at least 100 in numerals and in words
o count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
- numbers to 1,000
o use place value and number facts to solve problems
o identify, represent and estimate numbers to 1000 using different representations
o recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
o compare and order numbers up to 1000
o read and write numbers up to 1000 in numerals and in words
o count from 0 in multiples of 100; find 10 or 100 more or less than a given number
National Curriculum requirements
Vocabulary
By the end of the year, the children will be able to:
- count from 0 in multiples of 4, 8, 50 and 100
- find 10 or 100 more or less than a given number
- recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
- compare and order numbers up to 1,000
- identify, represent and estimate numbers using different representations
- read and write numbers up to 1,000 in numerals and in words
- solve number problems and practical problems involving these ideas
- number names (0 – 1,000)
- digit
- more than / greater / most
- partition / hundreds / tens / ones
- less than / fewer / least
- equal to
- estimate
Manipulatives
- counters
- dienes
- place value counters
-
- interlocking cubes hundred squares
- number lines
- bead strings
Sentence stems
There are _____ hundreds, _____ tens and _____ ones.
The digit _____ is in the hundreds/tens/one column.
This number can be partitioned into _____ hundreds, _____ tens and _____ ones.
There are _____ more than _____.
One more than _____ is _____.
_____ is greater than _____ because _____. _____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least/fewest _____.
_____ is equal to _____.
I estimate there are _____ because _____.
Learning sequence
- identify, represent and estimate numbers using different representations, including the number line
- find 1, 10 or 100 more or less than a given number
- recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
- compare and order numbers up to 1,000
- read and write numbers up to 1,000 in numerals and in words
- count from 0 in multiples of 50 and 100
- solve number problems and practical problems involving these ideas
- solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
National Curriculum requirements
Vocabulary
By the end of the year, the children will be able to:
- count in multiples of 6, 7, 9, 25 and 1,000
- find 1,000 more or less than a given number
- count backwards through 0 to include negative numbers
- recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s)
- order and compare numbers beyond 1,000
- identify, represent and estimate numbers using different representations
- round any number to the nearest 10, 100 or 1,000
- solve number and practical problems that involve all of the above and with increasingly large positive numbers
- read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value
- number names (0 – 10,000)
- digit
- partition / thousands / hundreds / tens / ones
- more than / greater / most
- equal to
- less than / fewer / least
- estimate
Manipulatives
- counters
- dienes
- place value counters
- hundred squares
- interlocking cubes
- number lines
- bead strings
- place value white boards
Sentence stems
There are _____ thousands, _____ hundreds, _____ tens and _____ ones.
The digit _____ is in the thousands/hundreds/tens/one column.
This number can be partitioned into ___ thousands, ___ hundreds, ___ tens and ___ ones.
There are _____ more than _____.
_____ more than _____ is _____.
_____ is greater than _____ because _____. _____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least/fewest _____.
_____ is equal to _____.
I estimate there are _____ because _____.
Learning sequence
- recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
- identify, represent and estimate numbers using different representations
- find 1, 10, 100 or 1,000 more or less than a given number
- order and compare numbers beyond 1,000
- round any number to the nearest 10, 100 or 1000
- count backwards through zero to include negative numbers
- count in multiples of 6, 7, 9, 25 and 1000
- identify, represent and estimate numbers using different representations
- solve number and practical problems that involve using the four operations and place value, rounding, ordering, comparing and estimating with increasingly large positive numbers
National Curriculum requirements
Vocabulary
Visual representations
By the end of the year, the children will be able to:
- read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit
- count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
- interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0
- round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000
- solve number problems and practical problems that involve all of the above
- read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
- number names (0 – 1,000,000)
- digit
- decimal
- place value labels
- negative
- more than / greater / most
- less than / fewer / least
- equal to
Manipulatives
- counters
- dienes
- place value counters
- hundred squares
- interlocking cubes
- number lines
- bead strings
- place value white boards
Sentence stems
Learning sequence
There are _____ millions, _____ hundred thousands, _____ ten thousands, _____ thousands, _____ hundreds, _____ tens and _____ ones.
The digit _____ is in the millions/hundred thousands/ten thousands/thousands/hundreds/tens/ones/tenths column.
The digit _____ has a place value of _____. This number can be partitioned into ___ thousands, ___ hundreds, ___ tens and ___ ones.
There are _____ more than _____.
_____ more than _____ is _____.
_____ is greater than _____ because _____. _____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least/fewest _____.
_____ is equal to _____.
I estimate there are _____ because _____.
- read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit
- identify the value of each digit in numbers given to one decimal place and multiply and divide numbers by 10, up to one decimal place
- count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
- round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000
- interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
- solve number problems and practical problems that involve numbers up to 1,000,000, powers of ten, decimal numbers, and negative numbers
National Curriculum requirements
Vocabulary
Visual representations
By the end of the year, the children will be able to:
- read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
- round any whole number to a required degree of accuracy
- use negative numbers in context, and calculate intervals across 0
- solve number and practical problems that involve all of the above
- number names (0 – 1,000,000)
- digit
- decimal
- place value labels
-
negative
- more than / greater / most
- less than / fewer / least
- equal to
Manipulatives
- counters
- dienes
- place value counters
- hundred squares
- interlocking cubes
- number lines
- bead strings
- place value white boards
Sentence stems
Learning sequence
There are _____ millions, _____ hundred thousands, _____ ten thousands, _____ thousands, _____ hundreds, _____ tens, _____ ones, _____
tenths, _____ hundredths, and _____ thousandths.
The digit _____ is in the millions/hundred thousands/ten thousands/thousands/hundreds/tens/ones/tenths/hundredths/thousandths column.
The digit _____ has a place value of _____. This number can be partitioned into ___ thousands, ___ hundreds, ___ tens and ___ ones.
There are _____ more than _____.
_____ more than _____ is _____.
_____ is greater than _____ because _____. _____ has the most _____.
There are _____ less than _____.
One less than _____ is _____.
There are _____ fewer _____.
_____ has the least/fewest _____.
_____ is equal to _____.
I estimate there are _____ because _____.
- read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
- identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
- round any whole number to a required degree of accuracy
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Create an Informal Rule, Record the Pattern
Patterns Algebra 19
We have included the starred Levels with a logical basis to the grade Level, in this assessment, allowing children to demonstrate their highest Level of understanding. If children are familiar with models other than these, they may demonstrate their understanding using those.
PRE - ASSESSMENT
1. Select the Level that allows you to demonstrate your highest understanding.
2. Record a pattern that increases with whole numbers OR a rule for the way a pattern of whole numbers increases.
3. Record the pattern on a number line.
4. Record the rule for the way the pattern repeats, and use the rule to find a missing term or the next term.
5. Record a pattern that decreases with whole numbers OR a rule for the way a pattern of whole numbers increases.
6. Record the pattern on a number line.
7. Record the rule for the way the pattern repeats, and use the rule to find a missing term or the next term.
If you are unable to demonstrate your understanding using the models below, you may demonstrate your understanding in any way that you like.
Skip Counting by 2s, 5s and 10s, Naming Multiples
Patterns with Numbers and Identify Missing Elements
POST - ASSESSMENT
1. Select the Level that allows you to demonstrate your highest understanding.
2. Record a pattern that increases with whole numbers or fractions OR a rule for the way a pattern increases.
3. Record the pattern on a number line.
4. Record the rule for the way the pattern repeats, and use the rule to find a missing term or a higher term.
5. Record a pattern that decreases with whole numbers or fractions OR a rule for the way a pattern increases.
6. Record the pattern on a number line.
.
7. Record the rule for the way the pattern repeats, and use the rule to find a missing term or a higher term
If you are unable to demonstrate your understanding using the models below, you may demonstrate your understanding in any way that you like.
Skip Counting by 2s, 5s and 10s, Naming Multiples
Patterns with Numbers and Identify Missing Elements
Informal Rule, Then Create Number Pattern | <urn:uuid:0cc3dfc2-6e37-468f-8263-f4c2ac984208> | CC-MAIN-2022-27 | https://alearningplace.com.au/wp-content/uploads/2019/09/PA19-Assessment-1.pdf | 2022-06-29T06:09:11+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00594.warc.gz | 129,942,247 | 457 | eng_Latn | eng_Latn | 0.994325 | eng_Latn | 0.99622 | [
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Let's cook! Station Set-Up and Recipe Script Station Set-Up: Fruit and Peanut Butter Dip
| Equipment | Ingredients |
|---|---|
| 1 cutting mat | ½ of the fresh fruit |
| 1 cup measuring cup | |
| 1 large plate/platter | |
| 1 medium bowl (placed in center of table) | |
| sealable plastic bags in a variety of sizes (placed in center of table) | |
| Equipment | Ingredients |
|---|---|
| 1 cutting mat | ½ of the fresh fruit |
| 1 cup measuring cup | |
| Equipment | Ingredients |
|---|---|
| 1 small bowl | vanilla |
| 1 rubber spatula/scraper | peanut butter |
| 2 dinner spoons | |
| 1 set of measuring cups | |
| 1 set of measuring spoons | |
| Equipment | Ingredients |
|---|---|
| 1 dinner spoon | none |
| tongs | |
Recipe Script for Preparing:
Fruit and Peanut Butter Dip Lesson: Celebrate!
Begin the recipe preparation by inviting all the participants to stand around the food preparation area and reading the list of ingredients from the recipe.
To prepare this recipe, we need to slice the fresh fruit and measure the rest of the ingredients. I have already washed the fruit. I kept the yogurt cold in my cooler with reusable freeze packs to transport and store it.
Ask for volunteers to help with the preparation of the recipe.
I need 3 volunteers to help with the preparation of the recipe. Who would like to help?
Note: Recommended – 3 volunteers. Combine steps (to have fewer volunteers) or divide tasks (to have more volunteers) as you think would work to involve as many participants in the food activity as possible.
If food preparation stations were set up before class, assign each volunteer a station and add knives and cold food items from the cooler to the appropriate stations. If there wasn't room to set up stations before class, provide volunteers with the appropriate equipment and ingredients listed for each station now.
As each volunteer begins their tasks, use the script to review how to mince, dice or chop their ingredients. Follow up with the participants once they have completed their task to be sure each ingredient was cut to the indicated size. If the food pieces are too large, ask the participant to cut any large pieces in half.
Today we will be preparing Fruit and Peanut Butter Dip as a group. While you may be doing a specific task for the recipe, please listen and watch all the instructions for every task. This will help you be able to complete all of the steps of the recipe at home. Even those of you who are more experienced with cooking may pick up a new tip that could save you valuable time in the kitchen. Please wait to start your task until I give you your instructions.
Stations #1 and #2: • Equipment: 2 cutting mats (1 per station), 2- 1 cup measuring cups (1 per station), , 1 large plate/platter, 1 medium bowl (placed in center of table), sealable plastic bags in a variety of sizes (placed in center of table) • Ingredients: fresh fruit (at both stations) • Provide during Let's Cook!: 2 chef's/utility knives (1 per station)
I placed a bowl in the center of the table. As you prepare the ingredient(s), please put any food scraps in this bowl.
At the center of the table, I have also placed a variety of sizes of plastic bags. If you have any leftover ingredients, please put these ingredients in one of these bags. I will collect the leftovers as we are cleaning up and put them in the cooler to keep these items cold.
Names of Volunteers #1 and #2 , please slice the fresh fruit. As a reminder, slicing means to cut the fruit into pieces about ¼ inch in thickness. We’ll need 6 cups of fruit total.
Arrange the sliced fruit on the large plate/platter, leaving a hole in the center for the bowl of peanut butter dip.
Note: In this lesson we will serve each recipe on a large plate or platter instead of serving individual tastes. Allowing everyone to serve themselves and mingle as they eat will help create a party atmosphere!
Station #3: • Equipment: 1 small bowl, 1 rubber spatula/scraper, 2 dinner spoons, 1 set of measuring cups, 1 set of measuring spoons • Ingredients: vanilla, peanut butter • Provide during Let's Cook!:
plain yogurt
Name of Volunteer #3, please measure ½ cup of plain yogurt and place it in the bowl. Then, measure ⅓ cup of peanut butter and add it to the bowl with the yogurt. Last, measure ½ teaspoon of vanilla to the bowl and mix all the ingredients together with the rubber spatula/scraper.
Place the bowl of peanut butter dip in the center of the large plate/platter.
When you make this at home, be sure to refrigerate the leftovers within 2 hours and use within 3 to 5 days.
Station #4:
* Tasting supplies:
* Equipment:
1 dinner spoon, tongs
We will leave the Fruit and Peanut Butter Dip, the tongs, the paper plates, and napkins on the food preparation table until it is time for our celebration.
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Year 4 Parent/Carer Newsletter - Summer 1 Half Term 1 The aim of our curriculum is to link much of the work around a theme, which makes learning more exciting and purposeful.
Science
i
Music
Geography— Field Studies We will be looking at different maps, learning about scale and how to read grid references.
English Work
We will be using the book ‘The Village That Vanished’ by Ann Grifalconi and Kadir Nelson which is based in Africa to write an alternative story ending.
French
This half term we will learn the words for sports.
Our Science focus will be on living things and their habitats. We will identify and name a variety of living things in the local and wider environment.
We will also recognise that environments can change and pose dangers.
Mathemat cs
We will concentrate on:
Using our knowledge of decimals and money then moving onto measurement of time.
Religious Educat on
This term we consider the question: Why are Gurus at the heart of Sikh belief and practice?
Comput ng
We will be using the computer program Logo to create animations.
PE
We will continue with swimming classes as well as developing our athletics and orienteering skills.
We will continue to learn how to play the ukulele focusing on:
Can I read and recognise tab notation and use this to play a piece on the ukulele?
Can I sing round and partner songs, and perform these to an audience?
Can I improvise sections of songs and notate these ideas down?
Creat ve Carousel
In our three groups we will be enjoying either clay sculpting, learning how to make a pencil case with our sewing skills or creating movement in figures based upon the work of the artist Keith Haring.
PSHE
This term we consider Growing up and changing. (Sex and Relationship Education)
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BBC LEARNING ENGLISH English In A Minute
4 ways to use 'like'
This is not a word-for-word transcript
Let's look at some different ways to use like in British English.
We can use like as an active verb which means 'to feel positive about'.
I like my dad - he's great.
We can also use to be like. This means the same as 'similar'. I am like my dad because we both have brown hair. Like can also mean 'such as'. My dad enjoys many sports, like football. Finally, we can use the expression like, like to say that two family members are the same. Like mother, like daughter or like father, like son. | <urn:uuid:abced635-ff59-4d87-acbf-ed43269f9b31> | CC-MAIN-2022-27 | https://dl.fastzaban.com/fastvideo/bbc/english-in-a-minute-bbc/4-ways-to-use-like.pdf | 2022-06-29T06:15:17+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00595.warc.gz | 251,788,424 | 142 | eng_Latn | eng_Latn | 0.998837 | eng_Latn | 0.998837 | [
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District 27 Review In
From the Superintendent
We have had a great school year with the successful implementation of programs, services, and key initiatives. In addition, we have laid the foundation for action plans to be addressed in the 2017-18 school year. While there are many performance measures and projects that I could describe, I thought that I would provide a quick summary of seven from this school year. I then will highlight a few projects we will undertake in the 2017-18 school year.
1. Our performance continues to be outstanding on all of our assessments, positioning us as one of the top districts in the State. Our second year of PARCC (Partnership for Assessment of Readiness for College and Careers) placed us in the top 1% of scores Statewide.
2. We continued to implement our Full-Day Kindergarten Program. We began this program in the fall of 2015 after determining we wanted to provide more time to further our students' academic and social/emotional development. Our students enjoy being with us and are making incredible strides in their learning
3. We added two courses to our STEAM (Science, Technology, Arts, and Mathematics) program at Wood Oaks, which provides our students with pre-engineering experiences. Our students engage in 3-D modeling, robotics, engineering and construction, and design classes. We strongly believe it is important for our students to have these realworld learning opportunities.
4. We engaged our entire staff in a year-long Technology Conference. On days when students were not in attendance, our staff participated in intensive training on technology skills to better meet the needs of our students. We will continue to work in this area and ensure that our staff have the knowledge they need to use technology with efficacy and implement the curriculum with integrity.
5. With the priority of keeping our staff and students safe, we implemented our revised Emergency Preparedness Plan. This comprehensive program is built on the National Incident Command System (NIMS.) While we hope never to have to use any of these protocols, our staff are well-trained and prepared to handle any incident.
6. We worked collaboratively with our Faculty Association to negotiate a two-year extension ofthe Collective Bargaining Agreement. Our teachers are such a dedicated group of professionals, and we appreciate our collaborative relationship. The contract will run through the 2018-19 school year.
7. Finally, many changes are occurring in the area of science, and we want our curriculum to be state-of-the-art so students have the very best knowledge of science and inquiry-based learning. To that end, we began a revision of our curriculum using the Next Generation Science Standards. These improvements place a greater emphasis on engineering, energy, and cross-cutting themes than currently exist in the curriculum.
Continued on Page 3
Inside This Issue
From the Superintendent
Global Awareness
Around the District
Our Schools
Hickory Point
Grades K-2 500 Laburnum Drive Northbrook, IL 60062 (847) 498-3830
Shabonee
Grades 3-5 1000 Pfingsten Road Northbrook, IL 60062 (847) 498-4970
Wood Oaks Jr. High
Grades 6-8 1250 Sanders Road Northbrook, IL 60062 (847)272-1900
Global Awareness: An Integral Part of District 27's Experience for Students
The District's mission is to educate students to succeed in a world that is constantly changing. We provide our students with the skills they will need to be successful in the future. We provide them learning opportunities to address global issues so that they can interact in a complex world.
At Wood Oaks, students start in sixth grade learning about ancient civilizations and world religions, and American history in seventh grade. In eighth grade, students are immersed in such relevant and timely global issues as genocide and nuclear proliferation. The Social Studies team at Wood Oaks includes Caroline Grebe, Geoff Marshall, Chris Beck, Matt Niemiec and Gella Meyerhoff.
During this school year, eighth graders participated in the following activities:
*• An Immigration Summit, which featured several parents who immigrated to the United States. The parents told the students about their native countries and the challenges they faced coming to America. One speaker, for example, shared the experience of growing up in a segregated South Africa during Apartheid, and the shock at discovering racial diversity in America.
*• A Skype discussion with Kingston Reif, an expert on nuclear non-proliferation based in Washington, D.C. Mr. Reif is the director of Disarmament and Threat Reduction Policy for the Arms Control Association. The students developed questions for Mr. Reif, which they shared during the presentation.
*• A half-day workshop with Carl Wilkens, the only American left in Rwanda when the genocide began in 1994. He spoke with students about respect, empathy, and inclusion. The students study the Rwandan genocide as part of a unit of study on genocide.
Mrs. Meyerhoff said the eighth-grade Social Studies team wants to "build a passion for global citizenship."
"Since we cannot bring our students to the world at large, we try to bring the world to them," Mrs. Meyerhoff said. "It is through this experiential learning that students begin to build their own opinions and passions. We want them to know, as well, that all experts are available to them. Access is an empowering concept.
We change the world through action; we hope our students will find their place in the world and be inspired by their interactions with activists and personal experience to act positively for the greater good."
The eighth graders are not alone in their attempt to learn more about the global society. Each year, sixth graders participate in the Houses of Worship field trip as part of a Social Studies unit on World Beliefs.
During the half-day trip, students travel to a synagogue, a church, and
Carl Wilkens speaks with eighth graders about his experiences in Rwanda during the genocide.
a mosque where they learn about cultures and faith traditions different than their own. Understanding differences is key for students to develop a view of the world outside Northbrook, teachers say.
Two parents were among those who visited with students to share their stories of immigration to the United States.
"District 27 and the Northbrook community possess tremendous multicultural characteristics and resources that help us reveal the global issues and concepts that we examine in our Social Studies curriculum at the local level in which our students live, play, and thrive, said Mr. Marshall, a sixth grade Social Studies teacher. "Visiting local houses of worship exposes our students to the richness of their own community while at the same time, creates real-world connections with the classroom content."
