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Phonics at North Worcester Primary Academy Here at NWPA, children learn to read, spell and write, through a lively, fun phonics programme, called 'Read, Write, Inc.' This is the systematic teaching of all the common sounds in the English language. Children are taught to recognise the sounds and to put them together, to sound-blend them, into words for reading. There are 3 main stages involved in the teaching of RWI Phonics, these are outlined below: Stage 1: Alongside 'Fred the Frog,' children learn how to read and write Speed Sounds Set 1, which consists of initial letter sounds and the clusters, th, ch, sh and qu. Children are learnt the pure sounds and not the letter names. Once each group of sounds have been taught, children learn how to blend these together, in order to read and write simple words. Stage 2: When all of Set 1 sounds have been learnt and children can blend them into words for reading, children complete Red Ditty books, which help them to read and spell simple words more fluently, together with the writing of simple sentences. At the same time, they learn Set 1 Green words, which are words from the Ditty, which children will be able to sound-blend together. They also learn 'Rotten Red' words, which are tricky words because they do not sound like they look, for example: said, you, the, of. Stage 3: When Ditty books have been completed, children move onto the storybooks, containing lively rhyming stories, which the children love to read! Alongside these, children learn Set 2 sounds followed by Set 3 sounds, which consist of all remaining sounds in the English language. Children read the storybooks with their partner and are taught how to read with expression and fluency. They also learn how to answer simple questions about the text, in order to develop their comprehension skills. Children are regularly assessed and are grouped accordingly, which means that all children regardless of their ability, achieve a high level of success becoming confident readers, writers and spellers. To help support the phonics taught in school, parents are regularly invited into school to attend workshops, children will also bring home words to read and spell, each time they start a new Ditty book or new storybook. We will share some useful videos to help with your own understanding of phonics and sounds the children learn on our learning platform Seesaw.	<urn:uuid:46f3ed0c-b9c3-4058-a611-783d9967f418>	CC-MAIN-2024-46	https://www.northworcesterprimary.co.uk/attachments/download.asp?file=13&type=pdf	2024-11-14T16:56:10+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00511.warc.gz	825,241,875	506	eng_Latn	eng_Latn	0.996692	eng_Latn	0.996748	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1616, 2400 ]	[ 3.515625 ]	1	0
TOP 5 EXCUSES HDS PARENTS USE TO AVOID THEIR KEIKI'S DENTIST VISITS. When it comes to caring for your child's smile, avoiding the dentist can put your child at risk for longterm issues. "I don't have time." Did you know the average dentist visit takes 30 to 45 minutes? That is for a routine exam and cleaning. It's a small sacriﬁce to make to prevent your child from developing cavities, gingivitis and other issues. 2 "My child already brushes twice a day." New technology has improved dentistry and pediatric dentists have updated equipment that minimizes discomfort and relieves anxiety during your child's visit. Ask if your dentist can play a favorite show during your child's visit. "The dentist 3 is scary." The formula for a healthy smile is brushing twice a day, ﬂossing daily, and seeing your dentist twice a year. Your child's dentist can identify issues that can hinder development. "My child is too young." The American Dental Association recommends parents take their child to the dentist by age one, or by the time their ﬁrst tooth erupts. Dentists will screen your child's mouth for issues and assess if your child's development is on track. Dentists will also share helpful tips on how to keep baby's teeth cavity free and set them up for a healthy transition to permanent teeth as they get older. "Nothing's 5 wrong." Choosing not to take your child to the dentist at least twice a year can lead to long-term impacts to his or her smile and overall health. A dentist ensures your child is not at risk for disease or infections. Schedule a visit today! Seal Away Decay with Sealants! Did you know you can protect your child's smile from cavities with sealants? Sealants are a thin, protective coating applied to the back teeth to prevent decay. They cover the enamel and seal the top surface of the molar. Sealants are shown to reduce decay in molars by almost 80%. If your child or dependent is near the age of six, now is the time to ask their dentist about sealants. Sealants and routine exams are 100% covered under your EUTF plan with HDS. Questions? Contact Us. From Oahu: (808) 529-9310 or toll-free at 1-866-702-3883 Monday through Friday, 7:30 AM to 6 PM Access your account online at HawaiiDentalService.com/EUTF. HDS complies with applicable Federal civil rights laws, and does not discriminate on the basis of race, national origin, disability, color, age or sex. PAKDAAR: Nu saritaem ti Ilocano, ti serbisyo para ti baddang ti lengguahe nga awanan bayadna, ket sidadaan para kenyam. Awagan ti (808) 529-9248 or 1-844-379-4325 (TTY: 1-877-447-5990). PAUNAWA: Kung nagsagalita ka ng Tagalog, maaari kang gumamit ng mga serbisyo ng tulong sa wika nang walang bayad. Tumawag sa (808) 529-9248 or 1-844-379-4325 (TTY: 1-877-447-5990). 4	<urn:uuid:0e7230c7-49d8-4008-adb5-58ae2f42513b>	CC-MAIN-2024-46	https://eutf.hawaii.gov/wp-content/uploads/2023/05/HDS-Visit-Dentist-Actives-Keiki-secured.pdf	2024-11-14T17:29:10+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00510.warc.gz	221,929,182	707	eng_Latn	eng_Latn	0.99669	eng_Latn	0.99669	[ "eng_Latn" ]	false	docling	[ 2785 ]	[ 2.4375 ]	1	0
Creating Solutions from Bad Situations Sandra Ramsey Synopsis Creating Solutions for Bad Situations is a Curriculum Unit designed to be taught in one of the following classes: Earth/ Environmental Science, AP Environmental Science or Biology. The unit is designed for classes that have a component in them for students to learn about human impact on the Earth and other ecological issues. This unit has a focus on cities that are not sustainable or "made" for humans. During this unit students will come away with a greater understanding of the workings of a sustainable city while investigating the problems of most modern cities. There are several activities that I have developed for this unit in order for students to have a hands-on approach to learning this topic, such as an independent or partner lab activity that investigates the effects of run-off from the city streets. Of the activities created, the culminating activity is a project-based learning activity where your students will be able to create their own sustainable city through researching other cities that have been deemed sustainable. The students will also complete a movie guide to the animated movie The Lorax and complete a digital project that has students research different ecological issues and then participate in a digital gallery crawl.	<urn:uuid:afee294f-1e5e-41ea-93a8-48e772773ecd>	CC-MAIN-2024-46	http://charlotteteachers.org/wp-content/uploads/2012/06/10.06.09.pdf	2024-11-14T17:34:26+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00517.warc.gz	5,212,699	237	eng_Latn	eng_Latn	0.999004	eng_Latn	0.999004	[ "eng_Latn" ]	false	docling	[ 1325 ]	[ 3.34375 ]	1	0
Creative and Innovative Thinking Rubric College of the Canyons (Derived from the AAC&U VALUE Rubric) Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance	<urn:uuid:00989e32-b4a4-4b47-8a10-7a6c74175c37>	CC-MAIN-2024-46	https://www.canyons.edu/_resources/documents/administration/committees/casl/islo_rubrics/Creative-and-Innovative-Thinking-Rubric.pdf	2024-11-14T17:21:37+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00514.warc.gz	618,442,626	104	eng_Latn	eng_Latn	0.993249	eng_Latn	0.993249	[ "eng_Latn" ]	false	docling	[ 522 ]	[ 2.109375 ]	1	0
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1989 Volume II: Poetry A Special Education Curriculum Guide: Dealing with Death, Depression and Suicide Using Poetry Curriculum Unit 89.02.02 by Laura Batson "Black males are twice as likely to die of homicide as white males, and four times as likely as women, white or black. Ninety-ﬁve percent of murdered black males between ﬁfteen and thirty-four years of age are killed by black males. Although blacks make up six percent of Connecticut's population, they account for thirty-three percent of all AIDS cases." 1 Over the past four years, I have taught approximately ninety children. Of these ninety children, seventy-ﬁve have lost a close member of their family in their short life span. When I started looking at children who had recently been placed in special education, I began seeing a pattern of recent death or suicide in these children's lives. For the past four years, I have worked primarily with Socially Emotionally Maladjusted children ranging from kindergarten through eighth grade. My ﬁrst year of teaching in 1987 was a terrible experience in which I felt isolated and ineﬀective as a teacher. It was during my ﬁrst year of teaching that I was disturbed by the students' reactions and references to death. My classroom was originally an art room which was much too large, full of stored materials, and did not have any windows. We cleaned up the side playground for our use every day, often ﬁnding it littered with needles, broken glass and human waste. There was a small sheltered area where, one sunny spring morning, my class and I came across a dead man in his early twenties with a needle sticking out of his arm. I was literally sick to my stomach and my students were shocked at my reaction. I was shaken for many months and will never forget these eight year olds looking up at me, upset because I was, not because of the dead body. Two of my older students even identiﬁed the body for me. Welcome to the inner city of New Haven, I thought to myself. I was not so naive as to believe that inner city kids didn't have to be tough in order to protect themselves from the environment, but I was shocked at how internalized this shell was. I remember a November morning in my classroom during 1987. The school was just buzzing with laughter and excitement. Many of the students had attended a rap concert at the New Haven Coliseum the night before. The excitement was caused by a young New Haven boy who was stabbed by a youth from Hartford. The incident was gang related. My class, and many other students, had the attitude, "Kill or be killed". I remember spending the majority of the morning talking to my class about it because I was so upset at the way they were treating the incident. It was during this time that I began to realize that I needed to ﬁnd better ways to discuss and counsel my students concerning death, depression, and suicide. The violence and hatred, as well as their death wishes for each other, that I observed among classmates was so intense that I was determined to soften these harsh emotions of self-protection and teach the children to experience and express their feelings appropriately. I began taking courses at Southern Connecticut State University to help me understand their feelings as well as my own. These courses gave me the conﬁdence to begin talking to my class about issues that I was unable to discuss previously. While contemplating a topic for the poetry seminar, I came across many poems dealing with aspects of depression, death, and suicide. I decided that this would be an excellent chance to combine an academic unit with aﬀective education, giving my students a better understanding of their own emotions as well as poetry. I believe that many of our special education students are placed into special education because of unresolved feelings that manifest themselves as socially unacceptable behavior. Over the past two years, I have found myself working with some of the most disturbed children in the school system. Unfortunately, the children that are entering middle school appear to have more complex problems and require many more specialized services. More and more referrals are made to special education each year. Children that I have taught over the years seem very unhappy and do not look towards the future with much hope and happiness. I recently polled my class, asking them where they thought they would be in ten years. Eighty percent replied they thought they would be dead or in jail. The other twenty percent said they would be rich and famous. It is close to impossible for them to express long term goals or daily goals that are realistic. Many of my students come from extreme poverty with families involved daily in drugs and alcohol. As they grow older, many ﬁnd failure in school. It is very diﬃcult to ask an eighth grader who reads below a second grade level to read aloud. Many begin to become more truant and are eventually coerced into selling drugs. When they do get caught, many are probationed back to school. Many come back angry, hostile, negative, bored, and ready to argue and ﬁght with anyone who asks them to do something. The American Psychiatric Association lists the following criteria for a major depressive episode 2: 1. A loss of interest or pleasure in the usual activities, which is evidenced in the symptoms of being sad, blue, hopeless, or irritable. 2. Changes in appetite and/or weight patterns. 3. Sleeping patterns are altered. 