With these interactions, our students understand that man is not only capable of great good, but great evil as well, Mrs. Meyerhoff added.
"The issues they will have to face as adults are significant, and they will need their conviction and their ingenuity," she said. "We hope that their passion for good will rise to the top as they learn about critical issues facing humanity.
"As one our guest lobbyists said, 'The students at Wood Oaks know more about current events than some members of Congress.' "
*www.nb27.org
District's Music Program Honored
Around the District
District 27 has been honored by the National Association of Music Merchants (NAMM) Foundation for its outstanding commitment to music education. District 27 received the Best Communities for Music Education award.
The show will be on exhibit in the Youth Services section of the library through April 28th.
Robotics Teams Do Well in Competition
District 27 is one of only 4 percent of districts across the nation receiving the prestigious award.
The designation is given to districts that demonstrate outstanding achievement in efforts to promote music and education to all its students.
District Receives Financial Reporting Awards
District 27 received the Certificate of Achievement for Excellence in Financial Reporting by the Government Finance Officers Association of the United States and Canada for the District's Annual Financial Report (CAFR.)
The District also received the Certificate of Excellence in Financial Reporting by the Association of School Business Officials (ASBO) International, to recognize school systems for best practices in financial reporting.
This is the eighth year the District has received these prestigious awards for exemplary financial reporting and fiscal integrity.
Shabonee Art at the Library
Art work created by fifth graders from Shabonee School is currently on display at the Northbrook Public Library during the month of April.
Students in Anne Hoffman and Amber Keene's art classes studied the street artist, WRDSMTH, and created pieces that mimicked his style. The artwork includes a copy of a typewriter with positive messages.
From the Superintendent, Continued
Our Priorities for 2017-18
Through our strategic planning process, we have identified key action plans for next year. These plans are aligned to meet our key goals and challenges, and include the following:
*• Continue to revise our science curriculum
*• Meet the growing, diverse needs of our students and train our staff in these areas
*• Implement new technology initiatives with efficacy and integrity to enhance student learning and skills
*• Redesign our website for greater functionality and accessibility
*• Continue to ensure the District's fiscal solvency through conservative planning and cost containment
*• Meet the requirements the new State "Every Student Succeeds Act" plan
*• Continue to train our staff in our Emergency Preparedness Plan protocols
*• Continue to attract the best teaching and leadership talent to the District in the face of a growing teacher and principal shortage.
We remain grateful to our community for its support in the education of our children. We take very seriously our responsibility to spend your tax dollars wisely and with integrity. We THANK YOU for your support of District 27 and we recognize that you want your schools to be the best they can be.
We believe that this year has been one of our best ever. We have achieved a great deal and are a better District today than we were a year ago.
Respectfully,
David J. Kroeze, Ph.D.
Three Wood Oaks teams competed in the finals of the VEX IQ robotics contest in Aurora in February.
Two District 27 teams took the first and second place awards. The first place team, "Destructive Construction" also won the tournament's Design Award and the Teamwork Construction Award.
The students in the Robotics II class build their own robots to complete tasks.
Spare Change Buys New Books for Charity
Students at Hickory Point collected more than $1,140 worth of coins during the school's Coin Challenge in February. As a result, many books were purchased and donated to Bernie's Book Bank.
Hickory Point students also made pull and chew toys for dogs, and felt pillow toys for cats, all out of fabric scraps.
The toys were donated in December to area shelters.
Text-A-Tip Now Available
Middle school and high school youth in the District 27 area now can now use a program called Text-a-Tip if they need social-emotional support.
The program provides teams of licensed mental health professionals who respond within minutes to help teens. Teens can text WILDCAT to 1-844-823-5323 if they need help for themselves or a friend. The service is anonymous and available 24 hours, 365 days a year.
1250 Sanders Road Northbrook, IL 60062 Gail Kahover, Editor
Administration
Dr. David Kroeze
Superintendent
Dr. Theresa Fournier
Asst. Superintendent for Personnel and Student Services
Dr. Katharine Olson
Asst. Superintendent for Curriculum, Instruction and Assessment
Mrs. Kimberly Arakelian
Asst. Superintendent for Finance & Operations
Non-Profit Organization U.S. Postage Paid Permit No. 48 Northbrook, IL
Ms. Sheila Streets
Mrs. Meggan Buchanan, Asst. Principal
Principal, Hickory Point School
Mr. John Panozzo
Mrs. Meggan Buchanan, Asst. Principal
Principal, Shabonee School
Mr. Rob McElligott
Mrs. Cari Beake, Asst. Principal
Principal, Wood Oaks Junior High
Please visit www.nb27.org for a full list of administrators and contact information.
Board of Education
Mrs. Helen Melnick
President
Mr. Ed Feld
Vice President
Mrs. Laurie-Garber Amram
Mrs. Jamie Werhane
Mr. Frank Andreou
Mr. Alex Frum
Mr. Brian S. Paich
District 27 Offices
1250 Sanders Road Northbrook, IL 60062 (847) 498- 2610 (847) 498-5916 - Fax www.nb27.org | <urn:uuid:a1bf6b0b-311c-4061-827c-1bee53658add> | CC-MAIN-2017-47 | https://www.nb27.org/file.aspx?AssetUrl=1/18/InReview_Spring17.pdf | 2017-11-19T05:00:42Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00321.warc.gz | 833,097,404 | 2,651 | eng_Latn | eng_Latn | 0.858511 | eng_Latn | 0.997993 | [
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Name _______________________________
Bring 1) HCl, 2) Union Hills topos, 3) loupes, 4) boards/rubber bands 5) magnetic compasses / phones
Stop 1 - Outcrop Across from Pinnacle Community Church, 1330 E. Union Hills Drive (Watch for traffic!)
1. Write two geologic sentence observations.
A
B
2. What do you notice about the shape of the rocks in the embankment on the south side of Union Hills?
3. What can you infer from the shape of the rocks in the embankment?
4. But wait. We're up high in elevation. How can your answer to #3 be true? How can this happen? What's going on here? I'm confused!
Look at some individual rocks. Name one sed, one met, and one ign rock that you find & tell what properties / characteristics allowed you to you ID those 2 rocks.
5. SED ROCK _______________________ ID ______________________________________________________________________________
6. MET ROCK _______________________ ID ______________________________________________________________________________
7. IGN ROCK _______________________ ID ______________________________________________________________________________
8. Considering the rocks you just listed above what does this imply about the geology 'upstream' from here in the old days long ago?
9. Use the tilt meter on your phone. Does this road cut (outcrop) exceed the angle of repose? The angle is _____ ° YES / NO
Explain.
10. Think about the angle of repose. Are the houses above in trouble? YES / NO Explain your your reasoning.
Stop 2 - Buffalo Ridge Park First: Map time. Orient. Any observations? Thoughts - AZ Mining, Mining law of 1872.
11. On the walk to the site, compare the depth of the soil under your feet to the thickness of soil on the hill itself. Why the difference?
12. Is the soil under your feet during the walk residual OR transported soil? Explain.
Draw a picture of you thinking some geologic thought. Write your thought.
13. The color of the soil you are walking on is slightly different from the rock on the hill. How this can happen?
14. Take a CLOSE look at the regolith, the loose soil. Sift it through your fingers. See the very fine clay? From which mineral in the rock would that have originated?
15. The rock in the area is SEDIMENTARY / EXTRUSIVE IGNEOUS / INTRUSIVE IGNEOUS / METAMORPHIC. (CIRCLE ONE)
16. Describe an observation that leads to this answer.
17. Tell three ways this place was different about 2.3 billion years ago when this rock was forming.
18. What had to happen between the time this rock formed 19. Using the loupe, list & describe 3 minerals in this granite. and the time it was mined?
NAME DESCRIPTION
A)
B)
C)
Stop 3 - NE Corner 16th Street and Beardsley (Pull out the loupe!)
20. What's up with those veins? How did they form? Did they form before or after the granite?
21. Which is older, the dark inclusion or the granite? How do you know? Look around. You might find more.
22. Observe carefully. Why is this prospect here?
Write your own two questions or observations or suggestions.
23.
24.
Extra Credit (Bring it back next class.) - Read at least two sources regarding the Mining Law of 1872. Then look up the name “Melluzzo” and tell how the land where “The Pointe” was acquired. What do you think about this? Is this what the law was intended to accomplish? | <urn:uuid:dba20cca-b02e-447a-a9d2-47cd054bde08> | CC-MAIN-2022-27 | http://softpath.org/GLG/Labs/UnionHillsFT.pdf | 2022-06-29T06:39:06+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00600.warc.gz | 57,801,195 | 803 | eng_Latn | eng_Latn | 0.997017 | eng_Latn | 0.998278 | [
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My Dad is starting a new company called Visually Inspiring Design Drawings and has asked me to design a logo for the company baseball hats. When they sew the design on the hat they do it from the back so I have to give instructions to sew it backwards.
My completed design is shown below. The final design is a bit small so I have drawn a bigger version to making it easier to see what to do.
This is a scale drawing of the logo using a scale of 5:1. The squares on the graph paper are 1cm so 5cm on the scale drawing represents 1 cm on the real design.
To construct the design;
1. Mark the points (3.7,2) and (6,-2) on the diagram
3. Draw a rectangle with corners at (9,2), (9,-2), (10,-2) and (10,2). This is the I.
2. Construct an equilateral triangle based on this side. This is the V.
4. Draw a line from (11,2) to (11,-2) and construct an equilateral triangle based on this side.
5. Draw a line from (15,2) to (15,-2) and construct an equilateral triangle based on this side. These two are the Ds.
To sew it backwards you have to do everything the opposite way round. | <urn:uuid:94f79550-4b0d-4eca-96ac-e704f5c9623f> | CC-MAIN-2022-27 | https://www.nzqa.govt.nz/assets/qualifications-and-standards/qualifications/ncea/NCEA-subject-resources/Mathematics/91033/91033-EXP-student4-001.pdf | 2022-06-29T05:58:44+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00600.warc.gz | 987,208,954 | 284 | eng_Latn | eng_Latn | 0.998575 | eng_Latn | 0.998575 | [
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The Thetean: A Student Journal for Scholarly Historical Writing
Volume 48
Issue 1 The Thetean: A Student Journal for
Scholarly Historical Writing
Article 4
2019
The Spanish Influenza Pandemic of 1918: A Defining Characteristic in the Life and History of the American Family
Ellie Vance email@example.com
Follow this and additional works at: https://scholarsarchive.byu.edu/thetean
Part of the History Commons
Recommended Citation
Vance, Ellie (2019) "The Spanish Influenza Pandemic of 1918: A Defining Characteristic in the Life and History of the American Family," The Thetean: A Student Journal for Scholarly Historical Writing: Vol. 48 : Iss. 1 , Article 4.
Available at: https://scholarsarchive.byu.edu/thetean/vol48/iss1/4
This Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in The Thetean: A Student Journal for Scholarly Historical Writing by an authorized editor of BYU ScholarsArchive. For more information, please contact firstname.lastname@example.org, email@example.com.
Paper
The Spanish Influenza Pandemic of 1918
A Defining Characteristic in the Life and History of the American Family
Ellie Vance
P andemics. As a society, we are obsessed with them. The latest media and literature spins tales of zombie apocalypses or dangerous viral outbreaks that sweep across the globe, infecting millions. Fortunately, in our day, global pandemics have remained largely in the world of fiction. However, in 1918, just over one hundred years ago, the things of today's fiction were a reality. In the fall of 1918, a young American university student recorded in his journal, "there's lots of excitement about the Spanish influenza. They say it is coming west. I don't believe it will hurt us."1 Little did he know that the Spanish influenza would indeed be coming west, and when it finally struck American soil, the outbreak left a path of death and despair in its wake. Within a few short months, the Spanish influenza took the lives of 675,000 American men, women and children–nearly three percent of the population at the time.2 Although the flu pandemic significantly impacted the American population, this important event is often neglected in history books. It is usually summed up in mere sentences, sandwiched between extensive chapters about the First World War and the Great Depression. Despite this lack of coverage, it is imprinted in the memories, lives, and experiences of
1. "A 'Fluey' Diary, 1918," Montana: The Magazine of Western History 37, no. 2 (1987): 62.
2. "History of the 1918 Flu Pandemic," Center for Disease Control and Prevention.
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those left behind. Each and every grieving family experienced the outbreak differently in terms of social, emotional, and economic standing, which had the strongest impact on young children. The Spanish influenza pandemic of 1918 changed the structure of American families and became a defining characteristic in the lives of its survivors.
For a century, the 1918 flu pandemic has remained buried in the past, remembered primarily by its survivors. In recent years, however, epidemics including the Bird Flu in 2005 and the Swine Flu scare in 2009 have sparked a renewed interest in the Spanish influenza outbreak. Historians and medical professionals alike have sought to understand the social, demographic, and economic impacts of the flu, as well as understand how to prevent similar outbreaks in the future. In the past decade alone, a wealth of scholarly works have been created regarding this matter, examining the history and impact of the dreadful outbreak from many angles. According to historian Howard Phillips, in order to fully understand the pandemic's "complex, interconnected character, it must be viewed through numerous lenses at the same time."3 One lens that has not been extensively reviewed by historians is that of the American family. In a historiographical piece on the Spanish influenza, Phillips asked, "how did they [survivors of the flu] cope . . . with the death of a spouse, a child or a parent? What was the fate of the millions of widows and widowers and the hundreds of millions of orphans suddenly created by a pandemic like the Spanish Flu?"4 Phillip's question is one that remains largely unanswered.
The impacts of the Spanish flu on the American family have yet to be examined in a comprehensive work. Historian Esyllt W. Jones, who studies the impact of the Spanish flu on families in Canada, suggests that there are "strong indications that the epidemic altered family configurations,"5 however, "the long-term impact of the disease [on families] has not been given a great deal of attention by historians."6 Thousands of Americans lost loved ones during the Spanish flu pandemic, which forever changed the lives of these families. Almost overnight, father, mothers and children perished, transforming spouses into widows and children into half or full orphans. Their grief was surely immeasurable, but, as
3. Howard Phillips, "The Recent Wave of 'Spanish' Flu Historiography," Social History of Medicine 27, no. 4 (2014): 791.
4. Phillips, "The Recent Wave," 806.
5. Esyllt W. Jones, Influenza 1918: Disease, Death, and Struggle in Winnipeg (Toronto: University of Toronto Press, 2007), 141.
6. Jones, Influenza 1918, 141.
Published by BYU ScholarsArchive, 2019
21
Phillips noted, "though grief cannot be measured, the number of those grieving can, and how such grieving influenced their lives, subsequently can, at least be recognized."7 Although each and every grieving family experienced the effects of the pandemic in their own unique way, the Spanish Influenza changed the structure of the American family and influenced children socially, economically and financially. It was a defining event in the history of the American family.
Historical Background of the Spanish Influenza Pandemic of 1918
Although the exact origins of the 1918 flu pandemic have been heavily contested, by the autumn of 1918, close to a third of the world's population had become infected.8 The United States reported its first case in March of 1918 and the virus quickly swept across the nation. By October 1918, the flu had reached epidemic proportions, not only in the United States, but across the globe. It was a pandemic in every sense and there was no stopping it. A vaccine to protect against influenza had not yet been developed and there were no antibiotics available to treat the infected. American newspapers encouraged their readers to avoid contact with crowds, stay indoors, quarantine those that were sick, and wear protective face masks (Figure 1).9 The press even warned against the dangers of spreading the sickness through kissing.10 It was certainly a frightening time, but some found ways to make light of the situation. A newspaper article in the Cleveland Plain Dealer examined the pros and cons of kissing and found that "after due consideration . . . we'll all simply have to take our chances."11 Meanwhile, a university student in Montana lamented the fact that with the onset of the flu, there would be "no more dates" as "the girls at the dorm are all quarantined."12
7. Phillips, "The Recent Wave," 807.
8. Laura Spinney, Pale Rider: The Spanish Flu of 1918 and How it Changed the World (London: Penguin Random House, 2017), 228.
9. "Safety First on Flu," Bee—Toledo News, 5 October 1918, p. 8, col. 2–3.
10. "Safety First on Flu," p. 8, col. 2–3.
11. "Through the Periscope: To Kiss or Not to Kiss," Cleveland Plain Dealer, 6 November 1918, p. 13, col. 3.
12. "A 'Fluey' Diary, 1918," 63.
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Jokes aside, the flu was a serious problem with serious consequences. Nearly fifty million people perished worldwide, including approximately 675,000 American citizens. The flu infected people of all ages. However, those in the prime of their lives—aged twenty to thirty-nine—suffered the highest mortality rates.13 The deaths of these young adults created widows and widowers, as well as "half-orphans," and children with neither a father or mother.14 The innocent children left behind were perhaps the flu's greatest victims. Reports of parental death and orphaned children left to fend for themselves filled the pages of newspapers. An article in the Washington Times reported that "one of the most pitiful cases is that of the eight children of Mr. and Mrs. William Bowles. . . . the mother died last Sunday and the father Wednesday afternoon of the influenza."15 However, the plight of the Bowles' children was common. In New York City alone, the flu produced nearly 31,000 orphans in just a matter of weeks.16 The ravages of the flu struck nearly every city across the nation and penetrated the homes of both city-dwellers and rural farmers alike, taking fathers, mothers, brothers, and sisters to the grave.
Many families considered 1918 to be a terrifying time, but it was also a time of great generosity. Families and communities reached out to support each other, building strong relationships founded on trust and care. A survivor of the Spanish flu named Clella Brantley Gregory recalled her father helping the afflicted members of their community by milking cows, caring for farm animals and ensuring there was enough drinking water and a wood supply to keep families warm through the winter.17 Although choosing to help others meant risking his own life and his family's, Eli Brantley pushed forward regardless of the consequences. In addition to Mr. Brantley's example, thousands of Americans sought to help those suffering from influenza. People were kind and "they proved it. . . when neighbors would go in and take care of those afflicted with the disease, never for a moment thinking about their own health."18 Everyday heroes became an irreplaceable source of relief for suffering families.
13. Jones, Influenza 1918, 141.
14. Jones, Influenza 1918, 141.
15. "Flu Makes Many Orphans in DC," Washington Times, 19 October 1918, p. 4, col. 3–4. 16. Ashley Halsey, "The flu can kill tens of millions of people. In 1918, that's exactly what it did," The Washington Post, 27 January 2018.
17. Clella B. Gregory, "I Survived," interview by Centers for Disease Control and Prevention, CDC.
18. "Caring for Little Ones Left Orphans by the Epidemic of Influenza," Albany Evening Journal, 13 November 1918, p. 10, col. 1–2.
Published by BYU ScholarsArchive, 2019
The Flu's Effects on Family Structure
During the pandemic and the years after its passing, families and neighbors struggled to find an answer to the difficult question: "what to do for the children made orphans by the Spanish Influenza?"19 According to historian Esyllt W. Jones, friends and community members were important factors in addressing this question.20 Some individuals, such as Mrs. John C. McInnis of Worcester, Massachusetts, simply heard about the plight of the orphans and decided to take action. Mrs. McInnis opened her modest home to the "babies [that were] not wanted," and created a makeshift orphanage for children whose parents had perished in the influenza outbreak.21 With the aid of the Worcester Women's Club, Mrs. McInnis raised enough money to support local children impacted by the flu and cared for the little ones in her home-based orphanage (Figure 2).22 This illustrates that in the aftermath of the Spanish influenza pandemic, community members came together to care for orphans and were crucial to their survival.
Figure 2. Mrs. McInnis and the Worcester Women's Club performed work very similar to what these women are doing here for young victims of the flu. These women and countless others undoubtedly changed the lives of flu orphans for the better ("Orphans and Other Infants tended by women of Auckland at Myers Kindergarten," NZ Herald).
Although many extraordinary women like Mrs. McInnis undoubtedly changed the lives of these orphaned children for the better, "the first and most important source of assistance was the family network."23 Families were forced to piece together their lives following the deaths of loved ones, and the extended family played an essential role.24 Relatives were primarily responsible for the wellbeing of their family members and frequently took in widows and children. Caroline Wernecke Pharris, whose father died from the flu, was sent to live
19. "Flu Makes Many Orphans in DC," p. 4, col. 3–4.