4. Psycho-motor agitation will increase; that is, ﬁdgety, restless behaviors. 5. There is a loss of energy; a listlessness. 6. Self-reproach or excessive or inappropriate quilt may be apparent. (The child blames him/herself for everything that goes wrong in his or her world.) 7. The child may be unable to concentrate and a drop in performance may occur. 8. There may be recurrent thoughts of death and suicide. In my experience children often exhibit these symptoms because of a separation in their lives. This may occur when a parent leaves, if there is a divorce, if a boyfriend or girlfriend leaves, or even if a pet dies or is missing. The American Psychiatric Association speciﬁes that four or more of the given symptoms must be present for at least two weeks before the child can be classiﬁed as depressed. Many professionals still believe that children under the age of ten cannot become depressed. There has been little published concerning long-term studies of depressed children. Determining if childhood depression is merely a transient state is almost impossible. It is diﬃcult to determine how long the depressive episode may last. One must consider the possibility that depressed children grow up to be depressed adolescents and then depressed adults. Children who mask their depression may develop symptoms similar to those with a speciﬁc learning disorder or attention deﬁcit disorder. Symptoms such as loss of concentration, hyperactivity, poor academic performance, and distractibility are common to both disorders. Teachers should look at the age and grade level at which the diagnosis for special education is made. If school records indicate good academic performance in past school years, this may suggest depression rather than a learning disorder. Rosenthal and Rosenthal (1984) worked with sixteen suicidal preschoolers, from ages 2.5 to 5 years. These researchers found that the suicidal preschoolers have a higher rate of running away and non suicidal aggression directed toward themselves then other preschoolers. They also had more depressive symptoms and less pain and crying after injury. In addition, suicidal children were more likely to be victims of child abuse or neglect and were more likely not to be wanted by their parents. They exhibited more feelings of abandonment and despair. They wanted desperately to change their painful lives by changing their unhappy family lives. Death touches our lives not only when close friends or relations die, but constantly through dramatic portrayals and news reports in the mass media. Technology now has the potential to make us all instantaneous survivors. Recently, the media has focused national attention on issues of mortality and bereavement. Similar reactions occurred in the wake of the space shuttle Challenger disaster in 1986. Bereavement comes from a root word meaning shorn oﬀ or torn away, as if something has suddenly been yanked away. Bereavement should be viewed not as a violent action but as a change that is cyclical and natural, a normal event in human experiences. "Bereavement can be deﬁned simply as the event of loss. Grief is a person's emotional response to the event of loss. Like bereavement, grief has usually been thought of in negative terms—heartbreak, anguish, distress, suﬀering—a burdensome emotional state. Yet grief can be considered as the total emotional response to loss. Mourning is the process of incorporating the experience of loss into our ongoing lives. This process deals with the questions: How does one carry on? Mourning is also the outward acknowledgment of loss. 3 Nearly all parents wish to spare their children the pain of bereavement. Sometimes grand attempts are made to shield the child and minimize the eﬀects of loss when it occurs in a child's life. I have known parents to buy a replacement pet for their child when the family pet dies. A more constructive and healthy approach when such loss occurs would be to help the child explore his or her feelings about death and develop an understanding of death that is appropriate for his or her ability to comprehend. Children often protect themselves by selectively forgetting details of the death, such as the medical apparatus in the hospital. They may also reconstruct the details of the reality in a more desirable and comfortable way. The forgotten details allow the child to think about the experience without being overwhelmed with painful memories. No matter how the child deals with the loss, adults should allow the experience and not discount the child's feelings by telling the child not to think that way. Children often experience guilt when dealing with a loss. They feel that there must have been some way they could have prevented the death. Parents and other professionals should remember four guidelines in sharing information with children. The ﬁrst is to recognize that children's reactions and methods of coping with loss may diﬀer from one child to another. Parents and teachers must acknowledge and accept the child's feelings. Secondly, the adults should answer the child's questions honestly and directly. Thirdly, religious beliefs should be explained to the child, stressing what "beliefs" are. The last and most important guideline for helping children cope with a crisis is a willingness to listen without judgment. Publishers have brought out an increasing number of children's books on death so that adults have the opportunity to explore the subject of death and dying with their children. Unfortunately, many parents use these books only after a death has occurred. In my opinion, they should be read to the child before any trauma occurs, so the child will be better prepared to cope with it at the time. Suicide is the most diﬃcult situation to deal with for children, as it is for the general population. Many suicides are covered up as being accidental deaths. Eventually the truth usually comes out and adults spend millions of dollars in therapy trying to understand their feelings. How a person dies aﬀects a survivor's grief. Suicide is the hardest fact for most children to accept. They ﬁnd it diﬃcult to believe that someone has willingly chosen to end his or her life. If someone close to me was in such pain that he or she chose suicide, how could I not see any signs? Could I have done something to prevent it? Children develop their own concepts of death whether the topic is considered taboo by parents or not. It seems to me that children want to learn about everything that touches their lives. Suicide is one of the factors of life that need to be addressed since it is a frightening act that children may have to deal with in themselves or peers. Many of my students often say they wish they were dead. The focus in discussing suicide should be on the behavior that leads to the feelings of hopelessness, helplessness, and depression. It is important to emphasize other methods of dealing with one's problems and feelings and to discuss the idea that there are sources of help through the school and community. Teachers and society as well should teach that seeking help with problems is a sign of strength and not weakness. Many people solve problems when they learn to ask for help. People need to become more aware when others are asking for help. Teachers have options in the strategies of presenting this unit. I feel that my students have done very well with oral reading, so I have available in my classroom many books of poetry. Students had to pick a poem that would be read during oral reading time. The student would give his own impression of what the poet is trying to say. I would then encourage other students to give their impressions, thoughts, and comments. I usually would pick out a couple of poems to read each day to the students, emphasizing tone and some dramatic quality to the poem. Teachers also have the option of reproducing a poem for the students to discuss. This is what I plan on doing with the poems I have selected for this unit. This unit should be done at least three times per week for approximately a month and a half. At times certain subjects must be omitted to ﬁt poetry into a busy schedule of academics. I have sacriﬁced English in the past to do poetry. Before attempting this unit. I strongly suggest that teachers do some reading even if the teacher feels very comfortable with his own feelings toward death. One opinion that I have is that a child really has inborn, natural feelings towards death and society twists death into something clouded with secrecy and guilt. The funerals that I remember attending as a child were ﬁlled with adults whispering. Many of the adults that I recall projected an attitude of protection towards the children from the reality of death and grief. A simple example of this protectiveness is when a parent will buy a replacement pet right away after a family pet dies. The child should deal with his loss instead of being led to believe that when something or somebody dies it can be replaced. Preparing a class for this kind of unit requires practice with open discussions. My class and I do things like read the newspaper together, read plays, read subjective material on values, alcohol, and drugs. Respect for each other's opinions is strongly stressed during my discussions. This trains students to listen to others opinions. By the end of this past school year, my students were constantly discussing topics such as homosexuality, marriage, death, shootings, and community problems. Oral reading in an important part of this group process. I insisted that each student read at least a paragraph during this oral reading time. In my situation, I had to give daily grades which I explained included eﬀort, tone, and audibility. Many of my students went from three days to two weeks of straight F's before they began to make an eﬀort. By the end of the year, I had students volunteering to read next. Grades were still used as I found them very motivating for this group. For approximately a month, I posted the grades and gave the person with the most A's an award at the end of the month. My students' reading levels ranged from second grade to eleventh grade and this is where respect for each other came into play. My expectations for each student were diﬀerent. Some students only had to get through one paragraph while my good readers would read half a page. Many of my students improved their reading grade levels by as much as two years which I believe had much to do with this oral reading approach. Next school year, I plan on having poetry books in my classroom and allowing students to choose poems to read aloud to the class. I will read one or two aloud each day. Three times a week, I will reproduce poems dealing with death, depression, and suicide, followed by a lesson on recognizing signs in themselves and others. Halfway through the curriculum, teachers and students may write poems together or separately. To get my class started, we wrote a few poems together using feeling words. My class particularly liked the exercise in which each student would add a line to the poem. The ﬁrst writing assignment I gave to my class was the "I Wish ..." poem. Students had to complete the line "I wish ..." ten times. I then checked and circled misspelled words which they would have to edit and correct using a dictionary. They would then rewrite and their works would be displayed in the classroom. One idea that I would like to use next year is to get a notebook for each student in which they could keep their own poetry and other language art works throughout the year. It is very important for teachers to be direct and honest with students, trying very hard not to be judgmental. I had students who enjoyed getting morbid and nasty when we ﬁrst started discussing sensitive issues such as death and suicide. I would point out that occasionally when students are embarrassed and insecure that they often will make rude comments and that maybe they were afraid of expressing true feelings. This would usually calm the discussion down. For one student, I had to bring his mother in and discuss the problem her son was having during discussions, with him present at the conference. His mother explained that he had just lost an uncle who he had been very close to, a fact he was unable to share with the class. He later told me that if he talked about it in class, he might have cried, which would have been very embarrassing for him. The book that I recommend to teachers who want to discuss issues such as death, depression, suicide, and terminal illness would be Elisabeth Kubler Ross' book, On Death and Dying . Two other excellent books are The Last Dance by Lynne and Strickland DeSpelder and Depression and Suicide in Children and Adolescents by Phillip G. Patros and Tonia Shamoo. These books are an excellent reference and explain children's behavior and mode of thinking when dealing with death, depression, and suicide in a way that is concrete and easy to understand. Objectives for this unit Students will: 1. become better readers of poetry. 2. develop analytical skills when reading poetry. 3. improve their reading comprehension skills. 4. recognize and express signs of depression. 5. develop an understanding of grief, mourning, and bereavement. 6. better understand their emotions when dealing with losses. 7. understand their feelings on death and dying. 8. examine the emotions and feelings they have had at funerals of family and friends. 9. gain a better respect for life and living. 