20. Jones, Influenza 1918, 142.
21. "Mrs. John C. McInnes Hears of Orphan Babies, And Acts," Worcester Daily Telegram, 10 October 1918, p. 18, col. 1–2.
22. "Worcester Women's Club Members are Invited to Help Care for Babies at MacInnes House, Harvard Street," Worcester Daily Telegram, 11 October 1918, p. 9, col. 1–2.
23. Jones, Influenza 1918, 142.
24. Spinney, Pale Rider, 228.
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with her grandparents at a young age. She recalled that "my grandparents were good to me," and their support allowed her to grow up in a family-centered home.25 Extended family played an essential role in the wellbeing and care of flu orphans.
While the aid of extended families was essential to the care of flu orphans, there were many who had no family to turn to. America's large population of immigrants fell into this category. At the turn of the twentieth century, the United States experienced an explosion of immigration from across the globe. America's extraordinary economic opportunities combined with Europe's politi cal unrest contributed to a considerable percentage of this mass migration. Ellis Island, a major immigration port, estimated that near the turn of the century, over twenty-seven million immigrants entered the United States.26 These immigrants left everything behind—including their extended family—to come to a land of freedom and opportunity. When the Spanish influenza struck in 1918, first-generation flu orphans had no extended family nearby who could lend support. Since their relatives lived in foreign countries, these orphans were left to the mercy of private charities. Kind strangers adopted some orphans of immigrants, including siblings Elizabeth Jane and Edward Murray.27 Elizabeth and Edward, twins born in Australia in 1914, were the children of poor immigrants who came to America in 1916.28 Their parents died of the Spanish Flu in 1918, and with no family living in the United States, the two toddlers were utterly alone. Mabel J. Ricker and her husband "heard of the children whose lives had been darkened" and sprang into action.29 The Rickers adopted the twins and raised them as if they were their own.30
Following suit, other couples and families decided to adopt flu orphans. Countless newspaper articles reported adoptions from kind strangers who strove to make a happy home for the unfortunate children. An elderly man who lost his son in the Great War met two little orphans, and, driven by "an
25. Pharris, "I Survived."
26. "Immigration Timeline: 1880–1930," The Statue of Liberty, Ellis Island, Foundation Inc, libertyellisfoundation.org.
27. "Wealthy Woman Adopts Two Flu Orphans," Wilkes-Barre Times Leader, 29 January 1919, p. 11, col. 5.
28. 1920 U.S. Census, population schedule, Grinnel Township, Poweshiek, Iowa, ED 124, p. 64, sheet 11A, Ricker Family; database with images, Ancestry (http://ancestry.com); NARA. 29. "Wealthy Woman Adopts Two Flu Orphans," p. 11, col. 5.
30. 1920 U.S. Census, p. 64, sheet 11A; Ancestry (http://ancestry.com : accessed 18 October 2018); NARA.
Published by BYU ScholarsArchive, 2019
intangible bond of sympathy," reported "I'm going to adopt you both and give you a real home. Since my boy has 'gone west,' I'm a childless father. You are fatherless and motherless. Wouldn't you like to live at my house?"31 The two youngsters found a "real" home with this elderly man.32
Adoption provided stability for some orphaned children, but there were thousands of others who lacked kind strangers to come to their aid. Some of these children worked hard to stay with their siblings, despite the economic hardships that this entailed. The Bowles family is one example of this extraordinary phenomenon. Mr. and Mrs. Bowles died just days apart and left eight young children parentless.33 Rather than face separation at orphanages, the Bowles siblings decided to stick together and fend for themselves. The 1920 census reported seven of the eight children living together and Catherine Bowles—age eighteen—presiding as the head of the household. She played the violin at a cafeteria in order to support her younger siblings, all of which were still in school.34 The youngest Bowles child, Joseph, lived at the nearby St. Ann's Infant Asylum.35 At scarcely two years of age, his older siblings likely found it difficult to care for him and turned to charity for support. Joseph, however, was only temporarily separated from his older siblings. At some point, Joseph left the orphanage, and in 1930, resided with four of his older siblings.36 Older siblings likely sacrificed time and education in order to care for their younger siblings. These difficulties, however, appeared to be worthwhile in order to stay together.
Like young Joseph Bowles, there were thousands of children who spent their formative years in orphanages. An orphanage in New York told the story of a young orphan boy named William: "William is an orphan, having lost both his
31. "Father Who Lost Son in War Takes 'Flu' Orphans to His Heart and All Find Peace," The Pittsburgh Press, 24 November 1918, p. 11, col. 2.
32. "Father Who Lost Son in War," p. 11, col. 2.
33. "Flu Makes Many Orphans in DC," p. 4, col. 3–4.
34. 1920 U.S. Census, population schedule, Precinct 2, Washington City, District of Columbia, ED 29, p. 132, sheet 2B, Bowles Family; database with images, Ancestry (http:// ancestry.com : accessed 1 December 2018); NARA.
35. 1920 U.S. Census, population schedule, Precinct 3, Washington City, District of Columbia, ED 44, p. 40, sheet 5A, Joseph Bowles; database with images, Ancestry (http:// ancestry.com : accessed 1 December 2018); NARA.
36. 1930 U.S. Census, population schedule, Precinct 10, Washington D.C., District of Columbia, ED 290, p. 121, sheet 7B, Bowles Family; database with images, Ancestry (http:// ancestry.com : accessed 1 December 2018); NARA.
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parents during the recent influenza epidemic. He is a child who never knew what it was to want for anything and never did his happy parents dream that their only child would someday be an inmate of an orphanage."37 As a direct result of the 1918 flu pandemic, orphanages across the country experienced a huge influx of new orphans. An orphanage in Pennsylvania claimed, "the epidemic of influenza in the fall continues up to the present to complicate and increase our work."38 Due to high demand, orphanages appeared to spring up overnight and existing organizations were filled to capacity. As most orphanages were unfunded by the government, churches and aid societies stepped up to the plate.39 Churches built orphanages and religious leaders of many different traditions sought to provide for both the spiritual and temporal needs of the children in their care (Figure 3).40 With the breakdown of family struc- tures, churches and orphanages sought to build an environment where children were cared for and nurtured—both physically and spiritually.
Emotional Consequences for Children
Despite the stability and care provided by orphanages, nothing compared to the love provided by a mother or father. A newspaper reported that "many of the children do not know that their mother or father, or both are dead. Many times in their sleep, some of the little ones can be heard calling for their mothers."41 It is evident that the loss of parents at a young age had a substantial effect on
37. "Caring for Little Ones Left Orphans," p. 10, col. 1–2.
38. "Thirty Seventh Annual Report of the Children's Aid Society of Pennsylvania for the year 1918," p. 3, Influenza Archive, http://hdl.handle.net/2027/spo.0670flu.0015.760.
39. Michael Sherman, "'Awful, Awful': The Spanish Flu in Vermont, 1918–19," Historic Roots: A Magazine of Vermont History 3, no. 1 (1998), 11–17.
40. Francis E. Tourscher, "Work of the Sisters During the Epidemic of Influenza October, 1918," Records of the American Catholic Historical Society of Philadelphia 30, no. 3 (September 1919), 198–99.
41. "Caring for Little Ones Left Orphans," p. 10, col. 1–2.
Published by BYU ScholarsArchive, 2019
the emotional well being of flu orphans.42 One flu orphan, reminiscing about a father who had died before she could remember him, reflected, "there are no happy memories of being with my father, only pictures and family stories. I've been told what a wonderful man he was, but couldn't he have lived a little longer? Here I am, almost 90, and I still think of 'what might have been.'"43 Even nearly a century after her father's passing, this now-elderly flu orphan continued to struggle with her tragic loss.
The pandemic left emotional scars that affected all survivors, even those who had not lost parents. In the words of historian Carla R. Morrisey, "a child did not have to lose parents to be forever marked by the Spanish Influenza."44 Just living through the troubling time affected the long-term emotional health of survivors and their loved ones. Jeanne Shinnick was only eight when the Spanish Influenza reached her small hometown just outside of Philadelphia. Jeanne came down with the flu and recovered, but others in her community were not so lucky. Even though her parents survived, Jeanne, like so many other young children, witnessed the death and despair that accompanied the outbreak. She later described a childhood experience where she stood on the porch and looked across the street at her neighborhood. All of her neighbors had died and the local authorities had stacked the bodies in a large pile in the front yard (see Figure 4).45 Years later, her son Drew described
Figure 4. Scenes like this were common in the fall of 1918. Many young children— orphans or not—who witnessed the horror of widespread death were emotionally impacted for the rest of their lives. ("Demonstration at the Red Cross Emergency Ambulance Station in Washington DC during the influenza pandemic of 1918," Library of Congress).
his mother as a "professional worrier" and believed that the horrors of 1918 influenced this behavior. He claimed, "she was an eyewitness to the end of many worlds she lived in," and the "event which I believe defined the woman who was
42. Tom Quinn, Flu: A Social History of Influenza, (London: New Holland, 2008), 154.
43. Pharris, "I Survived."
44. Carl R. Morrisey, "The Influenza Epidemic of 1918," Navy Medicine 77, no. 3 (May– June 1986), 13.
45. Drew Shinnick, "I Survived," interview by Centers for Disease Control and Prevention, CDC, accessed 23 November 2018, cdc.gov.
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10
to become my Mom . . . was the horrific 1918 pandemic."46 This shows that the overwhelming presence of death in 1918 had a lasting emotional impact on children that would span for decades.
Figure 5. A family photograph of Otto Wernecke and his wife Caroline. Otto died on December 3, 1918 of the Spanish flu and left his young wife a widow with several small children (Pharris, "I Survived," CDC).
Changing the Economic Trajectory of Life
An important feature of the Spanish influenza pandemic was the long-term economic impact that it had on children. Caroline Wernecke Pharris was only an infant when her father Dr. Otto Wernecke, a prosperous dentist, passed away in December of 1918 (Figure 5). His wife, Mrs. Wernecke, was left to raise her three small children alone. When Otto died, "many people seemed to feel that since their dentist had died they didn't have to pay the money they owed for dental work he had done."47 Otto's little family was left destitute and in order to support her children, Mrs. Wernecke found work in the millinery or hat-making business (Figure 6).48 In addition to this meager income, Mrs. Wernecke likely drew on community aid to support her young family. According to an aid society statistic, in the several years following 1918, the number of widows asking for assistance increased by nearly sixty percent.49 These funds were used to support families struggling after the loss of a male breadwinner.
Even with assistance, Mrs. Wernecke was unable to work and care for her children at the same time and sent her littlest ones to live with nearby relatives. Her youngest daughter, Caroline, never knew her father but claims that his death changed her life forever. Caroline wholeheartedly believed her "father's death in the flu pandemic affected [her family] economically, emotionally, and socially" and that "the flu pandemic of 1918 drastically
46. Shinnick, "I Survived."
47. Pharris, "I Survived."
48. 1920 U.S. Census, population schedule, Manitowoc City, Manitowoc, Wisconsin ED 97, p. 86, sheet 9B, Wernecke Family; Ancestry, http://ancestry.com; NARA.
49. Children's Home and Aid Society of Illinois, "Home Life for Childhood: Annual Report, 1918" p. 4, Influenza Archive, http://hdl.handle.net/2027/spo.0280flu.0015.820.
Published by BYU ScholarsArchive, 2019
11
Spanish Influenza Pandemic of 1918
changed the trajectory of our lives."50 Although Mrs. Wernecke worked hard to provide for her children, she did not earn enough to send them to college. Caroline had always dreamed of becoming a school teacher, while her brother Otto Jr. aspired to become an engineer. Unfortunately, because of their poverty following their father's death, neither was able to attend college and fulfill their dreams.51 Likewise, another flu orphan recalled that "the devastation and poverty that pervaded [our] lives from that time on."52 The pandemic changed the economic status of many orphans and half-orphans, not only temporarily, but in the following decades.
Conclusion
The Spanish Influenza pandemic of 1918 had significant effects on the American family. While it tore households apart, extended family and community members sought to recreate the stability of families by caring for widows, widowers, and their children. Relatives and community members provided crucial support structures to flu
29
survivors, and although many consider 1918 to be a difficult time, it quickly became a year marked with generosity and love. American communities and religious organizations were united in fighting for the wellbeing of the families left behind. Innocent children were the most impacted victims of the flu and orphans were cared for by extended family, older siblings, orphanages, or adopted by kind strangers. Whatever fate had in store, family and community members strove to ensure that flu orphans were cared for. Even if children continued to live with their immediate families, the outbreak still left a tangible mark on their emotional wellbeing and economic status. Although "the circumstances of many must have been bleak, individual women, men and children
50. Pharris, "I Survived."
51. Pharris, "I Survived."
52. Lois Miller Stougard, "I Survived," interview by Centers for Disease Control and Prevention, CDC.
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12
displayed considerable resilience and courage."53 The outbreak was a trying time, but one that was met with courage, strength and endurance—all of which became a defining characteristic of the American family.
Ellie Vance is from St. George, Utah, and recently graduated from Brigham Young University with a double major in family history/genealogy and Russian. She specializes in German, Russian, and US genealogical research. Ellie currently works at the Family History Library as a German/Slavic research specialist, and as a genealogist at Legacy Tree.
53. Jones, Influenza 1918, 163.
Published by BYU ScholarsArchive, 2019
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The Thetean: A Student Journal for Scholarly Historical Writing, Vol. 48 [2019], Iss. 1, Art. 4
https://scholarsarchive.byu.edu/thetean/vol48/iss1/4
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Book:
Pages:
Year six home learning
Maths
TT Rockstars
Reading
________________________ _______________________
Write a brief summary of what you have read this week:
__________________________________________________________________________________________________________________
______________________________________________________________________________
Spellings
Practice this weeks spelling rule on spellingframe.co.uk—year 3/4 rule 2.
| | Monday | Tuesday | Wednesday |
|---|---|---|---|
| myth | | | |
| symbol | | | |
| Egypt | | | |
| pyramid | | | |
| mystery | | | |
| dynasty | | | |
Please bring this sheet back, completed and signed on Friday. Signed
__________________________ | <urn:uuid:3cc7ed59-b941-4806-b2cc-0889e33e7a2d> | CC-MAIN-2022-27 | https://www.woodthorpeprimary.co.uk/Resources/HLC/2021HLY6Aut1wk2.pdf | 2022-06-29T05:50:21+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103624904.34/warc/CC-MAIN-20220629054527-20220629084527-00598.warc.gz | 1,142,893,698 | 164 | eng_Latn | eng_Latn | 0.945266 | eng_Latn | 0.945266 | [
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Background Information
Every day, millions of workers commute across county lines for their jobs. Commuting patterns vary widely across the United States but are influenced by a number of factors including community development patterns, labor market shifts, and technological changes. Information on commutes is tracked annually by the U.S. Census Bureau as part of its American Community Survey.
Problem Statement
In this assignment, students will analyze commuter statistics for counties across the United States from 2006 to 2010.
Instructions
IMPORTANT: This is not the actual Homework for your section. You will not receive any credit for completing this project.
IMPORTANT: This assignment requires the Windows version of Microsoft Office.
IMPORTANT: Complete the steps below in the order they are given. Completing the steps out of order may complicate the assignment or result in an incorrect result.
1. Download and extract the provided Data Files ZIP file. It contains the following files for use in this assignment:
a. states.xml – Information on states.
| | Table: States | | | |
|---|---|---|---|---|
| | Field Name | | Type | Description |
| StateAbbrv | | Short Text | | |
| StateName | | Short Text | | |
| RegionAbbrv | | Short Text | | |
b. counties.xml – Information on the population and workers for each county in the United States [1].
2. Begin by creating a new Microsoft Access database named lastname_firstname_hh4_csp.accdb.
3. Import the following items into the database:
a. states.xml file – Import structure and data into a new table.
b. counties.xml file – Import structure and data into a new table.
4. We need to create a table to store data on the Bureau of Economic Analysis (BEA) regions.
a. Create a table named Regions with the below fields and characteristics. Use appropriate field types and designate a good primary key.
b. Enter records for all regions below [2].
| | Table: Counties | | | |
|---|---|---|---|---|
| | Field Name | | Type | Description |
| StateAbbrv | | Short Text | | |
| CountyName | | Short Text | | |
| Residents | | Number | | |
| EmployedResidents | | Number | | |
| PeopleWorkingInCo unty | | Number | | |
| ResidentsWorkingIn County | | Number | | |
| | Table: Regions | | |
|---|---|---|---|
| | Field Name | | Description |
| RegionAbbrv | | Abbreviation for the BEA region. | |
| RegionName | | Full name of the BEA region. | |
HINT: The Regions table will contain 8 records.
| | RegionAbbrv | RegionName |
|---|---|---|
| FW | | |
| GL | | |
| ME | | |
| NE | | |
| PL | | |
| RM | | |
| SE | | |
| SW | | |
5. Create the appropriate relationships for the following tables. Do not enforce referential integrity.
a. Regions and States
b. States and Counties
6. Create separate queries to provide the information requested below. Name each query after the step in which it appears (e.g., name the query in Step 6a as Query6A).
HINT: Run your queries to test them. Make sure that they display all and only the records that you would expect to appear.
a. Create a query to display information on each county. List the county name, state name, region name, and number of residents.
Sort by county name in ascending order.
HINT: This query will show 3,143 records and 4 fields.
b. We wish to explore bedroom counties where many of their residents travel outside of the county for work. Create a new listing the state name, county name, number of employed residents, and number of people working in the county.
Only display records where the number of people working in the county is less than the number of employed residents.
Sort by state name and then by county name, both in ascending order.
HINT: This query will show 2,177 records and 4 fields.
c. Create a query to display information on small Plains counties. List the county name, state name, region name, number of residents, number of employed residents, and number of people working in the county.
Only display records for the Plains region where the population was less than 10,000 (< 10000).
HINT: This query will show 287 records and 6 fields.
d. We wish to calculate percentage of residents who are employed for each county. Create a query listing the state name, county name, number of residents, and number of employed residents. Also, include a field to calculate the percentage of residents who are employed.
You can calculate the percentage of residents who are employed using the formula:
[𝐶𝑜𝑢𝑛𝑡𝑖𝑒𝑠. 𝐸𝑚𝑝𝑙𝑜𝑦𝑒𝑑𝑅𝑒𝑠𝑖𝑑𝑒𝑛𝑡𝑠] [𝐶𝑜𝑢𝑛𝑡𝑖𝑒𝑠. 𝑅𝑒𝑠𝑖𝑑𝑒𝑛𝑡𝑠]
Format the calculated field as a percentage with 1 decimal place.
HINT: This query will show 3,143 records and 5 fields.
e. Create a query to find counties where a majority of workers are incommuters who reside in another county. List the county name, state name, number of people working in the county, and number of residents working in the county. Also, include a field to calculate the percentage of people working in the county who were in-commuters.
You can calculate the percentage of in-commuters using the formula: ([𝐶𝑜𝑢𝑛𝑡𝑖𝑒𝑠. 𝑃𝑒𝑜𝑝𝑙𝑒𝑊𝑜𝑟𝑘𝑖𝑛𝑔𝐼𝑛𝐶𝑜𝑢𝑛𝑡𝑦] −[𝐶𝑜𝑢𝑛𝑡𝑖𝑒𝑠. 𝑅𝑒𝑠𝑖𝑑𝑒𝑛𝑡𝑠𝑊𝑜𝑟𝑘𝑖𝑛𝑔𝐼𝑛𝐶𝑜𝑢𝑛𝑡𝑦]) [𝐶𝑜𝑢𝑛𝑡𝑖𝑒𝑠. 𝑃𝑒𝑜𝑝𝑙𝑒𝑊𝑜𝑟𝑘𝑖𝑛𝑔𝐼𝑛𝐶𝑜𝑢𝑛𝑡𝑦]
Only display records where at least 50% (≥0.5) of people working in the county are in-commuters.
Format the calculated field as a percentage with 1 decimal place.
HINT: This query will show 140 records and 5 fields.
f. We wish to calculate the number of people residing and working in each state. Create a query listing, for each state name, the sum of residents, the sum of employed residents, and the sum of people working in its counties.