10. gain an understanding that the way a person lives their life will play an important role in their death. Activities Two ﬁeld trips that could be quite beneﬁcial to students' experience are to a crematory and a funeral home. Both that I visited with my class had programs designed for group tours to help people gain a better understanding of their own feelings regarding death. In turn, this helps the student deal with future funeral plans he or she may have to make as well as dealing better with the concept of death. In the New Haven area, the Evergreen Cemetery and Beecher and Bennett Funeral Home in Hamden both have excellent programs which include a tour of the facilities and a discussion of services. Costs of funerals including caskets and urns are presented. Beecher and Bennett talk about the subject of death with respect and dignity and answer questions honestly and openly. Teachers should consider the maturity of their class and feel comfortable themselves visiting these places. I was amazed at how much I learned when I visited the funeral home and crematory. Both of our tour guides allowed for people not to visit certain locations in the facility if they did not feel comfortable doing so. I also feel that teachers should telephone or write parents a letter explaining where you are going and why. Ironically, visiting these places makes a person consider his or her own funeral as well as how a person wants to live his or her own life. For example, I could picture my funeral at age 85. Then I thought about long-term goals and where I might be during my old age. I feel that students will have the same experience. I feel comfortable enough to take students as young as sixth grade on these ﬁeld trips. The sixth graders I ﬁnd are the most curious and ask the most questions on these ﬁeld trips. I feel that these trips are best done while discussing death but it could also be done at the beginning as an opening to the curriculum. I advise using Evergreen Cemetery and Beecher and Bennett Funeral Home for the ﬁeld trips as they do have planned presentations. Their addresses are as follows: Evergreen Cemetery Association 92 Winthrop Avenue New Haven, CT 06519 Patsy Santoro—Superintendent Oﬃce—624-5505 Crematory—865-5802 Beecher and Bennett Funeral Services 2300 Whitney Avenue Hamden, CT 288-0800 Lesson # 1—Vocabulary Objective Students will become comfortable with language dealing with death and depression. Students will gain a common language for use during discussions. Students will look up the following words in the dictionary and write a good deﬁnition that they can understand. After this is done, students and teachers will discuss deﬁnitions and teachers will write a deﬁnition that will be posted in the classroom throughout the curriculum. The teacher can write these deﬁnitions on the board or on oak-tag so that teacher and students can refer to throughout the unit. Students should be told what the unit is about, explaining objectives stated earlier. I believe that students are entitled to know why they are doing something and that expectations are fulﬁlled more successfully when students are aware of what the teacher's expectations are. Depression Death Masked Insomnia Recurrent Prevention Mood Hopelessness Suicide Withdrawal Anxiety Attempt Acceptance Intervention Guilt Lesson # 2—Depression Objective Students will be able to recognize symptoms and signs of depression within certain poems. Students will recall personal experiences as well as depressive symptoms in others through discussion and written work. Teacher should list characteristics of depression on board and discuss with students prior to lesson. It should be stressed to students that everyone experiences these feelings from time to time and that this is a normal part of living day to day. A person can be labeled "depressed" by a doctor if these symptoms occur at the same time for a long period of time. DEPRESSION 1. Loss of interest in pleasures. 2. Changes in appetite—overeating / undereating. 3. Sudden increase or decrease of weight. 4. Change of sleeping patterns. 5. Hyperactivity or restlessness. 6. Feeling of excessive guilt. 7. Inability to concentrate. 8. Recurrent thoughts of death or suicide. For this lesson, I have chosen two poems written by Langston Hughes. The titles are "Mother to Son" and "Still Here". These poems can be found in many Langston Hughes poetry books. They should be reproduced for each student. The teacher should read aloud to students so as to give the feeling of struggle than Langston Hughes portrays. Many children are familiar with Langston Hughes and his poems are very simple and concrete. The poem "Still Here" deals with how Langston has been battered and his dreams and hopes gone with the wind. The world tries to make him stop laughing and loving but he is still here. "Mother to Son" is a very famous poem in which the mother tries to encourage hope in her son to keep going. My favorite line in the poem is "life for me ain't been no crystal stair". Discussion Comprehension questions. "Still Here"—Langston Hughes A. Who or what has scarred the poet? B. What has the enemy tried to do to the poet? C. What are some things that could make a person stop laughing and living? D. What does the poet say to make you think he will keep trying? E. Even though he says he doesn't care, do you think he really does? F. When people say "I don't care", what do you think they are really saying? "Mother to Son"—Langston Hughes A. What does the mother compare life to? B. What obstacles are on the stairs? C. Do you think the mother is a strong person? What makes you think this? D. Has your mother, father, or grandparents ever given you advice? What was it? E. Do you feel that older people can give young people advice? Why? F. Do young people have a respectful attitude toward older people? G. How do you think this attitude makes older people feel? H. Have you ever felt that people don't listen to you? How does that make you feel? Teachers should be able to sense when the group is getting restless and allow conversation to take oﬀ in diﬀerent directions if feelings or emotions are being discussed. The teacher can always draw the discussion back to the poems. I have planned to spend two weeks on death and two weeks on suicide. I was surprised at how many poems I found dealing with each topic, but found it hard to choose poems that were easy and concrete enough for the middle school special education students to comprehend. I hope to spur an interest in poetry and not create a power struggle in my classroom in which students try to persuade me not to do the poetry unit. Teachers must be careful not to pry if students only oﬀer a little information. I have heard students accuse teachers of being nosy and wanting to know everyone's business. These questions may be used as an exercise for other poems dealing with depression. The teacher should ditto questions for students. A. Have you ever felt like sleeping forever? B. What happened to make you feel that way? C. What did you do to shake that feeling? D. Have you ever felt very guilty for something you had no control over? E. What was it? F. Have you ever had a problem where it was almost impossible to think of anything else? How did you solve it? G. Do you know anyone who always feels that life is unfair? H. Are they fun people to be around? Why? I. When you feel down, what are some things you do? J. Do you know people who use drugs and alcohol because they are unhappy? K. What can they do instead of using drugs and alcohol? Lesson # 3—Death Objective Students will identify grief expressed by the poet and express how the poet is dealing with it. Students will also examine death in their community as well as experiences in their own personal lives. For this section, I have chosen poems titled "Poem" by Langston Hughes and "Sonnet For My Father" by Donald Justice. Before reading poems about death, I would discuss death with students in a group. This, I feel, is the appropriate place for the ﬁeld trips to the crematory and funeral home. The wealth of knowledge that was given to us ﬁrst hand by the professionals at both the funeral home and crematory who deal directly with the bodies and the families, gave us an excellent basis for discussion. The terms that students should be aware of were discussed in lesson one. "Sonnet For My Father" by Donald Justice expressed how he remembers struggling for his father's hand at the time of his death. He continues on realizing that as long as he is alive, his father still lives on within the son. The poet expresses a feeling of uneasiness being around his father while he was dying and ends the poem on a more spiritual note ﬁlled with hope. The second poem by Langston Hughes is called simply "Poem", which talks about his friend going away and how he loved his friend. This poem expresses grief in a concrete and simple way. It expresses loss felt when a person dies or leaves. Children must discuss the concept of unﬁnished business. A good example is relatives that have a disagreement and take that disagreement to their graves. The survivor is left to deal with the guilt of unspoken words. Students should be aware that this doesn't have to be if they are truthful about their feelings with family and loved ones. Ditto for students concerning death A. Do you feel uncomfortable around a dying person? B. How do you think you should treat someone who is dying? C. How old do you think you will be when you die? D. Have you ever felt guilty when someone died? If so, why? E. What is one memory that is a nice memory of someone who died that was close to you? F. Is it okay to think about someone who is dead? G. How can someone remember someone who has died? H. Have you ever had any bad experiences at a funeral home? I. How is a funeral for a young person diﬀerent from a funeral for an old person? J. Describe a funeral you have been to. Lesson # 4—Suicide Objectives Students will gain awareness of suicidal symptoms and will understand that they can make a diﬀerence by speaking out if they are aware of someone who may try suicide. Suicide is a touchy subject and should be discussed with students carefully. Students need background on what they can do to help someone who wants to kill himself. The most important thing to be stressed is that when a friend says that they want to die, you have to tell an adult. Many students feel that this is betraying a friendship, but have the students try to imagine how it would feel if they did kill himself. Also point out that their friend is crying for help. The will to live is very string, which is why many people attempt to kill themselves with sleeping pills which usually allow enough time for someone to ﬁnd them. In the book, Depression and Suicide in Children and Adolescents , by Patros and Shamoo, they suggest school prevention programs rather than intervention programs after a suicide occurs. Points to stress—Ditto for students A. An attempt is an incomplete suicide. B. Once a person makes an attempt, they will most likely try again. C. Drug abuse, alcohol abuse, and overeating can indirectly be a form of suicide. D. Severe behavior and personality changes may be seen by friends and family. E. The suicidal person may also give away their favorite things to friends saying they don't want or need them anymore. F. Person may show signs of hopelessness, fear, helplessness, depression, and run away from home or problems. G. If a person talks about death and how they would kill themselves, this person is at serious risk of suicide. H. If confronted with a person trying to commit suicide, they should keep the person talking by asking questions without telling them what to do. Get help as quickly as possible. The poems I have chosen to use for this lesson are "The Suicide" by Mark Strand and "Poem for a Suicide" by George Economy. The ﬁrst poem talks about the poet jumping from a building and all the people in the oﬃce building want to save him. He tells them to throw him a stone but instead they throw him a rope. This is a suicide attempt in which he describes the wind slowing him down. The end of the poem talks about him walking and talking. The second poem talks about the doctors not letting the poet see her after the suicide. He explains that the doctors only know why she died but not how she came to killing herself. He tries to explain to the audience that she turned to the world ﬁrst and when she didn't ﬁnd anything, she turned to herself but found only pain and sorrow. Discussion Questions—Teacher Directed "The Suicide"—Mark Strand A. Have you ever taken a risk like jumping oﬀ a bridge or something high? B. Why do you think people do that? C. Do you know people that take chances with their lives? How? D. Is there someone at school you could talk to if you knew someone wanted to kill himself? E. What would be some of your reasons for not getting involved? "Poem for a Suicide"—George Economou A. Who do you think she was in the poem? B. Why do you think they wouldn't let the poet see the body? C. What is one reason you think people kill themselves? D. Have you ever heard people say "I wish I was dead"? Why do you think they would say that? E. Does society hide suicides? How? Poems for Discussion on Depression Emily Dickinson The Last Night That She Lived nikki giovanni poem for a black boy intellectualism word poem dreams Langston Hughes Brothers Still Here American Heartbreak Fire Late Last Night Morning After Beale St. Island Dreams Troubled Women Hope Mother to Son Ennui Stars The Dream Keeper Dream Variation As I Grew Older The Negro Color Marge Piercy Erasure A Just Anger Richard Shelton Disintegration * Used in lesson plans. Copies available in Institute oﬃce. Poems for Discussion on Death Langston Hughes As Beﬁts A Man Border Line End Drum Dreams Alabama Earth Desire Demand * Poem David Ignatow Bothering Me At Last Donald Justice * Sonnets for my Father Morton Marcus There are Days Now Marge Piercy Visiting a dead man on a summer day Richard Shelton Disintegration Letter to a Dead Father Edward Lucie Smith The Lesson * Used in lesson plans. Copies available in Institute oﬃce. Poems for Discussion on Suicide African poem The Sorrows of Death George Economou * Poem for a Suicide nikki giovanni alone Langston Hughes Suicides Note Curriculum Unit 89.02.02 Juliet Life So Fine Dorothy Parker Resume Mark Strand * The Suicide * Used in lesson plans. Copies available in Institute oﬃce. Notes 1. Ann Dallas. "Black Mortality: Blacks Face Greater risk of Death at an Early Age". New Haven Register, Monday, April 3, 1989. 2. Phillip G. Patros and Tonia K. Shamoo. Depression and Suicide in Children and Adolescents. Prevention, Intervention, and Postvention. Needham Heights, MA: Allyn & Bacon, 1989, p. 14. 3. Lynne DeSpelder and Albert Lee Strickland. The Last Dance: Encountering Death and Dying . Mountain View, CA.: Mayﬁeld Publishing Co., 1987, p. 207. Bibliography for Teachers Dallas, Ann. " Black Mortality: Blacks face greater risk of death at an early age. " New Haven Register, Monday, April 3, 1989. DeSpelder, Lynne and Strickland, Albert Lee. The Last Dance: Encountering Death and Dying . Mountain View, CA: Mayﬁeld Publishing Co., 1987. Kubler-Ross, Elisabeth. On Death and Dying . Macmillan Publishing Co., New York, 1969. Patros, Philip G. and Shamoo, Tonia K. Depression and Suicide in Children and Adolescents. Prevention, Intervention, and Postvention. Needham Heights, MA: Allyn & Bacon, Inc., 1989. Bibliography DeSpelder, Lynne and Strickland, Albert Lee. The Last Dance: Encountering Death and Dying . Mountain View, ``` CA: Mayﬁeld Publishing Co., 1987. "Grandmother When Your Child Died" by John Neet George Doob, Leonard W., ed. The Crocodile Hugs Me: African Poems . New York: Walker and Co., 1967. "The Sorrows of Death" Gill, Brendan, ed. The Protable Dorothy Parker . Viking Penguin, 1926. "Resume" giovanni, nikki. ego tripping and other poems for young people . "alone" "poem for black boys" "intellectualism" "word poem" "dreams" "the funeral of m l k jr." Hughes, Langston. The Dreamkeeper and Other Poems . New York: Random House Inc., 1986. "Alabama Earth" "Dreams" "Troubled Women" "Hope" "Mother to Son" "Ennui" "Stars" "The Dream Keeper" "Dream Variation" "Dreams" ``` "As I Grew Older" "Color" "The Negro" "Brothers" "Suicides Note" "Island" "Still Here" Hughes, Langston. Selected Poems of Langston Hughes . Vintage Books Edition, May 1974. Copyright 1959 by Langston Hughes. "As Beﬁts a Man" "End" "Drum" "Desire" "Demand" "Dead In There" "American Heartbreak" "Fire" "Late Last Night" "Juliet" "Life Is Fine" "Bad Luck Card" "Morning After" "Beale St." "Poem" Janeczko, Paul B., ed. Don't Forget to Fly: A Cycle of Modern Poems . Scarsdale, NY: Bradbury Press, 1978. "Disintegration" by Richard Shelton "Sonnet for My Father" by Donald Justice Curriculum Unit 89.02.02 "Letter to a Dead Father" by Richard Shelton "Poem for a Suicide" by George Economou "Bothering Me At Last" by David Ignatow Lee, Al. The Major Young Poets . New York: World Publishing Company, 1971. "The Suicide" by Mark Strand Marcus, Morton. Big Winds, Glass Mornings, Shadows Cast by Stars. Poems 1972-1980. Jazz Press, 1981. "There Are Days Now" Piercy, Marge. Circles On the Water . New York: Alfred A. Knopf, 1982. "Visiting a Dead Man on a Summer's Day" "The Long Death" "Erasure" "A Just Anger" Smith, Edward Lucie. A Tropical Childhood and Other Poems . Oxford University Press, 1981. "The Lesson" https://teachersinstitute.yale.edu ©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms	<urn:uuid:c997aa40-d584-4523-825a-5ab7402957ec>	CC-MAIN-2024-46	https://teachersinstitute.yale.edu/curriculum/units/files/89.02.02.pdf	2024-11-14T18:54:47+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00517.warc.gz	510,888,730	8,051	eng_Latn	eng_Latn	0.890991	eng_Latn	0.999029	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2547, 5954, 9985, 14337, 18570, 20723, 22408, 23287, 24660, 26745, 29130, 31732, 32656, 33082, 33657, 34833, 35624, 36232, 37019 ]	[ 3.3125, 3.71875 ]	2	0
Year 5 eSafety Curriculum (eSafety is taught through our Computing and PSHE Curriculums) Bloggers (5.5) (Spring 1) The pupils write content for their own or a shared blog, thinking carefully about what can be appropriately shared online. They consider issues of copyright and digital footprint as well as what constitutes acceptable behaviour when commenting on others' blog posts. The pupils also think about the importance of creating high-quality online content and become more discerning in evaluating content as they review others' blogs. If the pupils' blogs are publicly accessible, it is important that any comments are moderated by their teacher; it is worth discussing with the pupils why the comments should be moderated. Self-Image and Identity I can explain how identity online can be copied, modified or altered. I can explain how I can represent myself in different ways online. I can demonstrate responsible choices about my online identity, depending on context. Online Relationships I can describe some of the communities in which I am involved and describe how I collaborate with others positively. I can explain that there are some people I communicate with online who may want to do me or my friends harm. I can recognise that this is not my/our fault. I can make positive contributions and be part of online communities. Online Reputation I can search for information about an individual online and create a summary report of the information I find. I can describe ways that information about people online can be used by others to make judgments about an individual. Online Bullying I can recognise when someone is upset, hurt or angry online. I can describe how to get help for someone that is being bullied online and assess when I need to do or say something or tell someone. I can explain how to block abusive users. I can explain how I would report online bullying on the apps and platforms that I use. I can describe the helpline services who can support me and what I would say and do if I needed their help (e.g. Childline). Managing Online Information I can evaluate digital content and can explain how I make choices from search results. I can explain key concepts including: data, information, fact, opinion belief, true, false, valid, reliable and evidence. I understand the difference between online mis-information (inaccurate information distributed by accident) and dis-information (inaccurate information deliberately distributed and intended to mislead). I can explain what is meant by 'being sceptical'. I can give examples of when and why it is important to be 'sceptical'. I can explain what is meant by a 'hoax'. I can explain why I need to think carefully before I forward anything online. I can explain why some information I find online may not be honest, accurate or legal. I can explain why information that is on a large number of sites may still be inaccurate or untrue. I can assess how this might happen (e.g. the sharing of misinformation either by accident or on purpose). Copyright and Ownership I can assess and justify when it is acceptable to use the work of others. I can give examples of content that is permitted to be reused. What are the characteristics of healthy friendships on and offline and how do they benefit me? How do trust and loyalty feature in my relationships on Self-Image and Identity I can explain how identity online can be copied, modified or altered.	<urn:uuid:8acef823-2a83-44ed-b5b7-405e2d6dd4d4>	CC-MAIN-2024-46	https://campsbourne.haringey.sch.uk/wp-content/uploads/2020/06/eSafety-Curriculum-Map-Year-5.pdf	2024-11-14T17:21:04+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00514.warc.gz	124,685,300	683	eng_Latn	eng_Latn	0.986664	eng_Latn	0.998611	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 89, 3221, 3469 ]	[ 4.28125 ]	1	1
Ocean Acidification Narrator: Beyond the breakers, 13 miles at sea off the Washington coast, a new sentinel: this buoy dubbed "Whale Tail." Among Whale Tail's multiple missions: measure carbon absorbed by the sea — the threat of ocean acidification. Jan Newton: "Ocean acidification happens because on land, as we burn fossil fuels and create other releases carbon dioxide which go into the atmosphere, that carbon dioxide comes back into the ocean. You have increased CO2 in the water and the water simply becomes more corrosive." Narrator: Scientists at the Applied Physics Laboratory and the National Oceanic and Atmospheric Administration attract media attention with a new warning. Puget Sound faces a rising threat level posed by acidification. Newton: "I would definitely say it's yellow and blinking at us." Rep. Norm Dicks:" I have been in Congress for many years and of course this question of climate change and CO2 is a major issue." Narrator: And the subject of the recent motion picture A Sea Change. "Ocean chemistry is being altered on a scale not seen for millions of years and we don't know what the consequences will be." One consequence feared by the Puget Sound shellfish industry: that acidification will eat away at the mussels and oysters they grow, harvest, and sell. Newton: "Their shells will start to dissolve." Narrator: Also at risk: pteropods, a favored food for salmon. Richard Feely: "It permeates through the food chain all the way up to the upper levels. It'll affect whales. It'll affect walruses. It'll affect salmon and birds and mammals." Narrator: Whale Tail is the latest addition to a growing network of buoys. Matthew Alford: "The buoy is an APL product and there are NOAA sensors riding on the buoy. We're measuring the pH, which tells us directly how acidic the water is becoming." Dicks: "These buoys are going to give us real time data every single day on the condition — the health — of Puget Sound, Hood Canal, and the coast of Washington."	<urn:uuid:5b9b9b19-6cd1-4256-b0a7-c4369e3ec341>	CC-MAIN-2024-46	https://www.apl.washington.edu/project/projects/ocean_acidification/pdfs/ocean_acidification_script_02.pdf	2024-11-14T18:24:21+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00516.warc.gz	574,247,893	434	eng_Latn	eng_Latn	0.997576	eng_Latn	0.997576	[ "eng_Latn" ]	false	docling	[ 2007 ]	[ 2.90625 ]	1	0
INVESTIGATION 6 Expanding water instructions Clamp the boiling tube filled with coloured water in a stand and clamp so that the apparatus can be raised and lowered. Place a beaker full of iced water under the apparatus and lower the boiling tube into the beaker of water. Allow three minutes for the apparatus to adjust to the temperature of the cold water. Mark the water level in the glass tube. Now replace the beaker of cold water with a beaker of hot water. Lower the boiling tube into the beaker of hot water. Allow three minutes for the apparatus to adjust to the temperature of the hot water. Once again, mark the water level in the glass tube. Measure the distance between the two marks to quantify the amount the water expanded as it heated up. Record your observations. Q. How could you adapt this apparatus to trigger a fire alarm? Can you think of a way of using the rising water level in the tube as an input in to an electronic control system? Q. Suppose that the water were replaced by the liquid metal mercury. Can you think of a way of using the rising mercury level in the tube as an input into an electronic control system? Research questions Q. How is the expansion of a liquid used to trigger sprinkler systems? Q. Why might you NOT want to use mercury in a fire detection system?	<urn:uuid:35405aba-4c01-4778-add0-8ac312354ecf>	CC-MAIN-2024-46	https://www.stem.org.uk/system/files/elibrary-resources/2018/01/Science%20investigation%206%20-%20expanding%20water%20instructions.pdf	2024-11-14T18:14:25+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00513.warc.gz	895,833,950	288	eng_Latn	eng_Latn	0.998371	eng_Latn	0.998371	[ "eng_Latn" ]	false	docling	[ 1305 ]	[ 2.234375 ]	1	0