Format the sums as standard-type numbers with no decimal places.
INT H: This query will show 51 records and 4 fields.
g. We want to explore the daytime population of large counties. Copy-andpaste this SQL code into a new query:
```
SELECT States.StateName, Counties.CountyName, Counties.Residents, Counties![Residents]+Counties![PeopleWorkingInCounty]Counties![EmployedResidents] AS DaytimePopulation, Counties![PeopleWorkingInCounty]-Counties![EmployedResidents] AS DaytimePopulationChange FROM States INNER JOIN Counties ON States.StateAbbrv = Counties.StateAbbrv WHERE (Counties.Residents >=750000) ORDER BY States.StateName, Counties.CountyName;
```
IMPORTANT: Do not make any modifications to this query other than entering the above SQL code.
HINT: This query will show 73 records and 5 fields.
7. We need to create a new table to store analysis questions responses.
a. Create a table named AnalysisQuestions with the fields below. Use appropriate field types and designate a good primary key.
8. In the AnalysisQuestions table, answer four of the five analysis questions below. Respond to one question per record.
a. What might the percentage of residents who are employed in a state say about its economy?
b. Considering that commuting costs time and money, why might someone choose to live in a different county than where they work? Name at least 2 reasons.
c. In Virginia, incorporated cities are not considered to be part of any county even if they are the seat of a county's government. A number of Virginia's cities have extremely high in-commuter rates. Why might this be the case?
| | Table: AnalysisQuestions | | |
|---|---|---|---|
| | Field Name | | Description |
| QuestionNumber | | Question being answered. | |
| Response | | Response to the analysis question prompt. | |
Homework #4 Help Commuter Statistics Problem
d. The number of people working and living in the same county varies from 29.6% in the Mideast (Mid-Atlantic) region to 37.7% in the Far West region. What might explain the difference in commuting patterns between the two regions?
e. Look at the daytime population changes for the largest counties. Are there any patterns you can discern about which counties have negative versus positive changes? Why might this be the case?
9. Run the Compact and Repair Database utility on your database. Ignore any errors you receive when running the utility.
Grading Rubric
This is a practice assignment and is worth no points. A comparable Homework would be worth 50 points and graded using this rubric, with partial credit awarded as appropriate:
The analysis questions in Steps 8a-e can be evaluated using this rubric:
| Standard | | Meets Requirements | Does Not Meet |
|---|---|---|---|
| | | (1.25 points) | Requirements (0 points) |
| Answer is reasonable. | Answer addresses the question prompt and is factually correct or a reasonable interpretation of available data. | | |
| Answer is supported. | Logical rationale is provided to support the given answer. | | |
Acknowledgments
The image in the introduction appears courtesy of Steve Way [3].
The Bureau of Economic Analysis regions map is courtesy of Iowa State University [2].
References
[1] "Commuter Adjusted Daytime Population: 2006-2010 5-year ACS," U.S. Census Bureau, Jun. 2014. Available: http://www.census.gov/hhes/commuting/data/acs2006_2010.html.
Available: http://www.icip.iastate.edu/sites/default/files/uploads/images/region_maps/BE A_regions.jpg.
[2] Iowa State University, U.S. Bureau of Economic Analysis Regions. 2014.
[3] S. Way, Commuter Quadrille 2. 2005. Available: http://www.flickr.com/photos/steve_way/29300038/. | <urn:uuid:60502e4a-3030-471b-bf03-27e820656dc0> | CC-MAIN-2017-47 | http://cs101.wvu.edu/media/94638/commuter-statistics-problem.pdf | 2017-11-19T04:40:43Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00326.warc.gz | 69,930,770 | 2,598 | eng_Latn | eng_Latn | 0.928972 | eng_Latn | 0.994441 | [
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Building Gardens, Growing Gardeners
Hello Gardeners!
It's time to start thinking about saving your harvest. Frosty nights are on their way; we almost had one on Sunday. Calm, clear nights are the most likely to produce frost, which occurs when water vapor on surfaces (such as the leaves of your plants) turns into ice. That's not so bad. However when it gets colder, the water inside your plants turns into ice. The ice inside the cells of the plant causes great damage and slows down or even kills a crop. You can protect your tender plants (see below) for a while. But make sure to harvest and use as much of this wonderful year's crop as you can.
Speaking of cans… we have canning jars to share. They were donated by an expert gardener and friend of GPGP. Call us if you would like them. We'll try to deliver them ASAP.
Garlic Garlic Garlic for first and second year gardeners!
Call us if you want some! Plant it after Halloween. Harvest it next spring.
Happy Gardening- Kate and Cindy
TIPS ON…
TAKING AND RESTORING…
Dealing with Frost
Cooler weather means that frost is just around the corner. There are things you can do to help prevent the frost damage, for a little while at least.
Frost and tender crops
Beans, eggplant, tomatoes, peppers, squash, melons, cucumbers are some of the crops that do not do well when a light frost hits them. Often the plants and their produce end up looking like they had been injected with water the day after a light frost (when temps at night drop to 32 deg). Once this happens, the plant will not recover. Therefore so harvest any usable produce immediately. Other crops such as broccoli, cabbage, carrots, beets, kale, collards enjoy growing in cool weather and actually benefit from a light frost by turning a bit sweeter and mellower in their flavor. They will continue to grow well into the fall and possibly early winter. Almost all vegetable crops will be destroyed by a killing or hard frost (where the temperature drops stays below 32 deg for many hours or the temperature drops to 24 deg).
Preventing damage
Cover your garden beds with old sheets (not blankets), commercially bought row covers (call local garden centers to see if they have them), even old shower curtains, on nights when a frost is expected. Make sure the cover reaches the ground. Remove covers in the morning. Looks funny but it works.
Winter Squash
Winter squashes are pretty close to ripe in most people's gardens. You can harvest them when the stem connecting the squash to the vine starts to shrivel and the skin is too hard to be punctured with a thumbnail. Use a sharp knife to remove the squash from the vine about 2 inches from where the squash connects. A little bit of stem keeps the squash from rotting. All winter squash with the exception of acorn squash will benefit from curing or drying, which toughens their skins and prolong their storage life. Cure harvested squash by letting them sit outside in the sun for 5-7 days. Store cured squash in a cool, dry location with good air circulation until ready to use. Acorn squash has the shortest storage time, so be sure to use them early (within a month or two). Other winter squashes can be stored for 3 or more months.
Compost Deliveries
First and second year GPGP gardeners will be receiving bags of compost by their gardens over the next few weeks. Once you have finished with all your harvest and cleaned out your garden, spread one bag of compost on each of your garden beds. This will provide food for your soil to absorb over the winter months so it is ready to go next spring. Now is also a good time to make a plan of your garden beds so that you don't plant the same crop in the same place next year. Rotating your crops helps to prevent disease and is a good way to make sure that your soil does not get depleted of nutrients.
Growing Places Garden Project, Inc. PO Box 237 Harvard, MA 01451-0237
Recipient Name Street Address
Address 2
City, ST ZIP Code apple, pineapple, coconut, raisins, and nuts. Fill | <urn:uuid:08368c5f-1fb0-4dee-81e3-c0eaff59ab69> | CC-MAIN-2017-47 | http://growingplaces.org/wp-content/uploads/Volume4Issue8.pdf | 2017-11-19T05:06:08Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00325.warc.gz | 131,968,240 | 892 | eng_Latn | eng_Latn | 0.654777 | eng_Latn | 0.998719 | [
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Reading Means Slaying the Confusion Dragon
When we read, the most important thing is to make sense of the words and the graphics on the page or screen. If we cannot hear the voice inside our heads, if we lose track of the story, or if we don't understand the information, we must use fix-up options to get back our comprehension. There are sixteen fix-up options, including rereading and reading ahead. Some of the reading strategies we've learned can be used as fix-up options, including making connections, visualizing, asking questions, making predictions and inferences, and determining the main ideas. It's also okay to ask for help if you get stuck. If you don't know the meaning behind the words you're reading, unsheathe your vorpal sword, and use fix-up options to slay the confusion dragon!
From J. Moreillon,Collaborative Strategies for Teaching Reading Comprehension
(Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/. | <urn:uuid:3446afd9-c7b6-45d2-8c82-aac7054ecc76> | CC-MAIN-2017-47 | http://www.alaeditions.org/files/Moreillon_supplement8K.pdf | 2017-11-19T05:15:53Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00330.warc.gz | 346,073,237 | 236 | eng_Latn | eng_Latn | 0.993597 | eng_Latn | 0.993597 | [
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Background Information
Each year, hundreds of millions of Americans go to the theaters for at least one movie. According to an MPAA study, the average moviegoer saw about 8.5 films. All told, ticket sales amounted to $11.1 billion revenue during 2015.
Problem Statement
In this assignment, we wish to create a database to store and analyze the top 15 highest-grossing movies from the year 2015.
Instructions
IMPORTANT: This is not the actual Homework for your section. You will not receive any credit for completing this project.
IMPORTANT: This assignment requires the Windows version of Microsoft Office.
IMPORTANT: Complete the steps below in the order they are given. Completing the steps out of order may complicate the assignment or result in an incorrect result.
1. Begin by creating a new Microsoft Access database named lastname_firstname_hh5_bosp.accdb.
2. We would like to begin by making a table to store the production company names.
a. Create a table named ProductionCompanies to store the names of the production companies and their abbreviations. Designate the abbreviation as primary key.
b. Enter records for all production companies below.
HINT: The ProductionCompanies table will contain 10 records.
| | Company Abbreviation | Company Name |
|---|---|---|
| BV | | |
| WB | | |
| LGF | | |
| SONY | | |
| UNI | | |
| DW | | |
| FOX | | |
| WEIN | | |
| MGM | | |
| PAR | | |
3. We need to store information on various movie genres.
a. Create a table named Genres to store the names of the genres and their abbreviations. Designate the genre abbreviation as primary key.
b. Enter records for all genres below.
HINT: The Genres table will contain 9 records.
| | Genre Abbreviation | | Genre Name |
|---|---|---|---|
| COM | | Comedy | |
| DRM | | Drama | |
| CRM | | Crime | |
| ANI | | Animation | |
| ACT | | Action | |
| SCF | | Science Fiction | |
| FAN | | Fantasy | |
| ROM | | Romance | |
| DOC | | Documentary | |
4. To finish adding our dataset, we must store information about the movies.
a. Create a table named Movies to store information on each of our movies (listed below under Step 4b). Some requirements for this table appear below.
IMPORTANT: Completely define the Movies table before entering records.
i. For the primary key, use an AutoNumber-type field to store an ID number.
ii. Provide a field to store the movie name.
iii. Provide a field to store the production company. Using a lookup field to the ProductionCompanies table, allow the user to select the production company abbreviation and name (e.g., "WB | Warner Bros.") from a dropdown list.
Do not hide the key column. Store the value of the production company abbreviation field. Enable data integrity, restricting deletes, on the relationship created by the Lookup Wizard.
iv. Provide a field to store the genre. Using a lookup field to the Genres table, allow the user to select the genre abbreviation and name (e.g., "DRM | Drama") from a dropdown list.
Do not hide the key column. Store the value of the genre abbreviation field. Enable data integrity, restricting deletes, on the relationship created by the Lookup Wizard.
Homework #5 Help Box Office Sales Problem
v. Provide a field formatted as currency with no decimal places to store the movie's budget.
vi. Provide a field formatted as currency with no decimal places to store the movie's domestic revenue.
vii. Provide a field formatted as a percentage with no decimal places to store the movie's rating on Rotten Tomatoes. Use the Double field size.
viii. Provide a short date-formatted date/time field to store the film's release date.
ix. Provide a field to indicate if the movie is a sequel. Using a lookup field, allow the user to select the value from a dropdown list. Permit the user to choose only from these values:
◊ Yes
◊ No
b. Enter the movie data below into your Movies table as appropriate. The below information is from the year 2015 [1], [2].
HINT: The Movies table will contain 15 records. The budget is entered in millions.
| Movie Name | | Prod | Genre | Budget | | Domestic | Rtg | | Rel. | | Seq |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Co. | | | | Revenue | | | Date | | uel |
| Star Wars: The Force Awakens | BV | | Sci-Fi | $245,000,000 | $936,662,225 | | 92% | 12/18/15 | | Y | |
| Jurassic World | UNI | | Sci-Fi | $150,000,000 | $652,270,625 | | 71% | 6/12/15 | | Y | |
| Avengers: Age of Ultron | BV | | Action | $250,000,000 | $459,005,868 | | 75% | 5/1/15 | | Y | |
| Inside Out | BV | | Anim. | $175,000,000 | $356,461,711 | | 98% | 6/19/15 | | N | |
| Furious 7 | UNI | | Action | $190,000,000 | $353,007,020 | | 79% | 4/3/15 | | Y | |
| Minions | UNI | | Anim. | $74,000,000 | $336,045,770 | | 56% | 7/10/15 | | Y | |
| The Hunger Games: Mockingjay - Part 2 | LGF | | Action | $160,000,000 | $281,723,902 | | 70% | 11/20/15 | | Y | |
| The Martian | FOX | | Sci-Fi | $108,000,000 | $228,433,663 | | 92% | 10/2/15 | | N | |
| Cinderella | BV | | Fantasy | $95,000,000 | $201,151,353 | | 83% | 3/13/15 | | N | |
| Spectre | SONY | | Action | $245,000,000 | $200,074,609 | | 65% | 11/6/15 | | Y | |
| Mission: Impossible - Rogue Nation | PAR | | Action | $150,000,000 | $195,042,377 | | 93% | 7/31/15 | | Y | |
| Pitch Perfect 2 | UNI | | Comedy | $29,000,000 | $184,296,230 | | 66% | 5/15/15 | | Y | |
| The Revenant | FOX | | Action | $135,000,000 | $183,637,894 | | 82% | 12/25/15 | | N | |
| Ant-Man | BV | | Action | $130,000,000 | $180,202,163 | | 81% | 7/17/15 | | N | |
| Home | FOX | | Anim. | $135,000,000 | $177,397,510 | | 47% | 3/27/15 | | N | |
5. Create separate queries to provide the information requested below. Name each query after the step in which it appears (e.g., name the query in Step 5a as Query5A).
HINT: Run your queries to test them. Make sure that they display all and only the records that you would expect to appear.
a. Create a query to display information on each movie. List the movie name, production company name, genre name, budget, domestic revenue, rating, and release date.
Sort by rating and domestic revenue, both in descending order.
HINT: This query will show 15 records and 7 fields.
b. We wish to calculate the profit for each movie. Create a query listing the movie name, budget, and domestic revenue. Also, include a field to calculate profit.
```
You can calculate profit using the formula: ([𝑀𝑜𝑣𝑖𝑒𝑠. 𝐷𝑜𝑚𝑒𝑠𝑡𝑖𝑐𝑅𝑒𝑣𝑒𝑛𝑢𝑒] −[𝑀𝑜𝑣𝑖𝑒𝑠. 𝐵𝑢𝑑𝑔𝑒𝑡])
```
Format the calculated field as currency with no decimal places. Sort by profit in descending order.
HINT: This query will show 15 records and 4 fields.
c. Create a query to view information on movies with good ratings. List the movie name, genre name, and domestic revenue.
Only display movies with a rating of at least 70% (≥0.70). Do not show the rating in the results.
HINT: This query will show 11 records and 3 fields.
d. We wish to calculate financials for each production company. Create a query that, for each production company name, lists the sum of budgets and the sum of domestic revenue.
Format the sums as currency with no decimal places.
HINT: This query will show 6 records and 3 fields.
e. Create a query listing, for each genre name, the count of its movies and average of domestic revenue.
Your results must include all genres, even if they have no movies.
Format the average of domestic revenue as currency with no decimal places.
HINT: This query will show 9 records and 3 fields.
6. Using the Form Wizard, create a form with subform. The main form should display the full production company name. The subform must display a datasheet with all Movies table fields.
Name the main form CompanyData and the subform CompanyDataSubform.
7. Using the Report Wizard, create a report to show the results of the Query5A query. Display all fields from the query.
View by genre and sort by movie name in ascending order. Use a stepped layout and landscape page orientation. Name the report MovieSummary.
Ensure the full widths of all columns are visible on the report.
8. We need to create a new table to store analysis questions responses.
a. Create a table named AnalysisQuestions with the fields below. Use appropriate field types and designate a good primary key.
9. In the AnalysisQuestions table, answer four of the five analysis questions below. Respond to one question per record.
a. How does Rotten Tomatoes generate its tomatometer ratings? Do you think this method accurately represents the quality of a movie?
b. All of the top 15 movies were released on a Friday. Why do you think the production companies choose to release movies on Fridays?
c. Several of the top movies were sequels or part of a series. Why might these films be attractive to production companies?
d. Do you see any patterns in the movie release dates? Explain why or why not.
e. What other ways can production companies make money from films other than domestic ticket sales?
| | Table: AnalysisQuestions | |
|---|---|---|
| | Field Name | Description |
| QuestionNumber | | |
| Response | | |
10. Run the Compact and Repair Database utility on your database. Ignore any errors you receive when running the utility.
Grading Rubric
This is a practice assignment and is worth no points. A comparable Homework would be worth 50 points and graded using this rubric, with partial credit awarded as appropriate:
Steps 2a-b
3 points total Step 6
3 points
The analysis questions in Steps 9a-e can be evaluated using this rubric:
| Standard | | Meets Requirements | Does Not Meet |
|---|---|---|---|
| | | (1.25 points) | Requirements (0 points) |
| Answer is reasonable. | Answer addresses the question prompt and is factually correct or a reasonable interpretation of available data. | | |
| Answer is supported. | Logical rationale is provided to support the given answer. | | |
References
[1] "Rotten Tomatoes." Available: http://www.rottentomatoes.com/.
[2] "Box Office Mojo." Available: http://www.boxofficemojo.com/. | <urn:uuid:dd6607dd-25c6-4275-bae1-c20b0bf68561> | CC-MAIN-2017-47 | http://cs101.wvu.edu/media/56050/box-office-sales-problem.pdf | 2017-11-19T04:44:11Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00337.warc.gz | 65,855,495 | 2,859 | eng_Latn | eng_Latn | 0.994326 | eng_Latn | 0.99714 | [
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REFLEXIVE AND
PRONOUNS
INTENSIVE
WORKSHEET
HOME REFLEXIVE AND INTENSIVE PRONOUNS WORKSHEET
ANNOUNCEMENTS
JUNE 04, 2016, 12:35
June 06, 2016, 02:31
REFLEXIVE AND INTENSIVE PRONOUNS
UPCOMING EVENTS
Reflexive and intensive pronouns worksheet
June 12, 2016, 14:14
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June 12, 2016, 20:39
Virginia Beach helped rescue a pilot who ejected. If it moves forward we will look back on the season with great satisfaction. The scientists at their fancy laboratories have what they call empirical evidence based
Reflexive and intensive pronouns worksheet
June 13, 2016, 02:35
In this pronouns worksheet, students write the pronoun that fits best in each of 5 sentence pairs. The first sentence in each pair will help to clue students. Nouns & Pronouns, Seventh 7th Grade English Language Arts Standards, Grade Level Help, Internet 4 Classrooms Internet resources, teachers, students, TEENren. Identifying Kinds of Pronouns Worksheet – 1 Name _____ Date _____ Period _____ Use your Pronouns Chart to help you identify. Identifying Kinds of Pronouns Worksheet – 1 Name _____ Date _____ Period _____ Use your Pronouns Chart to help you identify different. Pronouns are words that replace nouns in a sentence. Use these printable activities to help you teach your students about pronouns. To see Common Core Standards for.
Reflexive and intensive pronouns worksheet
June 15, 2016, 02:36
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RECENT FROM THE BLOG
REFLEXIVE AND INTENSIVE PRONOUNS WORKSHEET
Learn more about
reflexive and intensive pronouns
. Our lessons offer detailed explanations along wi.
Reflexive and Intensive Pronouns
. When you are done, try the
Reflexive and
Intensive Pronouns
Quiz. .You always seem to dedicate yourself to such interesting and worthy causes.
reflexive.
intensive
. S.