Religion Curriculum Priority Standards Review and Reflection Worksheet This review and reflection worksheet is provided as a tool for catechetical leaders and catechists to use as they meet together to unpack the Religion Curriculum Priority Standards and discuss how to incorporate them in their faith formation sessions. While the following reflections can be used in any way that would be most beneficial for catechists, we recommend that the first two sections be explored as a large group and that the third section be used in smaller groups for grade-level sharing of ideas and strategies. Reflection on Catechesis and Evangelization Catechists participate in the Church's mission of evangelization as they deepen and share their own lived faith experience while accompanying others in their faith journeys. Therefore, when teaching children and youth about the fundamentals of our Catholic Faith with the aid of the Religion Curriculum Priority Standards, it will benefit catechists to first reflect on their personal faith experience and the ways in which their relationship with Jesus Christ will impact their catechetical ministry. As you consider "Catechesis within the Context of Evangelization," and "Evangelization and Catechesis in the Context of Renew My Church" as described in Catholic Schools Religion Curriculum Priority Standards (pages. 2–3), ponder the following aspects of evangelization and catechesis and the ways in which these characteristics are present in your personal faith life and in your ministry as a catechist. * The process of evangelization and catechesis is relational ͂ Faith development happens in a community. ͂ Personal and communal interaction make the catechetical process come alive. ͂ It takes the family and faith community to support the catechetical process. * Catechesis and evangelization must also be instructional ͂ Catechesis is part of the Church's effort to make disciples and deepen students' belief in Jesus Christ as the Son of God. ͂ Catechesis is part of the Church's effort to educate and instruct students as members of the Body of Christ. ͂ Essential relationships are grounded in realities that must be known as students are being formed for missionary discipleship. * Evangelization and catechesis is a process ͂ The teaching of religion is a process of socialization that draws others into ways of participating in the life of a community. ͂ Effective learning of the faith is a lifelong process that helps personal discipleship to deepen and grow. PERSONAL AND MINISTERIAL REFLECTION 1. Take a few moments to recall the community in which your faith development came alive. What types of personal or communal interaction impacted your experience? 2. How do you see yourself as a member of the Body of Christ? In what ways are you living as a missionary disciple? 3. Have you considered evangelization and catechesis as a lifelong process? How has your sense of personal discipleship grown over the years? 4. What have the previous questions revealed to you about your personal faith journey? Think about how you can rely on your experiences to influence your ministry of evangelization and catechesis as you accompany others on their faith journey. GROUP REFLECTION AND DISCUSSION 1. Take some time to share with one another an awareness that came to you during your reflection of the previous questions. 2. Talk about the relational, instructional and process aspects of evangelization and catechesis. Does one of these resonate with you, or relate to your teaching style, more than another? Discuss how you might develop skills in one of the areas to improve your catechetical ministry. 3. Share some ideas of how you can support one another as a faith community, in terms of both your personal spiritual growth and in your catechetical ministry. Reflection on Standard Domains and Priority Standards As you review the "Development of Religion Curriculum Domains and Priority Standards" as described in Catholic Schools Religion Curriculum Priority Standards (page 2) and outlined in the Religion Curriculum: Standard Domains, reflect on the following aspects of the Standard Domains and Priority Standards. * The six domains are based, in part, on the "Six Tasks of Catechesis" as outlined by the USCCB in the National Directory for Catechesis (NDC) ͂ The six domains are also grounded in the pillars of the Catechism of the Catholic Church, and the Directory for Catechesis (including its revision of the Tasks of Catechesis). ͂ Each domain correlates to Church teaching in the areas of Sacred Scripture and Tradition, The Creed, Catholic Prayer, Liturgy, and Sacramental Life, Christian Living and Discipleship and Religious Diversity and Christian Unity. * Priority standards are those that are representative of knowledge and/or skills that are central to the understanding and practice of the Catholic faith ͂ The priority standards have been identified as most essential to a particular grade level or content area. ͂ Focusing on a smaller number of priority standards allows teachers/catechists to provide deeper instruction and more focused support for students. ͂ The identified priority standards also serve as building blocks to prepare students for subsequent study and religious formation at the next grade level. PERSONAL AND MINISTERIAL REFLECTION 1. Spend some time reading through the description of each Standard Domain. Reflect on your personal faith growth and understanding of the topics as you read through them. Is there anything in the descriptions that challenges your belief? If so, gain a better understanding of the domain by reading through the source references (use this chart to write down your reflections for each of the Standard Domains). 2. Consider which Standard Domain areas you feel most confident in teaching about, as well as those areas that you may feel less confident speaking about. It may be helpful to discuss the domain with your catechetical leader or parish priest to increase your confidence related to teaching that topic. 3. Read through the priority standards for the grade level that is most relevant to your ministry. As you do so, engage with and respond to each of the standards in your own words. Think about various ways in which you might help someone else come to a deeper understanding of each priority standard (keeping in mind the age level of your audience). GROUP REFLECTION AND DISCUSSION 1. As a group, read through and discuss each of the Standard Domains. Share your faith experiences as they relate to each of the domains. For example, talk about: a. How Sacred Scripture, Tradition and the Creed guide you in your faith. b. Your favorite prayer. c. How you live a sacramental life. d. The challenges you face in Christian living and living discipleship. e. Your experience of religious diversity or Christian unity. 2. Discuss with one another any challenges that the Standard Domains may present for you, either personally or in terms of teaching others in your catechetical ministry. Share discussion starters, activity ideas or best practices for catechesis related to each domain (use this chart to write down your reflections along with any ideas that come from your discussion). Utilizing Priority Standards and Textbook Alignment "In order for the Religion Curriculum Priority Standards to be utilized well, they need to be viewed as tools for student formation. Teachers plan their instruction around how to effectively help students understand, reflect upon, and respond to the encounter of Christ experienced through instruction." Teachers/catechists will consider the following questions: 1. What is the intended learning, experience and/or message? 2. What strategies will be implemented to accompany students in their learning and/or encounter? Catholic Schools Religion Curriculum Priority Standards, pg. 4 3. What evidence will students showcase to demonstrate their growth in learning and discipleship? GROUP REFLECTION AND DISCUSSION ON UTILIZING THE PRIORITY STANDARDS * Gather into small groups of similar grade-levels to work with the Utilizing Priority Standards Template together and consider the questions above for planning instruction around each priority standard. * As you explore the priority standards as a group, discuss what each standard means to you personally. (Are you able to articulate an answer for each priority standard, or do you need to explore the concept further? In what ways do you live the faith concepts in your daily life? How does each standard help you to grow as a disciple of Christ?) * Share some activity ideas or discussion starters that have helped you to present the faith concepts of the standards to children and youth in a way that has made the lesson come alive for them. Space to make note of shared practices around each priority standard has been included on the Utilizing Priority Standards Template. * The publisher correlation samples from Loyola Press, Sadlier and RCL Benziger, as well as religion textbook chapter goals and outcomes will provide additional information for planning instruction around the priority standards. "Teachers need to assume that not everyone at any age is fully formed and use all moments as 'teachable moments' for encounter with Jesus Christ and witness. Teachers and school leaders need to engage parents and families in the faith formation process. 'Parents are the most influential agents for catechesis for their children.'" 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LE: Morning Star Preparatory Academy Model/App : Moring Star PS: Company Wide PKT : Employee Handbook Policy Title: Animals at MSPA Policy Reference: Policy Title: Animals at MSPA PL.37 Policy Type: Company Position Other__________________ Description: Recommends the following be prohibited from schools: Wild animals stray and domestic animals – rabies is found regularly in wildlife populations. Any fur-bearing animal is susceptible to this very serious fatal disease and, if infected, can transmit it to students and staff. A single wild animal or unvaccinated pet carrying rabies has the potential to expose a large number of children. Wild animals and stray domestic animals pose a risk for transmitting rabies and other zoonotic diseases. They should not be allowed in schools or handled. These include bats, raccoons, skunks, foxes, coyotes and other wild animals (either live or dead) as well as any stray domestic animal, such as a stray cat or dog, including kittens and puppies. Wolf-dog hybrids are also prohibited from schools. Exceptions can be made when a wild animal is part of demonstration and is handled by someone experienced in wildlife handling. However, there should be no contact between the students and the animals, and the animals should be safely enclosed in a cage or other appropriate container. However, because of the high incidence of rabies in bats, raccoons, skunks, fox, and other carnivores, such animals should never be allowed on school grounds. Poisonous animals – Venomous or toxin- producing spiders, insects, reptiles and amphibians should be prohibited for safety reasons. Bats- Bats pose a high risk for transmitting rabies. Bat houses should not be installed at schools. Guidelines for other animals –Each school will determine whether the following animals are allowed or prohibited. Chicks and ducklings- Chicks and ducklings, even if they appear healthy, can spread Salmonella bacteria to people. Salmonella infections can be life-threatening in young children, the elderly and people with weakened immune systems, but anyone can become seriously ill. These animals should not be handled by children, pregnant women or individuals with infants at home. Anyone handling chicks or ducklings should wash their hands thoroughly, immediately following contact. There have been many outbreaks of illness after contact with chicks and ducklings, and they may not be appropriate in schools, especially if young children are in attendance. Dogs and Cats- Puppies and kittens too young to be vaccinated for rabies should not be brought into a school unless they were born to a vaccinated mother, and they have been housed in a way that makes rabies exposure highly unlikely. Young animals are more likely to shed harmful bacteria and parasites in their stools, and may pose an unacceptably high risk for young children. Adult dogs and cats could be occasional visitors to a school but must be under the control of their owner or handler. Before allowing a dog or cat on the school premises, it is important to make sure the animal has the proper temperature for the setting. They should be under care of a veterinarian, with proof of current rabies vaccination made available to the school staff. Cats and dogs should also be on a program of proper flea, tick, and intestinal parasite control. Ferrets – Ferrets can be allowed to visit a classroom but should be handled by the person responsible for them. Ferrets should be under the care of a veterinarian, with proof of current rabies vaccination made Morning Star Preparatory Academy available to the school staff. Because that startle easily and may bite, school children should not be allowed to hold ferrets. UBMRev:12/22V1.8.1 SY:UBM MFI# DocRev:12/22V9 SL_ Effective Date: Print Date: 8/1/2024 8/19/2024 1 of 2 LE: Morning Star Preparatory Academy Model/App : Moring Star PS: Company Wide PKT : Employee Handbook Policy Title: Animals at MSPA Reptiles and Amphibians – Reptiles (iguanas, snakes, lizards, and turtles) and amphibians (frogs, salamanders, and toads) are common carriers of Salmonella bacteria. Even healthy animals may carry these bacteria. There are many confirmed reports of transmission of Salmonella from these animals to people. Reptiles and amphibians may not be appropriate in schools, especially if young children are in attendance. In people; infection with salmonella usually causes diarrhea and fever. The illness can be life threatening in very young children, the elderly and people with weakened immune systems, but anybody can become seriously ill. These animals should not be handled by children, pregnant women or individuals with infants at home. They should be housed in cages that will provide a physical barrier between the animal and the children (such as glass or plastic). Anyone handling a reptile or amphibian should wash their hands thoroughly immediately following contact. Guinea pigs, hamsters, gerbils, rabbits as a visitor – healthy guinea pigs, hamsters, gerbils and rabbits pose a limited health risk. Such animals may be allowed as classroom pets or as occasional visitors. However, even tame animals may react aggressively in strange situations, so students when in contact with animals should not be allowed to "kiss" these animals. Students and staff must wash their hands after handling these animals. Fish – fish pose a very limited health risk and may be allowed in the classroom as a visitor. Tank water should not be disposed of in sinks that are used for food preparation or for obtaining drinking water. Gloves should be worn when cleaning the tank, and hands should be washed thoroughly afterwards. Students, parents, teachers, and staff at Morning Star, must obtain prior permission from the administration before bringing any animal to Morning Star. Animals that have been approved to come to Morning Star must be kept in a clean cage or box and must be clean. Purpose: The purpose of this policy is to provide information and guidance to schools about the safest way to handle animals in a school setting. The goal is to reduce human exposures to rabies and other zoonotic diseases (those transmitted from animals to people). 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Graceful treefrog Litoria gracilenta One of our few green frogs, this species is stunning in its contrasting green and yellow, with a granular texture to the skin. Males call during and after rain and puff up their body to call, spreading their hind legs to display purple flashes. A yellowed ridge runs from the nostril over the eye and tympanum (ear drum). These frogs are found in lowland areas preferring temporary waters in or near streams or flooded grassland pools.	<urn:uuid:5596da46-c0eb-43dd-bbd8-3803ce6e1dc6>	CC-MAIN-2024-46	https://mrccc.org.au/wp-content/uploads/2023/01/Litoria-gracilenta.pdf	2024-11-14T18:52:05+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00521.warc.gz	366,580,536	115	eng_Latn	eng_Latn	0.999097	eng_Latn	0.999097	[ "eng_Latn" ]	false	docling	[ 473 ]	[ 2 ]	1	0
Systems Of Equations Word Problems Worksheet Answers Solving Systems of Equations Word Problems Linear Systems Word Problems Systems of equations word problems example 1 \| Algebra I \| Khan Academy System of equations word problem: walk & ride (video ... Systems Of Equations Word Problems IXL - Solve a system of equations using any method: word ... Solving systems of equations word problems worksheet For ... Systems of Linear Equations and Word Problems - She Loves Math System-of-Equations Word Problems \| Purplemath Word Problems Involving Systems of Linear Equations Systems of Equations - Word Problems (examples, solutions ... Systems of Equations Word Problems - MathHelp.com System of Equations Word Problem Examples - Video & Lesson ... Systems Word Problems - Kuta Software LLC System Of Equations Word Problems Worksheet ... System-of-Equations Word Problems \| Purplemath Systems of equations word problems \| Algebra 1 (practice ... systems of equations word problems Flashcards \| Quizlet System of Equations Word Problems Systems of Equations Word Problems - Kuta Software LLC Systems Of Equations Word Problems Worksheet Answers Downloaded from ecobankpayservices.ecobank.com BRANSON GUADALUPE Solving Systems of Equations Word Problems Systems Of Equations Word ProblemsSystem of Equations Word Problems In the past , I would have set this up by picking a variable for one of the groups (say, " c " for "children") and then use "(total) less (what I've already accounted for)" (in this case, " 2200 – c ") for the other group.System-of-Equations Word Problems \| PurplemathB. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6 .Systems of Equations Word Problems (examples, solutions ...System of equations word problem: no solution Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonproﬁt organization.Systems of equations word problems \| Algebra 1 (practice ...Word Problems Involving Systems of Linear Equations. Many word problems will give rise to systems of equations -- that is, a pair of equations like this: You can solve a system of equations in various ways. In many of the examples below, I'll use the whole equation approach.Word Problems Involving Systems of Linear EquationsVery commonly, system-of-equations word problems involves mixtures or combinations of some sort. For instance: A landscaping company placed two orders with a nursery. The ﬁrst order was for 13 bushes and 4 trees, and totalled $487. The second order was for 6 bushes and 2 trees, and totalled $232. The bills do not list the per-item price.System-ofEquations Word Problems \| PurplemathSystems of Equations Word Problems Date________________ Period____. 1) Find the value of two numbers if their sum is 12 and their diﬀerence is 4. 2) The diﬀerence of two numbers is 3. Their sum is 13. Find the numbers. 3) Flying to Kampala with a tailwind a plane averaged 158 km/h.Systems of Equations Word Problems - Kuta Software LLCHighlight the important information in the problem that will help write two equations. Use one of the methods for solving systems of equations to solve. Check your answers by substituting your ordered pair into the original equations. Answer the questions in the real world problems.Solving Systems of Equations Word ProblemsSystems of Linear Equations and Word Problems. We can do this for the ﬁrst equation too, or just solve for " ". We can see the two graphs intercept at the point . This means that the numbers that work for both equations is 4 pairs of jeans and 2 dresses! We can see the two graphs intercept at the point .Systems of Linear Equations and Word Problems She Loves MathSolving systems of equations word problems worksheet For all problems, deﬁne variables, write the system of equations and solve for all variables. The directions are from TAKS so do all three (variables, equations and solve) no matter what is asked in the problem. 1. A large by guest pizza at Palanzio's Pizzeria costs $6.80 plus $0.90 for each topping.Solving systems of equations word problems worksheet For ...Systems of Equations Word Problems Date_____ Period____ 1) Kristin spent $131 on shirts. Fancy shirts cost $28 and plain shirts cost $15. If she bought a total of 7 then how many of each kind did she buy? 2 fancy shirts and 5 plain shirts 2) There are 13 animals in the barn. Some are chickens and some are pigs. There are 40 legs in all. HowSystems Word Problems - Kuta Software LLCSystems of equations can be used to solve many real-world problems. In this video, we solve a problem about distances walking and riding bus to school. If you're seeing this message, it means we're having trouble loading external resources on our website.System of equations word problem: walk & ride (video ...So to recap, systems of equations can be used to solve word problems that have more than one unknown. If there are two unknowns, there should be two equations written based on the information in ...System of Equations Word Problem Examples - Video & Lesson ...Improve your math knowledge with free questions in "Solve a system of equations using any method: word problems" and thousands of other math skills.IXL Solve a system of equations using any method: word ...Linear Systems Word Problems. Now that we have techniques for solving systems we can set up our word problems with two variables. If we use two variables we will need two equations. With this in mind, look for two relationships when reading the questions. For each problem you will need to: a.Linear Systems Word ProblemsSome of the topics include linear equations, linear inequalities, linear functions, systems of equations, factoring expressions, quadratic expressions, exponents, functions, and ratios.Systems of equations word problems example 1 \| Algebra I \| Khan AcademyStudents learn to solve number and value word problems using a system of linear equations, as demonstrated in the following problem. Rodolfo has a total of 17 dimes and quarters worth $3.05. How many of each coin does he have? The two variables used in this problem are d, number of dimes, and q, number of quarters.System of Equations Word ProblemsIn this lesson, students learn to solve number and value word problems using a system of linear equations, as demonstrated in the following problem. Rodolfo has a total of 17 dimes and quarters ...Systems of Equations Word Problems MathHelp.comStart studying systems of equations word problems. Learn vocabulary, terms, and more with ﬂashcards, games, and other study tools.systems of equations word problems Flashcards \| QuizletSystem Equations Word Problems Worksheet from System Of Equations Word Problems Worksheet, source:guillermotull.com System of 3 equations word problem Help Video in High School Math from System Of Equations Word Problems Worksheet, source:mathvids.comSystem Of Equations Word Problems Worksheet ...A Florist Must Make 5 Identical Bridesmaid Bouquets Systems Problem. Here's a problem from the Systems of Linear Equations and Word Problems Section; we can see how much easier it is to solve with a matrix. A 1 ﬂorist is making 5 identical bridesmaid bouquets for a wedding. She has $610 to spend (including tax) and wants 24 ﬂowers for each ... B. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6 . Linear Systems Word Problems Linear Systems Word Problems. Now that we have techniques for solving systems we can set up our word problems with two variables. If we use two variables we will need two equations. With this in mind, look for two relationships when reading the questions. For each problem you will need to: a. Systems of equations word problems example 1 \| Algebra I \| Khan Academy Improve your math knowledge with free questions in "Solve a system of equations using any method: word problems" and thousands of other math skills. System of equations word problem: walk & ride (video ... Solving systems of equations word problems worksheet For all problems, deﬁne variables, write the system of equations and solve for all variables. The directions are from TAKS so do all three (variables, equations and solve) no matter what is asked in the problem. 1. A large pizza at Palanzio's Pizzeria costs $6.80 plus $0.90 for each topping. Systems Of Equations Word Problems In this lesson, students learn to solve number and value word problems using a system of linear equations, as demonstrated in the following problem. Rodolfo has a total of 17 dimes and quarters ... IXL - Solve a system of equations using any method: word ... Systems of Equations Word Problems Date________________ Period____. 1) Find the value of two numbers if their sum is 12 and their diﬀerence is 4. 2) The diﬀerence of two numbers is 3. Their sum is 13. Find the numbers. 3) Flying to Kampala with a tailwind a plane averaged 158 km/h. Solving systems of equations word problems worksheet For ... So to recap, systems of equations can be used to solve word problems that have more than one unknown. If there are two unknowns, there should be two equations written based on the information in ... Systems of Linear Equations and Word Problems - She Loves Math Highlight the important information in the problem that will help write two equations. Use one of the methods for solving systems of equations to solve. Check your answers by substituting your ordered pair into the original equations. Answer the questions in the real world problems. System-of-Equations Word Problems \| Purplemath Students learn to solve number and value word problems using a system of linear equations, as demonstrated in the following problem. Rodolfo has a total of 17 dimes and quarters worth $3.05. How many of each coin does he have? The two variables used in this problem are d, number of dimes, and q, number of quarters. Word Problems Involving Systems of Linear Equations System of Equations Word Problems In the past , I would have set this up by picking a variable for one of the groups (say, " c " for "children") and then use "(total) less (what I've already accounted for)" (in this case, " 2200 – c ") for the other group. Systems of Equations - Word Problems (examples, solutions ... System Equations Word Problems Worksheet from System Of Equations Word Problems Worksheet, source:guillermotull.com System of 3 equations word problem Help Video in High School Math from System Of Equations Word Problems Worksheet, source:mathvids.com Systems of Equations Word Problems - MathHelp.com Systems of Linear Equations and Word Problems. We can do this for the ﬁrst equation too, or just solve for " ". We can see the two graphs intercept at the point . This means that the numbers that work for both equations is 4 pairs of jeans and 2 dresses! We can see the two graphs intercept at the point . Start studying systems of equations word problems. Learn vocabulary, terms, and more with ﬂashcards, games, and other study tools. System of Equations Word Problem Examples - Video & Lesson ... A Florist Must Make 5 Identical Bridesmaid Bouquets Systems Problem. Here's a problem from the Systems of Linear Equations and Word Problems Section; we can see how much easier it is to solve with a matrix. A ﬂorist is making 5 identical bridesmaid bouquets for a wedding. She has $610 to spend (including tax) and wants 24 ﬂowers for each ... Systems Word Problems - Kuta Software LLC Word Problems Involving Systems of Linear Equations. Many word problems will give rise to systems of equations --- that is, a pair of equations like this: You can solve a system of equations in various ways. In many of the examples below, I'll use the whole equation approach. System Of Equations Word Problems Worksheet ... Some of the topics include linear equations, linear inequalities, linear functions, systems of Related with Systems Of Equations Word Problems Worksheet Answers: © Systems Of Equations Word Problems Worksheet Answers What Can Be Deﬁned As An Information Technology Environment © Systems Of Equations Word Problems Worksheet Answers What Calculator Do You Need For Algebra 1 © Systems Of Equations Word Problems Worksheet Answers What Are The Technological Tools 2 Systems Of Equations Word Problems Worksheet Answers equations, factoring expressions, quadratic expressions, exponents, functions, and ratios. System-of-Equations Word Problems \| Purplemath Systems of Equations Word Problems Date_____ Period____ 1) Kristin spent $131 on shirts. Fancy shirts cost $28 and plain shirts cost $15. If she bought a total of 7 then how many of each kind did she buy? 2 fancy shirts and 5 plain shirts 2) There are 13 animals in the barn. Some are chickens and some are pigs. There are 40 legs in all. How Systems of equations word problems \| Algebra 1 (practice ... Very commonly, system-of-equations word problems involves mixtures or combinations of some sort. For instance: A landscaping company placed two orders with a nursery. The ﬁrst order was for 13 bushes and 4 trees, and totalled $487. The second order was for 6 bushes and 2 trees, and totalled $232. The bills do not list the per-item price. systems of equations word problems Flashcards \| Quizlet System of equations word problem: no solution Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonproﬁt organization. System of Equations Word Problems Systems Of Equations Word Problems 2023-10-07	<urn:uuid:69d96283-7e23-4dab-a86b-9844ab56126f>	CC-MAIN-2024-46	https://ecobankpayservices.ecobank.com/textExplore/files?docid=zZJ4190&sharing-data=Systems-Of-Equations-Word-Problems-Worksheet-Answers(1).pdf	2024-11-14T17:16:46+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00524.warc.gz	186,469,710	3,047	eng_Latn	eng_Latn	0.992858	eng_Latn	0.993595	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 9873, 13858 ]	[ 3.421875 ]	1	0