Exercise
2 Underline each
reflexive
pronoun and circle each
intensive pronoun
. She helped herself b. An
intensive pronoun
is almost identical to a
reflexive
pronoun. It is defined as a pronoun that
en. Intermediate grammar
exercise
: personal and
reflexive
/
intensive pronouns
– me, myself, him, himself.
And intensive pronouns
Pronouns
are words that replace nouns in a sentence. Use these printable activities to help you teach your students about
pronouns
. To see Common Core Standards for.
Pronoun
Worksheet
Pronouns
are words that stand for nouns (names of persons,. Use
reflexive
and intensive
pronouns
. Design a brochure for the city,.
AND INTENSIVE PRONOUNS
Commbrace for more information.
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MORE
© 2012 by kristi1963 | <urn:uuid:0807d2bb-2543-47a2-912f-9eeb7e82cb02> | CC-MAIN-2017-47 | http://xvvwro.hn.org/35-E | 2017-11-19T04:40:26Z | crawl-data/CC-MAIN-2017-47/segments/1510934805362.48/warc/CC-MAIN-20171119042717-20171119062717-00332.warc.gz | 531,946,931 | 1,060 | eng_Latn | eng_Latn | 0.987213 | eng_Latn | 0.987019 | [
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Panning for Gold
Name:
Date:
Directions: See how many productive resources you can find in the picture below.
In the early days, gold was easy to find. All you needed was a knife, pick, shovel and a pan. Gold nuggets could be pried from rocks. Dirt shoveled from creeks and rivers could be swirled in a pan to find gold. This picture shows prospectors panning for gold (Source: Library of Congress).
_____________________________________________________________
Human Resources:
Natural Resources: _____________________________________________________________
Capital Resources: _____________________________________________________________
Activity based on Panning for Gold http://www.kidport.com/RefLib/U saH i s t o r y / C alGoldRush/MiningGold.htm#Title | <urn:uuid:8f053827-4e91-467f-ab93-a55678de63b7> | CC-MAIN-2022-49 | https://econedlink.org/wp-content/uploads/2019/09/Panning-for-Gold-.pdf | 2022-12-07T19:06:45+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00272.warc.gz | 252,313,860 | 155 | eng_Latn | eng_Latn | 0.995294 | eng_Latn | 0.995294 | [
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High School
Creating a positive online profile - Teaching and Learning Activities
WE L L B E I N G | C Y B E R S A F E T Y
Opening (15min)
Teacher to share identified Learning Intentions with the class
Class Discussion (Resource - Powerpoint)
* Questions up for discussion include: What is a digital footprint? Is it a negative or a positive thing to have? Why? Does everyone have a digital footprint? Sample answers have been provided on the powerpoint.
Think, Pair, Share (Resource- Powerpoint)
* This activity is to generate thought around the concept of Digital Footprint and to get students thinking about what the term really means for them.
*
http://pz.harvard.edu/sites/de fa
ult/files/Think%20Pair%20Share.pdf
o Teacher shares powerpoint with the students. It offers 6 images and students are to identify the relationship between the term 'digital footprint' and the image.
o Allow time for students to think and write down their responses.
o Students then pair up with another and discuss their answers and/or support each other if stuck.
o Students then share their responses with the class.
o Suggested answers:
| Images | | What does that image have to do with the |
|---|---|---|
| | | term “digital footprint” (DF) |
| 1. Muddy Footprints | Your Df can be easily seen and tracked | |
| 2. Lighthouse with spotlight | Your DF can be easily searched | |
| 3. A photocopier | Content that is part of your DF can be copied at anytime | |
| 4. People Whispering | Your DF can be shared between people without you knowing | |
| 5. Public Billboards | Your Df can be broadcast publicly to the masses. | |
| 6. Permanent Marker | It is permanent | |
o Follow up questions after the completion of this task:
o How do you feel knowing…..
o Knowing that you already have a digital footprint out there?
o Knowing that people can search it, access it, copy it, share it and it is PERMANENT?
Body (40min)
Watch the Safe on Social "Managing your Digital Footprint" secondary video (5.05min) and complete the questions and activities on the student worksheet.
1 – 3 are straightforward comprehension questions.
4. Google Yourself Activity – Pause Video at (2.20min)
a) Teacher will pause the video so students can take the time to Google search themselves.
b) Students are to record what type of information comes up. And include any captions or quotes and any images that appear. They are to use these words and images to make a collage.
c) Once complete, ask the students to reflect on how the collage made them feel? Proud? Satisfied? Did they feel it was a true reflection of who they are? Or is there anything they don't like about the collage?
5. What does it mean to have a 'positive digital footprint'?
Teacher Talk – Remind students that their digital footprint should be something they are proud of and it should reflect their true self.
6. Sample answers:
I will express myself with care and remember that anything I do online is permanent and public. Even a private message should be considered public because it is so easy to copy and
a) How will you express yourself? pass on. •
b) How will you protect your privacy?
I won't post any information that can be used against me e.g., embarrassing or compromising photos, talking negatively about people or sharing secrets online. I won't share private information such as the year I was born, my address, my telephone number. I will be careful about the language I use. I won't get into heated arguments because I will never be able to take anything back.
c) How will you respect other people's privacy? I will ask them before I tag or share anything about them online
Closing (5min)
Headlines – Visible thinking Routine (Teaching and Learning Activities)
* This routine helps students capture the core or heart of the matter being studied or discussed. It also can involve them in summing things up and coming to some tentative conclusions. https://pz.harvard.edu/sites/default/files/Headlines_1.pdf
* Each student is to have a post it note.
* Teacher Talk - "Think about all that we have been talking about today in class. If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be? Students write it down on their post it.
* Students then share their headline with their neighbours (one at a time).
* Teacher Talk - "Who heard a headline from someone else that they thought was particularly good at getting to the core of things?"
* Have students submit their post it for teacher records.
Assessment
Assessment for Learning: Think Pair Share activity, Headlines activity and completed worksheet | <urn:uuid:e4fa029c-49b5-4064-9d4d-4650d62c2e53> | CC-MAIN-2022-49 | https://www.safeonsocial.com/_files/ugd/90340f_f181bf4112c44f4787fb9e8298595dc4.pdf | 2022-12-07T20:20:59+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00269.warc.gz | 1,006,856,196 | 1,060 | eng_Latn | eng_Latn | 0.997177 | eng_Latn | 0.998047 | [
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2022-2023 School Year
Mission Statement
It is the goal of Expressive Arts to provide students with the opportunity to explore their talents in preparation for further education, work, and life.
Special Events
- Art Show (May 18th)
- Winter Concert (Dec. 6th)
- Spring Concerts (5/9 and 5/17)
- Expressive Arts Day (2/16)
- Tech Ed Toys for Tots Club
- Tech Ed Engineering Club
8th Grade Expressive Arts
Expressive Arts
Your middle schoolers have been, or will be, very hard at work developing themselves to face their academic challenges of the future. At Arcola, we are very dedicated to supporting their efforts in every way possible. We are also dedicated to the task of developing the whole person including the Expressive Arts disciplines that your children will be required to participate in.
There is a person of the arts involved in the design and construction of the things that often matter most to your children, the things they use in every day life. In fact, they are neck deep in the arts, and often do not even realize it!
Supporting the arts guarantees that our future...their future...will be surrounded with all the things they find beautiful, helpful, useful,
Technology Education
Mr. Pluscht:
Tech Ed class is Metal Technology and Design in which students learn sheet metal production, graphic design, and CNC laser usage.
The main focuses of class include tool identification, tool usage, problem solving, design, measuring, safety, and reinforcement of S.T.E.M skills.
Students are evalu- ated on design creation, a worksheet, and project completion.
Mr. Mayan:
The 8 th grade program is designed to make students think about design, cooperation, structure and safety. The challenge is to support a charity by designing a game, moving a ball through the use of a simple machine, which is fun and challenging to play. Students will
and fun. The talented individuals who make all this beauty and design happen were once middle schoolers in Art, Music, Tech Ed, and Phys. Ed.
first choose a charity to support. Then, make a prototype game out of cardboard to work out any unforeseen problems and then make a wooden game based on the cardboard structure. Students will be using the tools learned in 7 th grade along with a variety of new ones. The overall goal is for the students to use previous knowledge combined with current learning to solve a problem that is S.T.E.M. based.
Health
Mrs. Harlow and Mr. Hautzinger
8th Grade health class is designed to provide students with resources and instructions on dealing with common issues faced by young people today. Topics such as healthy eating, exercise, stress and time management, goal setting, healthy relationships and
Music
Mr. McCaffrey:
8 th Grade Advanced Music technology is a class that reviews basic music theory and turns music projects into music videos. Students begin with beatboxing. They then complete a music video, a movie trailer, and a commercial. Students must have wired headphones or ear-buds for this class.
Mr. Leonard:
The Arcola band program consists of students who study brass, woodwind, or percussion instruments. The program provides students with one small group lesson per week, as well
Art
Mrs. Conrow & Mrs. Roberts
In 8th grade, students will make various projects in the following categories: sculpture, acrylic painting, graphic design, text in art, and various styles of drawing. We will also be introducing students to various digi- drug refusal techniques will be a part of the discussions during this 1 marking period long course. In addition to these topics, students will also spend time learning about the Nervous System and learning how actions today can play a role in their health tomorrow.
as a full band rehearsal three times per cycle. Students may also audition for the Arcola jazz band. Student focus in these subjects is on developing skills and technique on the instrument, solo and ensemble playing, musicality, and music theory.
Mrs. Saul:
Arcola Orchestra consists of students who study stringed instruments. The program provides students with one small group lesson per week, as well as a full orchestra rehearsal three times per cycle. Students may also audition for the Arcola String Ensemble which rehearses before school. Student focus is on developing skills and technique on their instru- tal art apps and programs.
The art department has started an Instagram account, as well as a Twitter account. Please follow us at @ArcolaArt on both platforms to see what awesome stuff were are doing in class!
There are some items that are used in the art room that
ment, solo and ensemble playing, musicality, and music theory.
Miss. Laguna:
8 th grade general music delves into the history behind today's popular genres like alternative, rap and pop. Students learn about the progression of American music in the 20 th century: singers and artists, genres and the decades that inspired their development. Next students will be reintroduced to the guitar. Building from 7th grade, students explore more complex chords, strumming patterns, styles, and repertoire.
we would appreciate being donated. These include any old towels (we do please ask them to be laundered), wire hangers that are all metal, and newspapers. These items are used to make art projects as well as to help clean the art rooms in a more eco-friendly way. | <urn:uuid:2598be37-698d-421c-9d30-0f4657a3e9fe> | CC-MAIN-2022-49 | https://www.methacton.org/cms/lib/PA50000637/Centricity/ModuleInstance/894/EA%20Newsletter%208th%202022.pdf | 2022-12-07T20:08:48+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00271.warc.gz | 920,139,744 | 1,122 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.9988 | [
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Name_______________________________
Just Like Martin
"Hurry up and finish getting dressed for school. Your breakfast is on the table and getting cold," said Michael's mother.
"I'm almost ready. Please, may I read just one more page?" asked Michael.
"What are you reading?" his mother asked.
"It's a book about Dr. Martin Luther King, Jr.," replied Michael. "Mom, did you know that Dr. King went to college when he was only fifteen years old? He became a strong leader in his community and believed that everyone should have an equal opportunity to work hard to get a good education and a good job. He helped a lot of people and won the Nobel Peace Prize. I want to be like that too some day."
"Well, not until after breakfast," his mother said gently and smiled.
1. What did Michael want to do before eating his breakfast?
2. Michael told his mother he was reading a book about
_____________.
3. How old was Dr. King when he went to college?
4. According to the story, Dr. King became a strong leader in his __________.
5. Dr. King believed in equal opportunities for
___________________.
read one more page
take a bath
put on his shoes
make his bed
Harry Potter
Michael Jackson
Dr. Martin Luther King, Jr.
George Washington
seventeen
fifteen
eighteen
fourteen
home
neighborhood
community
state
only men
only adults
only African Americans
everyone
© Dual Schools: The Learning Patio - Dos Idiomas | <urn:uuid:cf6803af-e108-471e-8c75-2bd1248a8d32> | CC-MAIN-2022-49 | http://www.dosidiomas.com/uploads/3/9/2/5/392542/12._bbb_just_like_martinb.pdf | 2022-12-07T20:30:00+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00275.warc.gz | 60,795,375 | 330 | eng_Latn | eng_Latn | 0.999807 | eng_Latn | 0.999807 | [
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EECS 16A Designing Information Devices and Systems I Fall 2022
1 Introduction
Pre-Lab readings are short 1-2 page notes that we will have you read before your lab sections. They will contain a brief recap of previous lab material as well as a short overview of what to expect for the lab next week.
2 Logistics/Announcements
(a) Lab 1 (Two weeks back) was Python Bootcamp. Checkoff for this lab was not graded so you do not need to worry about lab credit if you did not get checked off. We have already released solutions for this lab on the course website. Please feel free to refer to them if you were unable to finish the lab or if you want a review of the Python concepts covered.
(b) We will be starting the Imaging Module next week. Starting from next week's lab (Imaging 1), all labs will be graded.
(c) Important: We will be giving you your lab kits during your respective lab sections next week. Specific instructions on how to collect your lab kits will be given to you during your section.
3 Imaging 1 Overview
The goal of this module is to use linear algebra techniques to capture real world images with limited sensors. You will essentially be building a camera that captures one/multiple pixels at a time. While cameras in the real world are way more advanced than this, pixel imaging can be used in: X-ray imaging and 3D imaging. It will also prove to be a useful aid to allow you to reinforce the linear algebra concepts you learn in class.
After Thursday's lecture, you may have a general, high-level overview of some circuits concepts. Here are some key terms/definitions that will help your understanding in lab next week:
(a) If you try to walk across a carpet and then touch a metal doorknob, you might receive a small shock. This phenomenon of a "small shock" is commonly described as "static electricity". The shock is a result of electric charge. A basic property of matter, electric charge is a quantity of electricity that caused by the balance (or imbalance) of electrons and protons in an atom.
(b) Voltage (V) [volts (V )] - Pushes charge through circuit
(c) Current (I) [amperes (A)] - Flow of charge through circuit 1 Amp = 1 charge per second
(d) Resistor (R) [ohms (Ω)] - Circuit component that resists the flow of charge through circuit. Resistance is a measure of how much resistance a resistor can provide (in Ohms).
The easiest way to understand Voltage, Current and Resistance is the following analogy: Think of water flowing through a pipe. The Voltage is the water pressure, the Current is the amount of water flowing through the pipe, and the resistance is the size of the pipe. More water will flow through the pipe (Current) the more pressure is applied (Voltage) and the bigger the pipe is (lower the resistance). Here's a helpful visual aid to better understand this relationship:
1
(e) Circuit Components:
i. Resistors
ii. Capacitors : Circuit component that stores your charge. They are called capacitors because they have a set capacity (in farads (F)). This set capacity, or, the value of a capacitor, is known as its capacitance. Capacitance is a measure of how much charge (energy) a capacitor can store.
iii. Voltage Source : A device that can maintain a fixed voltage. Batteries are a simple example of a voltage source. Batteries are voltage sources that convert chemical energy into electrical energy to generate a voltage.
iv. Wires / Jumpers [pin-to-pin vs pin-to-socket]. A wire is a piece of metal that is used to carry electric current in a circuit. Jumper cables are simply wires that are covered in insulation (a material that does not conduct electricity).
v. Light Emitting Diode (LED): A device that converts electric current directly into light.
vi. Ambient Light Sensor: A device that detects the amount of light in its vicinity.
You will be building the following circuit in lab:
kΩ = kiloohm = 1000Ω
µF= microfarad = 10
−6
F
NOTE: We don't expect you to understand anything about this circuit. This image is simply a preview of what you will be building in lab.
What does this circuit do? It is a circuit that reacts to light intensity. As you will see in lab, there is a clear, observable relationship between Voltage and Light Intensity, which you can use for your camera. | <urn:uuid:72d81908-d47a-4f29-8d03-50343a6a22da> | CC-MAIN-2022-49 | http://eecs16a.org/lab/eecs16a_img1_prelab-reading.pdf | 2022-12-07T21:01:28+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00283.warc.gz | 15,877,183 | 951 | eng_Latn | eng_Latn | 0.997726 | eng_Latn | 0.998465 | [
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The Fearful Cat
Used with the permission of Denver Dumb Friends League and Humane Society of the United States.
When cats feel threatened, they usually respond in three ways to the object, person or situation they perceive as a threat: fight, flee or freeze. Some cats become so frightened they lose control of their bladder or bowels and eliminate right where they are. Each cat has his/her preferred way of dealing with a crisis. You'll notice that your cat probably tends to try one option first, and if that doesn't work, she's forced to try a different option. For instance, if your cat is afraid of dogs and a friend brings his dog to your home to visit, you might notice the following: first, your cat puffs out her fur to make herself look big, then hisses and spits at the dog. If the dog doesn't retreat, your cat may flee the situation, find a hiding spot, and freeze until she deems the situation safe.
Your cat may show the following behaviors when she is fearful:
Hiding
Aggression (spitting, hissing, growling, piloerection, swatting, biting, scratching)
Loss of control over bladder and/or bowels
Freezing in place
It's normal for you to want to help and comfort your cat when she's frightened. However, this isn't necessarily the best thing to do from your cat's point of view. It's normal for a cat to feel insecure or frightened in a new environment. Often, your new cat will hide for a day or two when you first bring her home. Sometimes a traumatic experience like a visit to the veterinarian, or introducing a new animal into the household, can disrupt her routine and send her under the bed for a few days.
What Causes Fearful Behavior?
You'll need to closely observe your cat to determine the trigger for her fearful behavior. Keep in mind that just because you know that the person or animal approaching your cat has good intentions, doesn't mean that she feels safe. The trigger for her fearful behavior could be anything. Some common triggers are:
A particular person
A stranger
Another animal
A child
Loud noises
What You Can Do
Take the following steps to reduce your cat's anxiety and help her become more confident:
First, schedule an appointment with your veterinarian for a thorough physical examination to rule out any medical reasons for your cat's fearful behavior. Cats don't always act sick, even when they are. Any sudden behavior change could mean that your cat is ill and should be taken seriously. Some common symptoms that your cat may be ill are aggressiveness, hiding and eliminating outside of the litter box.
If your cat is healthy, but hiding, leave her alone. She'll come out when she's ready. To force her out of her hiding spot will only make her more fearful. Make sure she has easy access to food, water and her litter box from her hiding place. Clean the litter box and change the food and water every day so you know whether she is eating and drinking.
Keep any contact with the fear stimulus to a minimum.
Keep your cat's routine as regular as possible. Cats feel more confident if they know when to expect daily feeding, playing, cuddling and grooming.
Try to desensitize your cat to the fear stimulus:
Determine what distance your cat can be from the fear stimulus without responding fearfully.
Introduce the fear stimulus at this distance while you're feeding your cat tasty treats and praising her.
Slowly move the fear stimulus closer as you continue to praise your cat and offer her treats.
If at any time during this process your cat shows fearful behavior, you've proceeded too quickly and will need to start over from the beginning. This is the most common mistake people make when desensitizing an animal, and it can be avoided by working in short sessions, paying careful attention to your cat so that you don't progress too rapidly for her.
You may need help from a professional animal behavior specialist with the desensitization process.
A Note About Aggression
If your cat is threatening you, another person or an animal, you should seek help from a professional animal behavior specialist. To keep everyone safe in the meantime, confine your cat to an area of the house where all interactions with her are kept to a minimum and are supervised by a responsible person. Cat bites and scratches are serious and can easily become infected. Bites should be reported to your local animal control agency so that your cat can be quarantined and watched for signs of rabies. If you can't keep your cat separated from the stimuli that brings on her aggressive behavior and you're unable to work with a professional animal behavior specialist, please consider having your cat humanely euthanized. The safety of your cat and the other animals and humans she encounters, should be your first consideration.
What Not To Do
Don't punish your cat for her fearful behavior. Animals associate punishment with what they're doing at the time they're punished, so your cat is likely to associate any punishment you give her with you. This will only cause her to become fearful of you and she still won't understand why she's being punished.