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1997 Volume II: American Children's Literature Examining African-American Culture through the Use of Children's Literature Curriculum Unit 97.02.05 by Karen E. Carazo This unit is designed for a third grade class at a New Haven Public School. The students in the class at L.W. Beecher Elementary School are predominantly African-American and range in age from 8-10. They come from lower to middle-class socioeconomic levels and a variety of home environments. The students are also diverse in academic levels, including students participating in the Talented and Gifted Program as well as those receiving resource services for various learning diﬃculties. Teaching about diversity plays an important role in education today. Teachers everywhere are encouraged to raise students' awareness regarding diversity, especially cultural diversity, in an eﬀort to bring people closer together. The L.W. Beecher Team will explore cultural diversity through the use of children's literature with each member focusing on a diﬀerent ethnic group. My contribution to the team will be to examine the AfricanAmerican culture as it is depicted in literature for young children. Since the majority of students at L.W. Beecher School are of African-American descent, the study of AfricanAmerican history and culture has always been an integral part of our Social Studies curriculum. However, because of the increasing emphasis on developing students' reading skills using more integrated approaches, I will attempt to further expand my students' awareness and understanding of their African-American culture through the use of children's literature, while also focusing on related reading and language arts skills. Students in this age group are becoming increasingly aware of the diﬀerences of others. Therefore, it is imperative that the issue of diversity become an integral part of today's curriculums in an eﬀort to expose students to other races, cultures, religions, and special groups such as gays and lesbians and the handicapped, for the purpose of helping them become more sensitive to others and realize that there really are more similarities than diﬀerences between individuals. In teaching about diversity, hopefully you will increase students awareness, understanding, and appreciation of the groups they are learning about, even if that group happens to be their own. They've often learned many of the stereotypes that the majority and other minority groups may have which are the direct result of ignorance and misunderstanding. Frequently these stereotypes have been passed down from generation to generation. Destroying negative stereotypes about their group helps students feel more pride and self-respect while destroying negative stereotypes about other groups helps them gain respect for others. Providing students with knowledge about their group's achievements helps them build a more positive self-esteem. Similarly, educating them about other groups helps bridge diﬀerences and create an atmosphere for more positive interactions among individuals. It prepares them to live, learn, communicate, and work to achieve common goals in a culturally diverse world by fostering understanding, appreciation, and respect for others. In 1987, a Social Development curriculum, Project Charlie, was introduced in the New Haven Public School System. Although diversity is not a component of our Social Development curriculum, per se, the issue of diversity certainly ties in nicely with the Project Charlie curriculum, whose main goal is to raise students' selfawareness. Project Charlie's lessons are geared towards increasing students' self-esteem, motivating them to learn, promoting positive decision-making skills, and helping them with conﬂict resolution in an attempt to bolster more positive exchanges with others. The Project Charlie lessons are divided into three categories: Self-Awareness, Relationships, Decision-Making, and Chemical Use. Similarly, my unit will be divided as follows: Self-Awareness, Relationships with Family, Relationships with Friends, and Relationship to/within a Community. The aim of the Self-Awareness section will be to expose students to characters' personalities and behavior and other issues with which they can easily relate. Students in this age group are just entering a crucial stage in their development: the awkward stage prior to adolescence when self-esteem is probably at its most fragile. Therefore, books in this section will focus on raising students' self-esteem. In their book, Building Self-Esteem in Children , Berne and Savary deﬁne a healthy self-esteem as "a capacity to see oneself as valuable and competent, loving and lovable, having certain unique talents and a worthwhile personality to share in relationships with others." 1 The next section will deal with family relationships. Students will explore various types of family structures and relationships and also traditions similar to those celebrated in their own families. Students will learn that there is no one correct type of family but rather that families should be made up of people who love and respect each other. There are traditional families which are made up of a mother, father, and children; singleparent families; extended families in which grandparents, aunts/uncles, cousins,etc. may live with the core family,etc. A variety of relationships will be examined so all children will have something with which they can identify. The next section, entitled "Relationships with Friends", will use children's books to examine friendships among peers, interracial and inter-religious friendships, friendships with the handicapped, and friendships with adults. In the ﬁnal section, relationships to/within one's community will be explored in an attempt to show students that they really aren't so diﬀerent from other members of their culture. I propose to develop a unit in which I will use a variety of children's books, both ﬁction and non-ﬁction, to increase students' awareness and appreciation of African-American culture and history. I have also selected collections of poems which were written to evoke feelings about their culture. This unit will focus primarily on the African-American culture as it is today,though it will also expose students to famous African-Americans in history. This unit will be interdisciplinary in approach, lending itself to various reading, writing, history, social development, art, music, and drama activities. As a culminating activity, students will perform an adaptation of Faith Ringgold's Dinner At Aunt Connie's House , written by two former students, Brittney Talley and Jaala Johnson, during the 1995-1996 school year, which combines family tradition with a dose of history. A copy of the script is included with this unit. Because the play calls for girls primarily, the boys will be employed to create portraits of the famous African-American women depicted in this moving story. This unit will be developed and activities will be shared with other members of the Beecher Team throughout the 1997-1998 school year in an eﬀort to increase students' awareness, understanding, and appreciation of other cultures besides their own. Self-Awareness @Text:I will kick off this section of my unit by reading the book Bein'This Way With You by W. Nikola-Lisa. Written in rap, this story celebrates our diversity. The story takes place one sunny day at the park where a group of friends discover that despite people's physical differences, we really are very much alike. "Brown eyes. Blue eyes. Big nose. Little nose. Straight hair. Curly hair. Diﬀerent- Mm-mmm, but the same, Ah-ha!" 2 I will follow this book with three short poems from Eloise Greenﬁeld's Honey, I Love and other love poems : "I Look Pretty", "Honey, I Love", and "By Myself". In the poem "I Look Pretty", a little girl plays dressup in her mother's clothes. "Honey, I Love" is about all the things the main character loves. "By Myself" is about a girl's realization that she can be whatever she wants to be. It lists diﬀerent things she likes to be, such as a twin, a gospel song, a leaf turning red, and ends " I'm whatever I want to be/ An anything I care to be/ And when I open my eyes/ What I care to be/ Is me." 3 Mari Evans' poem "I Can"from Pass It On: African-American Poetry for Children will be used next to further demonstrate that children can be whatever they want to be. I CAN "I can ``` be anything I can do anything I can think anything . . . because I CAN and I WANT ``` TO!"4 We will then read the book, Amazing Grace by Mary Hoﬀman whose main character shows students that with determination and hard work, they can be or do anything they put their mind to. This is the story of a little girl named Grace. Grace loves stories and often acts out the stories she's told. Of course, Grace always gives herself the best parts. Grace is ﬁnally able to show her talents when she plays the role of Peter Pan in the school play. The book Life Doesn't Frighten Me At All written by Maya Angelou celebrates the courage within each of us. It challenges us to ﬁght our fears. Once our fears have been overcome, we can achieve anything in life. The book reinforces once again that children can be whatever they want to be if they believe in themselves. Nikki Grimes' poem, "Sweet Blackberry", from the book Meet Danitra Brown , is about a young girl who is teased because her skin is so dark and the advice given to her by her mother about how to handle the constant teasing. I've chosen this poem because my students are at an age where their bodies are beginning to change and physical appearance is becoming more important to many of them. At this age, students may be quite self-conscious both about their appearance and performance. During this stage, children often judge themselves and others as too fat or too thin, too tall or too short, too pale or too dark. Bloch states that "during the elementary years, children often compare themselves with peers in order to evaluate abilities. In the process, they learn about ways in which physical appearances diﬀer. All too often these diﬀerences are put-down and ridiculed by other children and/or adults."5 Possible activities for this section include drawing a portrait of a fellow classmate, creating "Wanted" posters where students identify a special quality, writing "Personality Poems" (see Lesson Plan#1) as well as writing essays entitled "What I Want To Be When I Grow Up". This section will also tie in nicely with the following Project Charlie lessons from the Primary Self-Awareness section: #1, 4, 5, 6, 7, 8, 9, 10, 23. Relationships With Family I will begin this section with three contrasting poems about motherhood since mothers are at the core of every family: Nikki Giovanni's "Mommies" from her book Spin a Soft Black Song , which for the most part describes a traditional mom who is very loving and nurturing; Nikki Grimes' "Mom and Me Only" from Meet Danitra Brown , which addresses single-parenthood; and a poem,"She Sent Me Out To Play Again", written by Nikki Grimes from her book Something On My Mind , which depicts a less traditional mom who for whatever reason would rather not deal with her children and therefore sends them away. Although it's sad to say, many children are living with adults who instead of dealing with their children, send them away like the mother in the poem. "Mommies" tells of the diﬀerent things traditional moms do like making children clean their rooms, making them put old clothes on before going out to play, making them brush their teeth, tucking them in and kissing them good-night. In "Mom and Me Only", a girl complains that she only has "a mom and me only" while others have a mom and dad, until a friend points out that it really isn't so bad. " 'You've got it good,' Danitra says when I am sad. 