Don't force her to experience the object or situation that is causing her fear. For example, if she is afraid of a certain person, don't let that person try to pick her up and hold her. This will only make her more frightened of that person. | <urn:uuid:b1c8c5a8-091e-4a2c-98b4-2a589d82e270> | CC-MAIN-2022-49 | https://webcms.pima.gov/UserFiles/Servers/Server_6/File/Government/Animal%20Care%20Center/Pet%20Support%20Documents/The%20Fearful%20Cat.pdf | 2022-12-07T19:57:29+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00281.warc.gz | 632,856,217 | 1,200 | eng_Latn | eng_Latn | 0.998436 | eng_Latn | 0.998439 | [
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Volcanoes Study Guide
An exhilarating, time-traveling journey to the solar system's strangest and most awe-inspiring volcanoes. Volcanoes are capable of acts of pyrotechnical prowess verging on magic: they spout black magma more fluid than water, create shimmering cities of glass at the bottom of the ocean and frozen lakes of lava on the moon, and can even tip entire planets over. Between lava that melts
and re-forms the landscape, and noxious volcanic gases that poison the atmosphere, volcanoes have threatened life on Earth countless times in our planet's history. Yet despite their reputation for destruction, volcanoes are inseparable from the creation of our planet. A lively and utterly fascinating guide to these geologic wonders, Super Volcanoes revels in the incomparable power of volcanic eruptions past and present, Earthbound and otherwise—and
recounts the daring and sometimes death-defying careers of the scientists who study them. Science journalist and volcanologist Robin George Andrews explores how these eruptions reveal secrets about the worlds to which they belong, describing the stunning ways in which volcanoes can sculpt the sea, land, and sky, and even influence the machinery that makes or breaks the existence of life. Walking us through the mechanics of some of the most infamous
eruptions on Earth, Andrews outlines what we know about how volcanoes form, erupt, and evolve, as well as what scientists are still trying to puzzle out. How can we better predict when a deadly eruption will occur—and protect communities in the danger zone? Is Earth's system of plate tectonics, unique in the solar system, the best way to forge a planet that supports life? And if life can survive and even thrive in Earth's extreme volcanic
environments—superhot, superacidic, and supersaline surroundings previously thought to be completely inhospitable—where else in the universe might we find it? Traveling from Hawai'i, Yellowstone, Tanzania, and the ocean floor to the moon, Venus, and Mars, Andrews illuminates the cutting-edge discoveries and lingering scientific mysteries surrounding these phenomenal forces of nature. An illustrated guide for anyone wishing to visit and explore active volcanoes safely and enjoyably.
A Study Guide for Omar S. Castaneda's "Among the Volcanoes," excerpted from Gale's acclaimed Literature of Developing Nations for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Literature of Developing Page 6/69
Nations For Students for all of your research needs.
Canadian firefighter study guide, prepared by our dedicated team of exam experts, including practice test questions. Everything you need to pass the Canadian firefighter Exam! Pass the Canadian firefighter! will help you: · Increase your score with multiple choice strategies from exam experts · Practice with 2 complete practice question sets (over 250 questions) · Make an Canadian
firefighter study plan and study schedule
* Avoid common mistakes on a test · Answer multiple choice questions strategically 2 Sets of practice test questions including: Reading Comprehension Listening Comprehension – including download audio files Mechanical Comprehension Mathematics including fractions, decimals, word problems and more Hundreds of pages of review and tutorials on all Canadian Firefighter test
topics. Includes a special section on basic math multiple choice strategy! Learn to answer multiple choice questions strategically and save critical exam time as well as increase your score! How to answer word problems! This sections is a comprehensive review of the types of word problems likely to be on the Canadian firefighter exam, how to answer them! Complete Test Preparation Inc., are not affiliate with any educational organization or
firefighter service, who are not involved in the production of, and do not endorse this publication. Practice Makes Perfect The more questions you see, the more likely you are to pass the test. And between our study guide and practice tests, you'll have over 250 practice questions that cover every category. You can fine-tune your knowledge in areas where you feel comfortable and be more efficient in improving your problem areas. Our test has been developed by
our dedicated team of experts. All the material in the study guide, including every practice question, is designed to engage the critical thinking skills that are needed to pass the Canadian Firefighter test. Maybe you have read this kind of thing before, and maybe feel you don't need it, and you are not sure if you are going to buy this book. Remember though, it only a few percentage points divide the PASS from the FAIL students. Even if our test tips
increase your score by a few percentage points, isn't that worth it? Why not do everything you can to get the best score on the Canadian firefighter? Contents Getting Started How this study guide is organized 6 The Canadian Firefighter Study Plan 6 Making a Study Schedule 7 Reading & Listening Comprehension with full audio Reading Comprehension Self Assessment 14 Answer Key 26 Help with Reading Comprehension 29 Main Idea and Supporting Details 32 Drawing
Inferences And Conclusions 36 Mathematics Self-Assessment 51 Answer Key 59 Metric Conversion – A Quick Tutorial 63 Basic Math Video Tutorials 65 Fraction Tips, Tricks and Shortcuts 65 Decimal Tips, Tricks and Shortcuts 71 Percent Tips, Tricks and Shortcuts 72 How to Answer Basic Math Multiple Choice 74 How to Solve Word Problems 79 Types of Word Problems 82 Mechanical Comprehension SelfAssessment 94 Answer Key 99
Mechanical Comprehension Tutorials 101 Gears and Gear Trains 104 Practice Test Questions Set 1 Answer Key 156 Practice Test Questions Set 2 Answer Key 220 Conclusion Online Resources A Beginner's Guide Study Guide to Under the Volcano by Malcolm Lowry Volcanoes of the South Wind A Guide to Hot Rocks ACT Test Prep Earth Science Review--Exambusters Flash Page 14/69
Cards--Workbook 10 of 13 Excel Science Study Guide Years 9-10
The book contains: coverage of five major topic areas in the NSW School Certificate test Energy, Force and Motion Atoms, Elements and Compounds Structure and Function of Liv ing Things Earth and Space Ecosystems, Resources and T echnology a chapter on Investigations and Problem Solving in Sc ience to help with practical skills revision questions and chap ter tests to help you remember important information a glossary and summary in each section of the book diagrams and illustrat ions to help your understanding a section to help
you prepare f or the School Certificate test a sample School Certificate test paper with answers answers to all questions
Volcanoes have an endless fascination. Their eruptions are a regular reminder of the power of nature and our vulnerability to this raw geological phenomenon, however volcanic activity, and its plumbing from beneath, is an essential element of the forces that shaped and constantly reshape our planet. Dougal Jerram answers the questions: What are volcanoes? What other volcanic activity is there? How do volcanoes relate to plate tectonics and the movement of continents? What are eruptions and why do they occur? How have volcanoes Page 16/69
affected the earth's climate? Can we predict eruptions? He also describes the most notable eruptions in history and their effect. Copiously illustrated throughout Introducing Volcanology is a concise and accessible introduction to the science of hot rocks for those with an adult curiosity and for those contemplating a course of formal study. As with sister volumes, technical terms are kept to a minimum and a glossary is provided covering the whole subject from ash to zeolites.
CLAT (Common Law Admission Test) is an All India Page 17/69
The guide helps students prepare for lectures and exams, with a heavy emphasis on utlizing the book's Web resources.
entrance examination and conducted by the National Law Schools/Universities for the admission in the Undergraduate and Post- graduate programmes. This examination is given right after 12 th grade for Undergraduate programmes in Law and after graduation in Law for Masters of Law. This 'Self-Study Guide CLAT2020' book comprehensively covers the whole syllabus regarding to test and helps students to get through exam without any difficulty. This book is divided into 6 parts namely Legal Aptitude, Indian Constitution, English Language, General Knowledge, Logical Reasoning and Mathematics. This book provides Chapter-wise theories with adequate amount of MCQs for recalling the Page 18/69
concepts of each chapter, Previous Years' question papers have been provided in the chapter practice, 3 sets of practice papers are provided at the end of the book which describes the exact pattern of the question to the candidates so that they can answer easily, detailed explanation of solved papers 2019 & 2018 also have been provided for practice. All the practice sets are also available for free on the WEB as well as on MOBILE so that candidates can prepare for their examination at anytime from anywhere. This book highly useful for those candidates who willing to clear the exams with the good grades and planning to study from the great institutes. TABLE OF CONTENT CLAT Solved Paper 2019, CLAT Page 19/69
Solved Paper 2018, CLAT Solved Paper 2017, Legal Aptitude, Indian Constitution, English Language, Mathematics, Logical Reasoning, and General Knowledge, Practice Sets (1-3). ASAP Environmental Science: A Quick-Review Study Guide for the AP Exam The Official SAT Study Guide, 2018 Edition Volcano Blast (Disaster Strikes #4) For Understanding Earth 4e Student Study Guide Pass the Canadian Firefighter Exam! Complete Canadian Firefighter Study Guide and Practice Test Questions
Send students into their exam with the confidence to achieve their maximum potential using step-by-step guidance that helps to practise skills learned and improve exam technique. - Avoid common misconceptions with frequent mistakes highlighted throughout - Build students' skills constructing and writing answers with a range of practice and exam-style questions - Easily identify areas for improvement with the answers in the back of the book - Help students target their revision and focus on important concepts and skills with key objectives at the beginning of every chapter - Ensure that students maximise their time in the exam with examiner's tips and suggestions on how to approach questions Contextualise knowledge with authentic case studies This Study and Revision Guide has been updated for the latest Page 21/69
syllabus for examination from 2020. This title has not been through the Cambridge Assessment International Education endorsement process. Available in this series: Student Textbook Third edition (ISBN 9781510421363) Student eTextbook (ISBN 9781510420359) Whiteboard eTextbook (ISBN 9781510420366) Workbook (ISBN 9781510421387) Online Teacher's Guide (ISBN 9781510424166) Study and Revision Guide (ISBN 9781510421394) Grade 8 Geography Quick Study Guide & Workbook: Trivia Questions Bank, Worksheets to Review Homeschool Notes with Answer Key PDF (8th Grade Geography Self Teaching Guide about Self-Learning) includes revision notes for problem solving with 250 trivia questions. Grade 8 Geography quick study guide PDF book covers basic Page 22/69
concepts and analytical assessment tests. Grade 8 Geography question bank PDF book helps to practice workbook questions from exam prep notes. Grade 8 geography quick study guide with answers includes self-learning guide with 250 verbal, quantitative, and analytical past papers quiz questions. Grade 8 Geography trivia questions and answers PDF download, a book to review questions and answers on chapters: earthquakes, folds and faults, plate tectonics, volcanic eruptions worksheets with revision guide. Grade 8 Geography interview questions and answers PDF download with free sample book covers beginner's questions, textbook's study notes to practice worksheets. Class 8 Geography study material includes middle school workbook questions to practice worksheets for exam. Grade 8
geography workbook PDF, a quick study guide with textbook chapters' tests for competitive exam. Grade 8 Geography book PDF covers problem solving exam tests from geography practical and textbook's chapters as: Chapter 1: Earthquakes Worksheet Chapter 2: Folds and Faults Worksheet Chapter 3: Plate Tectonics Worksheet Chapter 4: Volcanic Eruptions Worksheet Solve Earthquakes study guide PDF with answer key, worksheet 1 trivia questions bank: earthquake zones, geography: Earthquakes, Richter scale, and what are earthquakes. Solve Folds and Faults study guide PDF with answer key, worksheet 2 trivia questions bank: Continental plates, faulting process, fold mountain range, folding process, folds and mountains. Solve Plate Tectonics study guide PDF with answer key, worksheet Page 24/69
3 trivia questions bank: Continental plates, crustal plates, earth internal structure, geography: earthquakes, oceanic plates, plate tectonics and movement. Solve Volcanic Eruptions study guide PDF with answer key, worksheet 4 trivia questions bank: Acid lava, fold mountain range, volcanism, and volcanoes.
Looking for sample exams, practice questions, and testtaking strategies? Check out our extended, in-depth AP Environmental Science prep guide, Cracking the AP Environmental Science Exam! LIKE CLASS NOTES̶ONLY BETTER. The Princeton Review's ASAP Environmental Science is designed to help you zero in on just the information you need to know to successfully grapple with the AP test. No questions, no drills: just review. Advanced Page 25/69
Placement exams require students to have a firm grasp of content̶you can't bluff or even logic your way to a 5. Like a set of class notes borrowed from the smartest student in your grade, this book gives you exactly that. No tricks or crazy stratagems, no sample essays or practice sets: Just the facts, presented with lots of helpful visuals. Inside ASAP Environmental Science, you'll find: • Essential concepts, terms, principles, issues, and processes for AP Enviro Sci̶all explained clearly & concisely • Diagrams, charts, and graphs for quick visual reference • A two-pass icon system designed to help you prioritize learning what you MUST, SHOULD, and COULD know in the time you have available • "Ask Yourself" questions to help identify areas where you might need extra attention • A resource that's perfect for Page 26/69
last-minute exam prep and for daily class work Topics covered in ASAP Environmental Scienceinclude: · Ecosystems, food chains & food webs · Population studies & trends · Resource utilization & economics · Energy & conservation ... and more! "Physical Geology is a comprehensive introductory text on the physical aspects of geology, including rocks and minerals, plate tectonics, earthquakes, volcanoes, glaciation, groundwater, streams, coasts, mass wasting, climate change, planetary geology and much more. It has a strong emphasis on examples from western Canada, especially British Columbia, and also includes a chapter devoted to the geological history of western Canada. The book is a collaboration of faculty from Earth Science departments at Page 27/69
Universities and Colleges across British Columbia and elsewhere"--BCcampus website.
Neapolitan Volcanoes
Knowledge Base on Studies Improvement - For Kids &
Students
And Other Questions about Volcanoes
Vacation Under the Volcano
Volcanoes
A Study Guide
1. Central Hindu School Entrance Test is a complete test guide. 2. Covers entire syllabus for class 6th. 3. Topically divided into 5 sections to provide better understanding.
4. Solved papers and Model papers are given for
thorough practice. The book 'CHS SET' has been carefully designed to cater the needs of students of class 6th. Encrypted with Chapterwise notes and previous years' questions, this book divides the entire syllabus into 5 major subjects. Each chapter has been well explained in details to ease the understanding of the concepts. Besides the theory part, this book focuses on practice part as well with latest solved papers to get the insights of the exam pattern, and two model papers for self-assessment. Housed with exam relevant content, this study guide boosts the preparation level and raises the confidence of a student to score better in their exam. TOC Solved paper 2019, Solved Papers 2018, Model Page 29/69
question paper, Mathematics, General Science, Social Science, English, Hindi
A fully illustrated field guide for New Zealanders and visitors Auckland to take with them out among the 53 volcanoes that shape this city.Volcanoes of Auckland is a handy field guide to the fiery natural world that so deeply shapes New Zealand's largest city &– from Rangitoto to One Tree Hill, Lake Pupuke to Orakei Basin. For tens of thousands of years, volcanoes have profoundly shaped the area's geology and geography. And for hundreds of years, volcanoes have played a key part in the lives of indigenous Maori and Europeans &– as sites for pa, kumara gardens or twentieth-century Page 30/69
military fortifications, as sources of stone and water, and now as parks and reserves for all to enjoy.In a new cloth flexibind format designed for the backpack (and including three newly recognised craters), the field guide features:&‧an accessible introduction to the science of eruptions, including dating and the next eruption&‧a history of Maori and Pakeha uses of the volcanoes&‧an illustrated guide to each of Auckland's 53 volcanoes, including where to go and what to do&‧aerial photography, maps and historic photographs &– over 400 illustrations, 80% of them new.This field guide will help readers engage afresh with the history, geography and geology of Auckland's unique volcanic Page 31/69
landscape.How many volcanoes are there? When did they erupt and how do we know? Will there be another eruption in Auckland and, if so, where and when? Will we have sufficient warning to evacuate in time? What is a lava cave, a volcanic bomb or a tuff ring? Why were Auckland's volcanoes such an attraction to early Maori? Why is it that Auckland's freshest water comes out of our volcanoes? This book answers these and many more questions.Volcanoes of Auckland is the essential guide for locals and tourists, school children and scientists, as they climb up Mt Eden or North Head and take in the volcanic landscape that so shapes life in New Zealand's largest city.
A comprehensive study guide offering in-depth explanation, essay, and test prep for Malcolm Lowry's Under the Volcano, ranked number 11 on the Modern Library's list of the 100 best English-language novels of the twentieth century. As a novel of the mid-twentieth century, Under the Volcano is an almost autobiographical tale of self-destruction inspired by Lowry's real experiences. Moreover, the text is considered one of literature's most powerful and lyrical statements on the human condition, and a brilliant portrayal of one man's constant struggle against the elemental forces that threaten to destroy him. This Bright Notes Study Guide explores the context and history of Page 33/69
Lowry's classic work, helping students to thoroughly explore the reasons it has stood the literary test of time. Each Bright Notes Study Guide contains: - Introductions to the Author and the Work - Character Summaries - Plot Guides - Section and Chapter Overviews - Test Essay and Study Q&As The Bright Notes Study Guide series offers an in-depth tour of more than 275 classic works of literature, exploring characters, critical commentary, historical background, plots, and themes. This set of study guides encourages readers to dig deeper in their understanding by including essay questions and answers as well as topics for further research.
The second of three volumes on the New Testament Page 34/69
discusses the final year of the Savior's ministry, his prophecies of the last days and the second coming, the Last Supper, and on through his 40-day ministry among the Apostles, and ascension into heaven. The third volume covers most of the Book of Acts, the New Testament epistles, and the Book of Revelation.
A Volcanic Guide to Tongariro National Park New Testament Study Guide, Pt. 2 Cambridge IGCSE Geography Study and Revision Guide Grade 8 Geography Quick Study Guide & Workbook Super Volcanoes: What They Reveal about Earth and the Worlds Beyond
Self Study Guide CLAT 2022
"ACT Prep Flashcard Workbook 10: EARTH SCIENCE- GEOLOGY" 600 questions. Topics: Earth's Origin, Minerals, Rocks, Weathering, Wind and Glaciers, Oceans, Maps, Atmosphere, Astronomy [==================]
ADDITIONAL WORKBOOKS: "ACT Prep Flashcard Workbook 3: VOCABULARY-Advanced" 350 frequently tested ACT words every college freshman should know. Perfect for anyone who wants to enrich their vocabulary! Improve your reading comprehension and conversation. Includes sample sentence, part of speech, pronunciation, succinct, easy-to- remember definition, and common synonyms and antonyms.
_______________ "ACT Prep Flashcard Workbook 8:
GEOMETRY" 450 questions and answers that focus on Page 36/69
essential geometry theorems, postulates, concepts, and definitions. (Illustrated) Topics: Lines and Angles, Triangles, Proofs, Perpendicular Lines, Parallel Lines, Angle Sums, Quadrilaterals, Medians, Altitudes and Bisectors, Circles, Ratio and Proportion, Similar Polygons, Circles and Regular Polygons ========================== "EXAMBUSTERS ACT Prep Workbooks" provide comprehensive, fundamental ACT review--one fact at a time--to prepare students to take practice ACT tests. Each ACT study guide focuses on one specific subject area covered on the ACT exam. From 300 to 600 questions and answers, each volume in the ACT series is a quick and easy, focused read. Reviewing ACT flash cards is the first step toward more confident ACT preparation and ultimately, higher ACT exam scores! Page 37/69
These guides are geared for grades K-8, are written from a Christian perspective, and are uniquely designed for home educators. This guide examines closely the topic of volcanoes. Each guide contains a study outline with suggestions and enough information for at least a four-week study. The assignments are arranged by subject, including composition, handwriting, geography, Bible, Spelling and Vocabulary, and History or Science. All guides have a list of beginner and intermediate spelling and vocabulary words, a resource list, and an appendix containing reproducible pages to go with assignments. Some planning is required. In Hill of Fire, we get an account of the birth of Parícutin volcano in the field of a poor Mexican farmer. This reconceptualization of the text "Understanding Earth"
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reflects the fundamental changes in the field of physical geology over the past several years.
Understanding Earth Student Study Guide
LITERATURE OF DEVELOPING NATIONS FOR STUDENTS
Helaman to Moroni
How Hot Is Lava?
8th Grade Geography Multiple Choice Questions and Answers (MCQs)
Quizzes & Practice Tests with Answer Key (Geography Quick Study Guides & Terminology Notes about Everything)
"Includes 8 real SATs and official answer explanations"--Cover.
As one of the most fascinating and volatile Page 39/69
forces on earth, volcanoes have long been the subject of worship, fear, and study. With the aid of famous 'case histories' Lopes provides a unique background to volcanoes, what they are, why they form, and how they erupt. From the Sunset Crater in Arizona and Krakatau in Indonesia to the exotic volcanoes of the outer solar system this guide illustrates the dangers of volcanoes and their importance in shaping the world around us.
1. The Self Study Guide for the preparation of CLAT 2021 2. The book is divided into 6 Sections 3. Good number of MCQs have been provided for practice 4. Chapterwise Previous Page 40/69
Years Papers and 3 Crack sets are given for thorough practice 5. Authentic Solutions are given for the complete assistance "The Self Study Guide CLAT 2021" is a comprehensive textbook designed to give complete assistance for the preparation. This book divides the entire syllabus into sections with Chapterwise theories along with sufficient number of MCQs are given for quick revision of topics making it a complete success package. Each chapter carries previous years' question from 2017 to 2011 for practice and 3 Practice sets are provided at end of the book to analyze the level of preparation. With Page 41/69
authentic solutions provided help students to strengthen the concepts. Students who desire to score well in CLAT, this self study guide is a perfect choice for them. Toc CLAT Solved Paper 2020-2017, Legal Aptitude, Indian Constitution, English Language, Mathematics, Logical Reasoning, General Knowledge, Practice Sets (1-3).
A field guide to the volcanoes, volcanic features and dramatic landscapes of Tongariro National Park. New Zealand sits precariously on the collision zone between the continental Australian Plate and the Oceanic Pacific Plate, one of the most active tectonic
settings in the world. At the apex of New Zealand's most concentrated area of geothermal activity is the Tongariro Volcanic Centre, a zone slowly widening as the Earth's crust is stretched and thinned by the relentless forces beneath. Tongariro Field Guide provides a comprehensive introduction to the Tongariro Volcanic Centre and the incredible forces that shape and mould the landscape. It tells the turbulent history of the volcanoes, explains the inherent processes at work with detailed photographs and diagrams, identifies the volcanic features found in the park - vents, peaks and Page 43/69
flows - and shows you where to find them on the park's famous walks and tracks. Included are the post-eruption events of Ruapehu in 1995-1996, the long-predicted dam burst of the Crater Lake and safe passage of the major lahar in 2007, and the recent eruptions from Mount Tongariro, the first from this volcano in a century. On a smaller scale, Tongariro Field Guide updates the research work of New Zealand scientists, including the study of ash layers using improved techniques to reveal previously incorrect predictions about the age of the volcanoes in the area. Volcanic Eruptions and Their Repose, Unrest,
Precursors, and Timing A Visual Guide More About Earth and Space Science Cambridge IGCSE and O Level Geography Study and Revision Guide revised edition
37F PSYCHOLOGICAL OPERATIONS PSYOP SPECIALIST STUDENT STUDY GUIDE
This volume examines the impact of and responses to historic earthquakes and volcanic eruptions in the Azores. Study is placed in the contexts of: the history and geography of this fascinating archipelago; progress being made in predicting future events and
policies of disaster risk reduction. This is the only volume to consider the earthquake and volcanic histories of the Azores across the whole archipelago and is based, not only on contemporary published research, but also on the detailed study of archival source materials. The authors seek to show how extreme environmental events, as expressed through eruptions, earthquakes and related processes operating in the past may be considered using both complementary scientific and social scientific perspectives in order to reveal the ways in which Azorean society has been shaped by both an isolated location in the middle of the Atlantic Ocean and the Page 46/69
ever present threat of environmental uncertainty. Chapter 2, which analyses in depth the geology and tectonics of the islands is of more specialist interest, but technical terms are fully explained so as to widen the accessibility of this material. The audience for this volume includes all those who are interested in the geology, geography, history and hazard responses in the Azores. It is written, not just for the educated general reader, but for the specialist earth scientist and hazard researcher.
This book serves as a guide to discovering the most interesting volcano sites in Italy. Accompanied by some extraordinary contemporary images of active Page 47/69
Neapolitan volcanoes, it explains the main volcanic processes that have been shaping the landscape of the Campania region and influencing human settlements in this area since Greek and Roman times and that have prompted leading international scientists to visit and study this natural volcanology laboratory. While volcanology is the central topic, the book also addresses other aspects related to the area's volcanism and is divided into three sections: 1) Neapolitan volcanic activity and processes (with a general introduction to volcanology and its development around Naples together with descriptions of the landscape and the main sites worth visiting); 2) Page 48/69
Volcanoes and their interactions with local human settlements since the Bronze Age, recent population growth and the transformation of the territory; 3) The risks posed by Neapolitan Volcanoes, their recent activity and the problem of forecasting any future eruption.
Volcanic eruptions are common, with more than 50 volcanic eruptions in the United States alone in the past 31 years. These eruptions can have devastating economic and social consequences, even at great distances from the volcano. Fortunately many eruptions are preceded by unrest that can be detected using ground, airborne, and spaceborne instruments. Page 49/69
Data from these instruments, combined with basic understanding of how volcanoes work, form the basis for forecasting eruptionsâ€"where, when, how big, how long, and the consequences. Accurate forecasts of the likelihood and magnitude of an eruption in a specified timeframe are rooted in a scientific understanding of the processes that govern the storage, ascent, and eruption of magma. Yet our understanding of volcanic systems is incomplete and biased by the limited number of volcanoes and eruption styles observed with advanced instrumentation. Volcanic Eruptions and Their Repose, Unrest, Precursors, and Timing identifies key science Page 50/69
questions, research and observation priorities, and approaches for building a volcano science community capable of tackling them. This report presents goals for making major advances in volcano science. What exactly is a volcano? Can it really destroy an entire city? And how hot is lava? Kids will learn all about this force of nature, from where to find the ring of fire to whether volcanoes exist on other planets. " A Study Guide for Omar S. Castaneda's "among the Volcanoes."
Trivia Questions Bank, Worksheets to Review Homeschool Notes with Answer Key Book of Mormon Study Guide, Pt. 3 Page 51/69
Introducing Volcanology History and Contemporary Perspectives from the Azores Volcanoes of Auckland: A Field Guide Noah and Emma Burton have traded the sand and surf of their Hawaiian home for a chilly stay in Alaska, and Noah isn't happy about it. His father may be a volcano expert, but why did they have to travel to the coldest, grayest place on earth when there are millions of volcanoes near Honolulu? Noah thinks he's in for the most boring vacation of his life.He couldn't have been more wrong! A day trip to a remote island turns deadly when a once-dormant volcano suddenly sputters to life in an eruption of epic proportions. Now Noah, Emma,
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and their new neighbor Alex must fight to survive rivers of molten lava and clouds of toxic ash if they want to make it off the island alive....
- Check your knowledge of all the essential syllabus content and concepts - Specifies the skills and knowledge that students need to acquire during the course - Highlights common misconceptions and errors - Tests knowledge with practice questions and answers at the back of the book - Get it right with common misconceptions and errors highlighted This title has not been through the Cambridge International Examinations endorsement process.
Describes the features and structure of volcanoes, the factors that determine whether a volcano is active, dormant, or Page 53/69
extinct; and what volcanoes reveal about the geological history of Earth.
The #1 bestselling chapter book series of all time celebrates 25 years with new covers and a new, easy-to-use numbering system! Who wants to vacation next to a volcano? Jack and Annie are about to find out when the Magic Tree House whisks them back to the days of the Roman Empire. They arrive in Pompeii and soon discover that it is the very day the city will be destroyed. Now Jack and Annie must race against time to find an ancient library before it is buried in ash! Did you know that there's a Magic Tree House book for every kid? Magic Tree House: Adventures with Jack and Annie, perfect for readers who are just beginning chapter books Page 54/69
Merlin Missions: More challenging adventures for the experienced reader Super Edition: A longer and more dangerous adventure Fact Trackers: Nonfiction companions to your favorite Magic Tree House adventures A Trip Around Vesuvius, Campi Flegrei and Ischia Volcano
Hill of Fire [by] Thomas P. Lewis
A Study Guide for Omar S. Castaneda's "Among the
Volcanoes"
Earthquakes and Volcanic Activity on Islands
ACT Exam Study Guide
Book of Mormon Study Guide, Pt. 3: Helaman to Moroni. This volume is the third of three on the Book of Mormon. Page 55/69
It covers the Book of Helaman through the Book of Moroni. This includes the period of great wickedness just prior to the coming of Christ. We read of the missions of Nephi and Lehi, followed by Samuel the Lamanite. The signs of Christ?s birth and death are given, followed by their fulfillment. Great destruction occurs on the American continent, and only the righteous survive in the Land of Bountiful. Christ appears to the Nephites, teaches and heals them, organizes His Church and ordains 12 disciples to lead them. After His departure, a Zion people live in peace for many years, then decline again into great wickedness. We read of the final days of the Nephites in the writings of Mormon and Moroni. We also read about Page 56/69
the Jaredites, who were the first to inherit the land, long before Lehi?s family arrived. In all, it covers 2,000 years of Jaredite history, and 469 years of Nephite history from 52 BC to 421 AD when the book of Moroni closes. The cover features a beautiful painting titled ?Behold Your Little Ones,? by Del Parson.
8th Grade Geography Multiple Choice Questions and Answers (MCQs) PDF: Quiz & Practice Tests with Answer Key (Grade 8 Geography Question Bank & Quick Study Guide) includes revision guide for problem solving with 250 solved MCQs. 8th Grade Geography MCQ with answers PDF book covers basic concepts, analytical and practical assessment tests. 8th Grade Geography MCQ
PDF book helps to practice test questions from exam prep notes. 8th grade geography quick study guide includes revision guide with 250 verbal, quantitative, and analytical past papers, solved MCQs. 8th Grade Geography Multiple Choice Questions and Answers (MCQs) PDF download, a book to practice quiz questions and answers on chapters: earthquakes, folds and faults, plate tectonics, volcanic eruptions worksheets with revision guide. 8th Grade Geography Quiz Questions and Answers PDF download with free sample book covers beginner's questions, textbook's study notes to practice tests. Class 8 Geography practice MCQs book includes middle school question papers to review practice tests for exams. 8th grade Page 58/69
geography MCQ book PDF, a quick study guide with textbook chapters' tests for competitive exam. 8th Grade Geography MCQ Question Bank PDF covers problem solving exam tests from geography practical and textbook's chapters as: Chapter 1: Earthquakes MCQs Chapter 2: Folds and Faults MCQs Chapter 3: Plate Tectonics MCQs Chapter 4: Volcanic Eruptions MCQs Practice Earthquakes MCQ PDF book with answers, test 1 to solve MCQ questions bank: earthquake zones, geography: Earthquakes, Richter scale, and what are earthquakes. Practice Folds and Faults MCQ PDF book with answers, test 2 to solve MCQ questions bank: Continental plates, faulting process, fold mountain range, Page 59/69
folding process, folds and mountains. Practice Plate Tectonics MCQ PDF book with answers, test 3 to solve MCQ questions bank: Continental plates, crustal plates, earth internal structure, geography: earthquakes, oceanic plates, plate tectonics and movement. Practice Volcanic Eruptions MCQ PDF book with answers, test 4 to solve MCQ questions bank: Acid lava, fold mountain range, volcanism, and volcanoes.
This Book - Earth Science and Space Science for Kids - is the knowledge base for children and students designed to blow their mind with incredible information on a scientific approach about the Earth and its Atmosphere with exciting and surprising questions been answered with the Page 60/69
help of Science for both Earth and Space related including simple to complicated questions by encouraging your kids to ask questions in a different perspective of thinking about Earth, Atmosphere, Rain, Cyclones, Sun, Moon, Gravity and more and more including the objects in Space and their phenomena filled with the latest facts, infographics, and NASA images Space! takes you on a journey that is truly out of this world before bringing you back seriously starry-eyed! Most amazing things about our planet as kids have never known or seen or heard them before with mind-blowing and incredible facts the science behind.Kids and even adults can explore amazing natural structures, incredible weather patterns, ocean phenomena, Page 61/69
and constantly changing features of Earth. Earth science is the study of planet Earth. It covers all aspects of the planet from the deep inner core to the outer layers of the atmosphere. There are many fields of science that are part of Earth science including geology (rocks and minerals), paleontology (dinosaurs and fossils), meteorology (atmosphere and the weather), and oceanography just to name a few. They can look down from above, up from deep underground, and around from the middle of a raging storm as they journey through the spectacular imagery and the brief knowledge base of colorful coral reefs, the center of a volcanic eruption, castle-like ice caves, and much more on the science as it helps the kids to learn more Page 62/69
as a stepping guide for their academic studies too. Lively and informative text is based on the latest discoveries and scientific research, and dashboard-style fact files provide information at a glance.This Earth science for Kids will take your child on an amazing journey, revealing the dramatic features of the phenomenal planet we call home.Highlights include with an easy Understandable knowledge base Geology -the major compositions of the Earth and their functions and formations, Rocks, Minerals, Plate Tectonics, Volcanoes, Earthquakes, Erosion, Soil, Glaciers, Fossils and more to know.... -includes Climate, Weather, Wind, Clouds, Dangerous Weather, Hurricanes, Tornadoes, and more to learn Page 63/69
Includes more about Nutrient Cycles, World Biome, Environmental Issues, Renewable Energy Sources and more on Earth Science....Totally its a mini Knowledge Base Guide for your Children - helping them in their academic studies improvement too.# volcanoes # rivers # mountains # weather # climate # mass # christian schools adults girls women ladies college students encyclopaedia # geo science # geography space microscope # microscopic life cycles food chain # Geography # Hydrology # # Limnology # Meteorology & Climatology # Mineralogy# Oceanography# Sedimentology & Stratigraphy # Seismology & Volcanism # Electron Microscopes & Microscopy # Energy # Environmental Science # Essays # Page 64/69
book applications and investigations for work # earth stars black holes constellations easy guide # sheet middle school dummies every astronomy high # NASA astronauts spaceships rockets satellite # school 1st grade civil environmental engineers # Neil Armstrong USA Russia Orbit jupiter mercury # class with mastering geology environment science #
VolcanoesA Study GuideVolcanoes Unit Study Guide Grade K-8
Study Guide for Among the Volcanoes by Omar S.
Castañeda
Volcanoes Unit Study Guide Grade K-8
Self Study Guide CLAT 2020 Page 65/69
Study Guide Central Hindu School Entrance Exam 2022
For Class 6
The Infinite Atonement / Acts of the Apostles
The Volcano Adventure Guide
Table of Contents: Module A: Mediate a Dispute Negotiate an Agreement Communicate through an Interpreter Brief a Supported Commander Establish Linkup with Supported Commander Analyze Propaganda Module A Practical Exercises Mediate a Dispute Negotiate an Agreement Communicate through an Interpreter Brief a Supported Commander Establish Linkup with Supported Commander Analyze Propaganda Module B: Adjustments to Culture Characteristics and Components to Culture Comparison of Page 66/69
Types of Culture Cultural Elements of Communication Theory Cultural Literacy and Competency Islamic Culture Islamic History Islamic Religious Divisions Laws and Principles of Human Behavior Radicalization of Islam Tenets of Islam The Qur'an and other Islam Texts Module B Practical Exercises Adjustments to Culture Characteristics and Components to Culture Comparison of Types of Culture Cultural Elements of Communication Theory Cultural Literacy and Competency Islamic Culture Islamic History Islamic Religious Divisions Laws and Principles of Human Behavior Radicalization of Islam Tenets of Islam The Qur'an and other Islam Texts Module C: Introduction to System of Systems Analysis Physical Page 67/69
Environment Social System Political System National Security System Economic System Information System Infrastructure and Technology Module C Practical Exercises Introduction to System of Systems Analysis Physical Environment Social System Political System National Security System Economic System Information System Infrastructure and Technology Module D: Gather PSYOP relevant Information Series Development Target Audience Analysis Develop Supporting PSYOP Objective Develop Product Action Concept Ph IV Design Visual Product Prototype Design Audio Product Prototype Design Audio Visual Product Prototype Test Products and Actions Module D Practical Exercises Gather PSYOP relevant Page 68/69
Copyright : africanamericanstudies.coas.howard.edu
Read Online Volcanoes Study Guide
Information Series Development Target Audience Analysis Develop Supporting PSYOP Objective Develop Product Action Concept Ph IV Design Visual Product Prototype Design Audio Product Prototype Design Audio Visual Product Prototype Test Products and Actions Physical Geology | <urn:uuid:f19a25f2-76e7-4690-aafa-564dc9077b74> | CC-MAIN-2022-49 | https://africanamericanstudies.coas.howard.edu/pharmative/opini/sql.php?keyword=volcanoes-study-guide-pdf&isbn=cad008a7d4a21875ee3ae74bb18db811 | 2022-12-07T19:58:17+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711218.21/warc/CC-MAIN-20221207185519-20221207215519-00280.warc.gz | 108,759,139 | 8,793 | eng_Latn | eng_Latn | 0.943621 | eng_Latn | 0.995307 | [
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TEACHING ABOUT REFUGEES: DISCUSSION QUESTIONS
WHO IS A REFUGEE?
You can choose a "for" group and an "against" group.
The questions can also be used for students to discuss and research findings in groups and write essays on their opinions and research.
Objective: These questions can be used to set up a debate in class and to evaluate if your pupils have grasped basic concepts on refugees, asylum and migration.
Age group: This lesson is suitable for children aged 15 and over and can be used to teach about this subject in any discipline it may be relevant to.
1 : Some asylum-seekers are not granted refugee status but can be granted the right to stay somewhere safe for a temporary amount of time. This status is often offered through a more local or regional agreement.
What do you think the benefits can be of having different types of protection for those fleeing dangerous situations and for countries accepting to host them from those dangers? Is it better to have one type of protection or many? Why?
2 : Some people are forced to leave their home environments because their natural environment is no longer habitable. We can view these people as forcibly displaced.
To what extent should international law and organizations provide shelter for them? Should these people be classified as refugees?
3 : If a country is struggling to provide for its own citizens, should it take in refugees? What reasons are there for taking in or not taking in refugees? Once this question has been debated, watch the video Refugee Rights and ask students if they have different thoughts about it.
i
4 : Should refugees have to go back to their country once it is safe or should they have the option of staying and requesting residency or citizenship in their new country? What about children born to refugees in that country? What are the benef ts to the host county and country the refugee originally came from of staying or returning?
Teaching
About
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THINKING ANALYSIS AND PROBLEM SOLVING
Yuni Agustina 1* , Neviyarni 1
1*FIP Guidance and Counseling, Padang State University, Padang, Indonesia
1*yuniagustinadalmunth@ gmail.com; firstname.lastname@example.org
DOI: https://doi.org/10.21107/literasinusantara.v1n2.681222
Received: December 03, 2020
Revised: January 03, 2021
Accepted: January 29, 2021
Abstract
This article uses references from related literature studies to discuss the analysis of thinking and problem solving, where the concept of thinking and problem solving is a higher or highest level of cognitive behavior, namely thinking. The ability to think is only possible if you already have some concepts with strong reasoning skills. The essence of thinking and problem solving includes general forms of problem solving, the stages of problem solving, namely understanding and explaining (explaining) the problem, proposing various options, determining solutions and implementing options, and checking whether the problem is successful. This article is designed to explain some problems, especially the nature of thinking and problem solving, general forms of problemsolving tasks, stages of problem solving, theories of thinking and problem solving, Piaget's theory of cognitive development, and some practical suggestions. As an introduction to education thinking about drawing conclusions, and problem solving is a way for people to reach conclusions about a particular problem or problem. In other words, problem solving is a situation that requires a person to find solutions to various problems.
Keywords– Thinking, Problem Solving, Strong reasoning skills
1. Introduction
In everyday life, individuals often face problems that require creative thinking to solve them. The thinking process is a job that aims to acquire various abilities and problem skills, usually called difficulties, obstacles, distractions, obstacles or non-conformities (Suharnan, 2005: 283). In lessons,pthe process of thinking is very important. Through thinking, can improve the quality of life. In the problem-solving process, individuals may use convergent or divergent thinking processes. Solving problems can be said to be a fusion of thinking, which is being able to provide correct answers to problems that do not require a lot of creativity. Whereas divergent is a process or method of thinking that is used to explore many new ideas to generate creativity by exploring many possible solutions to get solutions (Trianggono, 2017: 2).
The function of thinking is to solve problems. Usually individuals move according to their own habits, but when individuals face situations that cannot be handled in the usual way, problems will arise. Then the way to solve these problems is motivation to solve problems and problem solving strategies, namely to solve the problems faced by these problems, individuals need different times. When we encounter a problem, we will do our best so that the problem will disappear quickly, and can be resolved in any way without thinking first, so that the results of solving the problem cannot satisfy us, even cause new problems. (Anita Maulidya, 2018). Thinking is the use of concepts and symbols, not objects and events. Problem solving is the process of solving problems or events, selecting jobs and getting closer to the authenticity of certain goals to be achieved. Besides the meaning of thinking, it also explains the thought process, because by understanding the thought process we can not only solve problems, but even discover new things. Problem solving is a high-level psychological process and requires a more complex thought process (Bell, 1978).
This article will show how to analyze thinking and problem solving in children or individuals who are the object of research, and discuss how in the context of solving this problem, it is seen that the steps taken from one individual to another are different.
2. Method
The method used by researchers is a qualitative method, where this article discusses the analysis of thinking and problem solving, this type of research method is the analysis of literature studies (literature research) this article will describe the analysis of scientific journals that are relevant to the discussion that has been selected, as for The stages in this research method are (1) selecting articles, (2) collecting initial data, (3) challenges from topics, (4) collecting supporting data, (5) making conclusions and recommendations online. According to research by Saryono (2011), qualitative research is research that is used to investigate, find, describe, and explain the characteristics of social influences, which cannot be explained, measured, or described by other methods (for example quantitative methods).
3. Result and Discussion
A. The Nature of Thinking and Problem Solving
Usually thinking activities start from asking questions and answering questions or dealing with problems that need to be solved Humans think to face and understand various situations or facts so that we can decide, imagine, solve, organize and plan. Guarantee the existence of a thinking process, namely seeing the results of thinking, namely in the form of changes in behavior, whether the changed object is right or wrong (Alex Sobur, 2003: 201). According to Mohamad Surya (2015: 117) Cognitive behavior is at a high or highest level. It is said that thinking is a form that is introduced by manipulating many concepts, especially in the context of abstract concepts. Therefore, the ability to think is only possible if you already have strong reasoning abilities to support certain concepts. Two things that are the basis of thinking skills are the level of reasoning abilities and mastery of concepts with certain abstract abilities.
In addition, Charles and O'Daffer (1997) suggested that the objectives of teaching problem solving in learning were: (1) fostering students' thinking skills, (2) fostering the ability to choose and use problem-solving strategies, and (3) fostering attitudes and beliefs. on problem-solving skills, (4) fostering students' ability to use relevant knowledge, (5) fostering students' ability to monitor and evaluate their own thinking and work when solving problems, (6) cultivating in an atmosphere of cooperative learning students' ability to solve problems; (7) the ability of students to find the correct answer is being worked on.
Polya (Hudoyo, 2003: 87) explains that the goal of problem solving is to try to remove difficulties from difficult goals. Problem solving can be seen as a process that requires students to find combinations of previously learned rules and use them to solve new problems. Based on the description above, it can be concluded that solving a problem is an attempt by people to use the knowledge, skills and understanding they have solved. A person's problem causes the person to at least try to solve the problem he is experiencing. Therefore, he must use various methods, such as thinking, trying, and asking questions to solve problems.
B. General Forms of Problem-Solving Tasks
When looking for a solution to a problem, there are rules that will cause a person to solve the problem. These rules will provide instructions for troubleshooting, there are many rules for solving problems. Mainly there are two things, namely the problem rules must be resolved through several logical steps and rules or rules as a whole (in Walgito, 2010).
In the context of solving this problem, it is observed that the steps taken from one person to another are different. Some people take action immediately after understanding the order and trying to reach the goal in the right way, and some people don't take action, but consider the possibility of solving the problem before taking certain action. According to Greeno (in Ellis, 1978), according to the cognitive processes involved in problem solving, problems can be divided into 3 types:
1. Inducing Structured Problem, this type of problem requires people to find patterns that connect problem elements from one element to another. .
2. Transformation Problem, in this type, objects and symbols must be manipulated or changed according to certain rules to get a solution.
3. Arrangement Problem, to get a solution, the elements of the task must be arranged or rearranged. All the elements of the task are listed, and then have to be rearranged in some way to achieve a solution.
C. Stages of Problem Solving
Polya (1973) defines problem solving as an effort to find a way out of difficulties, so as to achieve a goal that cannot be achieved immediately. Polya believes there are four steps to solve this problem, namely:
1. To understand the problem at this stage, the individual must really understand the problem, such as knowing the unknown, knowing whether the conditions existingare sufficient to determine the unknown, whether too many or conflicts, and use symbols as appropriate to describe the problem.
2. Develop a problem-solving plan to find connections between existing information and unknown information. When making plans, individuals can help others by paying attention to several methods that can help you solve the problem, and finally come up with a solution plan.
3. The implementation plan at this stage, the plan has been executed, please check each step so that the individual knows that each step is correct and can prove that each step is correct.
4. Check the solution again. At this stage, the following questions can be asked: can the stated results and reasons be checked, whether the results obtained are different, can the solution be checked at a glance, and whether the solution obtained can use the same solution or method for this problem.
Problem solving can be achieved by learning (Marcut, 2005):
1. The focus of problem solving is students' attention, namely attention and thoughts to remember more facts.
2. Problem solving makes students believe that they have the ability to solve math problems and that maths is meaningful.
3. Through interesting learning to solve problems, students will remember les.
D. Theories of Thinking and Problem Solving
According to Ellis (1978) there are three theoretical approaches used in the study of the process of thinking and problem solving among them:
1. Theory of Stimulus-Response
The basic concept of this theory is that thinking is a related process. Thinking is seen as hidden or implicit "trial and error" behavior. Assuming that in any problem situation, students will bring some habits to achieve the situation. These habits have different functions depending on the task or problem. These habitual tendencies not only differ in intensity with circumstances, but are also arranged in a hierarchy called the family of habits. In other words, students enter a certain situation with a certain level of intensity of habit changes. The theory emphasizes that in the case of problem solving, existing habits will emerge according to intensity, satisfying the tendency for effective responses and successful problem solving.
2. Gestalt theory
Thinking in terms of Gestalt is considered a problem of organizational perception, namely as the process of seeing environmental stimuli in a different way than before. Thinking is considered to be the core conceptual process of perception. Like SR theory, Gestalt theory concludes that problem-solving activity is the ability to reorganize their understanding of the world or apply insights to a problem. According to this theory, the problem solving process is the process of connecting various elements into one. According to the perspective of cue psychology, understanding the relationship between related elements can improve effective problem solving skills (Surya, 2015).
3. Information processing approach
This method uses a computer program format to formulate flowcharts or special sequences, but humans are much more complex than computers. In this way, the program can simulate mental processes, which is used as a very abstract model and must be able to process thinking and solve problems.
E. Piaget's Theory of Cognitive
Development The famous Swiss psychologist Jean Piaget (18961980) said that children can actively construct their own cognitive world. Piaget believed that children can adapt to new ideas according to their own ideas, because more information will increase their understanding of the world. Piaget believed that cognitive development occurs in four stages. Each stage is age related and consists of a different way of thinking. Piaget believed that more information does not advance children's thinking, and the quality of progress varies.
Piaget (Sitti Aisya Mu'min, 2013: 91) suggests the stages of cognitive development are as follows:
1. The sensorimotor stage, this stage takes place from birth to about two years of age. At this stage, the baby develops senses of the world by coordinating his sensory experiences of movement (muscles). In this early stage, babies only show reflex patterns that adapt to the world. In infants one to four months of age, babies rely on primary circular responses, namely actions or movements they perform in response to the same previous form of action. Babies at four to twelve months of age experience secondary circular reactions, which include attempts to interact with their environment.
2. The pre-operational stage, this stage lasts from 2 to 7 years of age. This stage is a more symbolic thinking stage, but does not involve operational thinking. This stage is more selfish and intuitive. Preoperative thinking includes two sub-stages, namely the symbolic function stage and the intuitive thinking stage. The sub-phase of symbolic function occurs between the ages of two and four. The sub-stages of symbolic function appear between two and four ages. At this sub-stage, the child begins to show objects that do not exist psychologically. This expands theworld psychological of the child to a new level. The early development of language and the emergence of an attitude of playfulness are examples of the continuing development of symbolic functional thinking. Toddlers start scribbling pictures of people, houses, cars, clouds, and other objects in this world. In their imagination, the sun was blue, the sky was green, and cars were floating on the clouds.
3. Concrete operational stage, from seven to eleven years of age. The specific surgery idea includes the use of surgery. Logical reasoning replaces intuitive reasoning, but only under certain circumstances. There is a classification ability, but it cannot solve abstract problems.
4. Formal operational stage, 11 to 15 years. At this stage, the individual begins to think about certain experiences and think about them in a more abstract, idealistic and logical manner. The abstract qualities of formal operative thinking are evident in verbal problem solving. On the other hand, formal operational thinkers can solve this problem. Even if the problem is only verbal. Apart from abstract abilities, formal combat thinkers also have the ability to idealize and imagine the possibility of solving problems and systems and draw conclusions.
F. Some Practical Suggestions Practice
According to Reyes et al. (1989), to teach problem-solving skills more effectively, teachers need to understand several factors, including: time, planning, learning resources-media, technology and classroom management. The planned time must be effective and consistent with the students' abilities and thought processes. It is best if the teacher can estimate the time it will take students to solve one or more problems.
Suggestions focused on the characteristics of the problem; characteristics of students who are able and unable to solve problems and problem solving learning strategies. The following are some of the research results summarized in Reys et al. (1989).
1. Specific problem-solving strategies should be taught until students are able to solve problems correctly.
2. There is no best strategy to solve all problems (problems). At each problem solving stage, certain strategies are used more frequently than others.
3. The teacher must teach students various strategies for solving various problems. Students should be trained to use strategies for different types of problems, or to use different strategies for problems.
4. Students need to face problems with solutions they have not mastered (unusual), and are encouraged to try various alternative solutions.
5. Student achievement or problem-solving ability related to the stage of student development. Therefore, the difficulty in asking questions must meet the needs of students.
4. Conclusion
Manathought to confront and understand the various situations or realities so that we That can be decided, conceivably, be resolved, organized and planned. Guarantee.their thought processes to think that seeing the results to changes in behavior and object changes that do not rely on the right either.
The way to overcome these problems is with the motivation and strategies used to solve these problems,namely to solve the problems faced by these problems, and individuals need a different time. The purpose of teaching problem solving in learning is to fosterability/students' thinking, develop abilities;select and use problem-solving strategies, and foster problem-solving attitudes and selfconfidence.
Each student has a unique way of thinking, one of the factors that affect students' problem solving abilities is the way students think which is the way someone usually uses in observing and mental activities, namely organizing and processing information. In the cognitive domain. So far, teachers still tend to use the explanatory learning model. Most of the learning activities in this model are still led by teachers who actively teach, then provide examples and practice questions. While students only listen, take notes and work on questions raised by the teacher. This condition will not develop the personality, abilities and activities of students as expected. Because it requires a learning model for students to work in groups to exchange ideas in the problem solving process, students will understand, appreciate and learn from it.
Efforts to improve the learning process by choosing an appropriate and innovative learning model in school learning are also very important.
References
Alex Sobur. (2003). PsychologyIGeneral. Bandung: Faithful Library.
Anita Maulidya. (2018). Thinking and ProblemsoSolving. Raudhatul Akmal Islamic College.
Bell, FH (1978). Teaching and Learning (in Secondary School). New York: WMC Brown Company Publishing Town.
Bimo Walgito. (2010). Introduction torGeneral Psychology. Yogyakarta: Andi Offset.
Charles, R & O'Daffer, P. (1997). How to Evaluate Progress in Problem Solving. NCTM. Reston, VA.
Henry C Ellis. (1978). Fundamentals 0f Human Learning. Memory and Cognition Michael Domjan. 2010. The Principles of Learning and Behavior, 6th Edition. California: Wadsworth.
Hudoyo, Herman. (1988). Teaching and Learning Mathematics. Jakarta: Ministry of Education and Culture.
Krulik, Sthepen and Rudnick, Jesse A. (1995). The New Sourcebook for Teaching Reasoning and Problem Solving in ElementarypSchool. Temple University: Boston.
Marcut, I. (2005). Critical Thinking-Applied toThe Methodology of Teaching Mathematics. University of Macedonia.
Mochammad Maulana Trianggono. (2017). Causality Analysis Understanding the Concept ofkWith Students' Creative Thinking Ability. IKIP PGRI Jember.
Journal of Physics and Education Scientific (JPFK) Vol 3 No 1 March 2017, pp. 1-12.
Mohamad Surya. (2015). Cognitive Strategieslin the Learning Process. Bandung: Alfabeta.
Polya, G. (1973). How,to Solve It (New of Mathematical Method). Second Edition. New Jersey: Prence University Press.
Reys, Robert E., et. al. (1998). Helping Children Learn Mathematic (5th ed). Needham Hwight: Allyn & Bacon.
Sitti Aisyah Mu'min. (2013). Jean Piaget's Theory of Cognitive Development. STAIN Sultan Qaimuddin Kendari. Vol. 6 No. 1.
Suharnan..(2005). Psychology.Cognitive. Revised Edition. Surabaya: PublisherlSrikandi.
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To speak like an Anarresti you must think like an Anarresti.
This short booklet shows you how to think like an Anarresti.
If you follow the ways of thinking set out here you will be able to translate from standard English into Pravlish.
Speech Anarresti becomes from-thought Anarresti.
The-booklet small is of-speech Anarresti a-true-thing.
Thoughts in-Pravlish are-made in-the-booklet by-the-ways cognitive. Thought is-moved from-English to-Pravlish by-theways cognitive.
First way of thinking:
People don't do things, things happen to people
Don't think: Shevek likes apples
Think: Apples are-liked by-Shevek
Don't say: Shevek is going to London
Say:
London will-be-visited by-
Shevek
Second way of thinking: Put the active noun at the end of a sentence
Don’t think: The-friend was met by-Shevek in-the-park under-the-oak-tree Think: The -fr i en d was-met in-the-park under-the-oak-tree by-Shevek
| Sixth way of thinking: Nobody owns anything | |
|---|---|
| Don’t think: I have a pencil Think: A-pencil is-being-used by-a- speaker | Don’t say: This is my desk Say: The-desk is-used by-a-speaker |
Ninth way of thinking:
Refer to yourself as a-speaker. The-speaker is the person who last spoke
Don't say: That was a good idea, but I have a better one
Say:
An-idea good was-made by-the-speaker, but an-idea more-good maybe- beco m es fr o m-a-speaker
Tenth way of thinking:
When you use the word 'we', say what you mean
There are five different ways of saying 'we' or 'us':
- A-speaker and the-listener
- A-speaker, the-listener & a group of others (but not everyone); OR a-speaker and the-listeners
- A-speaker and one other who is not the-listener
- A-speaker and a group of others which does not include the-listener(s)
- Everyone, but nobody in particular
Eleventh way of thinking:
When you say 'not' or 'no' you have to say what you mean
You can say:
The-known-thing is factually-incorrect
The-known-thing is not-generally-accepted-as-correct
The-known-thing is believed-to-be-incorrect by-a-speaker
A text you can practise with
A-practice can-perhaps-be-done with-the-text by-the-listener:
Recently a friend asked me how long it would take before she started thinking in French. My response was "a week or so." She was shocked (and understandably so). We worked on it together and within a week we were both thinking in the language despite it still being quite new to us.
Thinking in a foreign language is an important goal that brings you one giant step closer to becoming fluent. There is also the fact that language and culture are intertwined, and thinking in your target language is an essential part of being able to connect with the people you are trying to get to know.
It is not necessarily easy to think in a new language (especially if you've never done it before) but it is still simple – there is no magic here. First time language learners often believe that if they study long enough and hard enough they will eventually just start thinking in the target language, as if a switch had been flipped. This is how I approached it the first time around and it did work… eventually… kind of.
[From How to think in a foreign language (it does NOT "just happen") by Benny Lewis, http://www.fluentin3months.com/thinking/]
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Try This at Home Science:
Balance the Scales
Activity Overview:
Create your own balance scale and learn how to estimate relative weights of small objects.
Materials:
- Hanger
- 2 empty fruit containers or other identical containers
- Bottle cap
- Stick or ruler
- Tape
- String
- Small objects
- Scissors
- Door knob or drawer handle
- Optional: small construction paper triangle
Try this!
1. Lay the hanger flat and tape the ruler to the middle of the hanger to make the pointer. Optional: add the small construction paper triangle to the bottom of the pointer.
2. Cut a length of string 1 foot long. Tie the bottle cap to one end of the string, and the other end to the handle of the hanger to make the plumb.
3. If the fruit container has a lid, use the scissors to cut it off.
4. Use the scissors to cut two lengths of string, about 2 feet in length each.
5. Thread 1 string through 2 holes on one side of the container, and repeat on the opposite side of the container. The container is now a pan.
6. Repeat Step 3 on the second fruit container.
.
7. Tie the two fruit containers onto the far ends of the hanger. The hanger is the beam.
8. Hang the hanger on a door knob to make the fulcrum
9. Take several small objects and try to balance the scales. What do you notice?
10. Take 4 of the same small object and balance the scale. What do you notice?
11. Compare the weights of the objects from Step 8 and 9. Which weighs more?
12. Balance the scale using the objects from Step 10.
13. Continue to compare the weights of different objects from around the house and try to balance out the scale.
14. Clean up by putting all of the objects away, recycle any reusable parts from your balance scale, or hang it up in the closet for another day!
What's happening?
We have created a balance scale similar to those used throughout history. This simple machine is another form of a lever! The part hanging on the door knob is the fulcrum, or the balance point, and the long side of the hanger is the beam that we are trying to balance on the fulcrum. As we add objects into the fruit containers, the pans, we notice that the system may tilt to one side or the other until we have added enough objects to
balance the scale. We are also able to compare the weights of objects by putting a single object in one pan, and a different object in the other pan. We can even designate units, like 1 Barbie doll equals 2 bananas.
STEM History Fun Fact!
Hundreds of years ago there were no automatic scales to weigh things. Instead people used balance scales to compare weights of items. The saying "worth your weight in gold" was literally that! A person who had earned a reward would sit on one side of a balance scale and gold would be added to the other side until it was balanced. However, the meaning has changed over time, so instead of a reward in gold, it now means you are incredibly awesome!
When it came to trading, people used balance scales to compare objects to make fair trades. So if a person wanted a bag of rice, they might pay for it by adding objects onto a balance scale until the scale balanced, or became even, to keep the trade fair. Over time though, a more accurate system was needed. Standardized weights were created to be placed on one side of the scale, and the desired object would be placed on the other. Each weight was equal to an agreed standard unit. This would mean that if a person wanted 2 units of rice it would be weighed by placing 2 weights on a balance scale and comparing the rice to the units before payment was exchanged, and the product being handed to the customer.
Now try…
- Hang your scale from a string and repeat the experiment. What do you notice? Did you get the same results? Why may the results be different?
- Take a ruler and tape 2 cups to either end, and try to balance the ruler on a pop can. Repeat the activity to see if you can replicate your results. What did you notice? Which version worked better?
- Add a "scale" to the system by making a semi-circle, and dividing it into 10 equal parts. Each part becomes a unit of weight. Then tape the scale on the hanger so the pointer hangs in the middle. See if you can compare the difference in units between different household objects. Ex. 1 orange = 2 pop tarts.
Additional Information
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