'Your mama loves you twice as much. Is that so bad?' " 6 "She Sent Me Out to Play Again" describes a young child's desire for the love and attention of his mother. "She sent me out to play again . . . I wanted to talk/about school, about how much I like to read,/ about how scared I am of the big boy down the block,/ about what I want to be . . ./ just talk. / Or to sit, just sit in the same room/ and watch her watch TV." 7 Another poem that addresses this issue is Eloise Greenﬁeld's "Aunt Roberta" from her book Honey, I Love and other love poems . In this poem, a young girl is not seen or heard until she slams a door. Again, showing how children are often ignored by adults. This poem also depicts one way children attempt to get someone's attention. Nikki Grimes' poem "Seems I'm Never Old Enough" from Something On My Mind further illustrates this point. The adults in the poem ignore the young girl because they say she wouldn't understand. " But when I'm wrong,/ you hear them shout,/ Girl, you should have known!"8 We will then read Daddy by Jeanette Caines. This is the story of a little girl and the special bond she shares with her father despite the fact that they don't live together. I chose this book because fathers, especially African-American fathers, are often viewed by society as irresponsible when it comes to caring for and raising their children. I think it's important for children to realize that this is not true of all fathers. Eloise Greenﬁeld's "Fambly Time" from her book Night on Neighborhood Street is a poem about a family spending some quality time together in what the youngest refers to as "Fambly time!" Again, I feel it's important for students to realize that families should be made up of people who love each other and do special things together. This poem will be followed by Dinner At Aunt Connie's House by Faith Ringgold, which celebrates family unity. It's the story of Melody, who visits her Aunt Connie and Uncle Bates and cousin Lonnie at their home on Long Island every year with her parents,and the special "treat" they receive at this year's family gathering. This book combines family tradition with a dose of history and an adaptation of the book will be performed as part of the culminating activity. This book lends itself nicely to discussions of family traditions, adoption, and a more in-depth study of the famous African-American women depicted in the story as well as others. The issue of sibling rivalry will be examined using She Come Bringing Me This Little Baby Girl by Eloise Greenﬁeld, Peter's Chair by Ezra Jack Keats, Two and Too Much by Mildred Pitts Walter, and My Brother Fine With Me by Lucille Clifton. Each of these books tells the story of an older sibling who feels jealous of a younger sibling at ﬁrst but eventually learns to love their brother or sister. We'll explore children's relationships to their grandparents and other extended family members in The Patchwork Quilt by Valerie Flournoy, Grandmama's Joy and Grandpa's Face by Eloise Greenﬁeld, When I'm Old With You by Angela Johnson, and The Hundred Penny Box by Sharon Bell Mathis. All of these books, with the exception of The Hundred Penny Box , which shows a boy's love for his great-aunt, portray the special love a child feels for a grandparent. Grandparents are so important to the family because of the strength, wisdom, and love they bring to the family unit. Possible activities for this section include creating Family Portraits, writing essays and poems about family or speciﬁc family members, a "Family Tea" in which families will be invited in to hear the essays/poems written by the students and afterwards "tea" and cookies will be served, "Adopt-a-Grandparent" in which students will be paired with senior citizens at a local home, and a performance of "Dinner At Aunt Connie's House". The following Project Charlie lessons from the Primary Relationship section will complement this section: # 1, 2, 3. Relationships with Friends We all crave love and acceptance from our families ﬁrst and foremost and later from our friends. This point is clearly made in Nikki Grimes' poem "Outside" from her book Something On My Mind . It depicts a young girl standing outside a fence wanting to play with the other children, to belong, to be friends. " I want a friend to whisper to,/ to keep my secrets/ and to tell me hers./ I want to be/ Inside."9 We all want and need friends to play with, laugh with, share secrets with, or even to share a popsicle with. Nikki Grimes' poems, "The Secret" and "Summertime Sharing" from Meet Danitra Brown , explore friendships. "The Secret" illustrates the importance of forgiveness. It begins when a secret is revealed and ends, "What kind of friend are you?" she yelled before she stomped away./ She wouldn't hardly say a word to me the whole next day. She ﬁnally forgave me, but not until I swore to never, ever give away a secret anymore." 10 "Summertime Sharing" depicts the value of sharing in a friendship. Danitra would like something from the ice cream man but unfortunately she has no money, so her friend, the speaker of the poem, buys an ice and shares it with Danitra. "Danitra breaks the Popsicle in two and gives me half. The purple ice trickles down her chin. I start to laugh. Her teeth ﬂash in one humongous grin, This will be followed by two books that further examine the ups and downs of friendships among peers: My Best Friend by P. Mignon Hinds and Matthew and Tilly by Rebecca C. Jones. In My Best Friend a young boy questions his friendship with his friend, Omar when his favorite model airplane gets broken. Suddenly he's wondering how they ever became friends in the ﬁrst place. Whenever they race, Omar always says he came in ﬁrst even though he didn't. At his birthday party, Omar took the biggest piece of cake and he always takes the seat by the window on the bus. Then he recalls his ﬁrst day in a new school when his pencil broke and Omar gave him one of his. He remembers other positive things Omar has done for him and special times they've shared. He realizes that the good times outweigh the bad and decides to continue being best friends with Omar after all. Matthew and Tilly is the story of an interracial friendship between a young boy, Matthew, and a young girl, Tilly, who experience some ups and downs of their own. Omar and his best friend's problems started with a broken possession-a model airplane. Similarly, Matthew and Tilly's problems begin when Tilly's crayon is broken. Suddenly, they're not sure if they even want to be friends anymore. They decide to go their separate ways but soon realize that doing the things they would've normally done together alone is no fun at all. The story ends happily when the two apologize and go out to play together. Black Like Kyra, White Like Me by Judith Vigna is the story of an interracial friendship between a young white girl, Christa, and her African-American friend, Kyra, whose friendship is tested when Kyra and her family move into Christa's all-white neighborhood. Christa can't understand how the people in her neighborhood can dislike Kyra and her family just because of their skin color. Even when she begins to feel the eﬀect of their dislike, she sticks by Kyra. Apt 3 by Ezra Jack Keats is the story of Sam and his little brother, Ben, who roam through their apartment building one rainy day in search of a harmonica player. They soon ﬁnd that the man in Apt. 3 is the mystery musician. He invites them in and the two soon realize that the man is blind. The boys spend the afternoon enjoying the beautiful music ﬂowing from his harmonica. Chicken Sunday by Patricia Polacco and Smoky Night by Eve Bunting both explore special friendships between young children and an adult as well as interracial and inter-religious relationships. Chicken Sunday is the story of Patricia, a young Jewish girl, and her neighbors, Winston and Stewart, and their grandmother, Miss Eula, who are African-American. Patricia often accompanies them to church on Sundays and then joins them for fried chicken afterwards. Miss Eula nicknames these special Sundays "Chicken Sunday". The book Smoky Night tells the story of another interracial friendship between a young boy, Daniel and a Korean woman, Mrs. Kim. Their special friendship begins in the wake of a tragic event. People are rioting in the street below Daniel's window, setting ﬁres and stealing everything they can. Daniel doesn't understand why people would do such a thing to other people and then he thinks about how his cat and Mrs. Kim's cat ﬁght with each other. Eventually, a ﬁre breaks out in his building and he and his mom must leave for a shelter. Daniel's distraught when he discovers that his cat, Jasmine, is missing. He meets up with Mrs. Kim at the shelter where he learns that her cat has disappeared as well. The two bond as they pray for their cat's safe return. A ﬁre ﬁghter appears carrying a cat in each arm and says that he found them hiding together holding paws! Daniel's mother remarks at how strange that is considering the two don't like each other. Daniel says that maybe it's because they didn't know each other. I will conclude this section with a poem from Langston Hughes' The Dream Keeper and Other Poems entitled "Poem". "The poem ends,/ Soft as it began—/ I loved my friend." 12 Possible activities for this section include webbing the characteristics of friendships, daily "Put-Ups" in which students select a diﬀerent classmate's name each day and give them a "Put-Up", U.I. Company Pen Pals as well as pen pals from a neighboring school, and writing original stories and poems about friendship or a speciﬁc friend. The following Project Charlie lessons from the Primary Relationship section can be used in conjunction with this section: #3, 4, 5, 6. Relationship To/Within Community Eloise Greenﬁeld's "Neighborhood Street" and "The Meeting" from the book Night on Neighborhood Street will be used to introduce this part of my unit. "Neighborhood Street" describes the events that take place on a street in the community. It begins with the waking up of the children and spans a whole day until night falls on the neighborhood street. "The Meeting" depicts a Neighborhood Block Watch Meeting that gets heated when one man tries to start a ﬁght. It demonstrates conﬂict resolution which again ties in nicely with our social development curriculum. "There Is A Wading Pool in Our Park" from Arnold Adoﬀ's Street Music illustrates a hot summer day when the ﬁre hydrants are opened for the children in the neighborhood. This poem is one which many of my children should be able to relate with since they live in the city where hydrants are often opened for children on very hot days. Faith Ringgold's Tar Beach follows a young girl as she ﬂies over New York City. She describes various points of interest on her journey such as the George Washington Bridge, the new Union Building her father's working on, etc. We will then read two poems from Langston Hughes' Dream Keepers and Other Poems entitled "My People" and "I, Too" and Lucille Clifton's "Listen Children" from Pass It On: African-American Poetry for Children , all of which speak about African-Americans' feelings about their heritage. "My People" describes the beauty of the African-American people, as does "I, Too" in which the speaker is sent to eat in the kitchen when company comes because of his dark skin; he looks to "Tomorrow", when no one will dare send him away: "They'll see how beautiful I am/ And be ashamed—/I, too, am America." 13 "Listen Children" urges African-Americans to remember that despite all they have had to endure, they have always loved each other. "we have been ashamed hopeless tired mad but always all ways we loved us We have always loved each other children all ways pass it on" 14 I will wrap up this section with Eloise Greenﬁeld's Daydreamers which talks about growing up and how our daydreams change as we grow and learn. I thought this would be a good way to end because it's my hope that as I teach this unit my children too will grow and change and develop new attitudes about their culture as well as others. Possible activities for this section include ﬁeld trips in and around New Haven to expose students to what their community has to oﬀer; invite people from the community to come in and speak to the class i.e. a ﬁreman, a police oﬃcer, etc.; some type of community service in the "Beecher School Community" i.e. cleaning up the school grounds, planting ﬂowers around the school, creating artwork for display around school, etc.; study of famous African-American women in Dinner At Aunt Connie's House as well as other famous African-Americans; create portraits of famous African-American women for our performance; write reports on famous AfricanAmericans; choral readings of poems in unit; design a quilt of books and authors read throughout this unit; and celebrate "Eloise Greenﬁeld Day!" on which students will share favorite poems written by the author. Lesson Plan Objectives: 1. To recognize our likenesses and diﬀerences. 2. To identify qualities that make us special and unique individuals. 3. To write "Personality Poems". 4. To draw self-portraits. Materials: -Guide for writing "Personality Poems" on chart. -paper -pencil -crayons Procedures: 1. Explain to students that we're going to write "Personality Poems". 2. Tell students to write their ﬁrst names on Line 1. 3. On Line 2, have students write two words to describe themselves. 4. Have students write three words that name things they like to do on Line 3. 5. On Line 4, have students write two more words to describe themselves. 6. Tell students write their last names on Line 5. 7. Have students draw self-portraits to go along with their poems. 8. Mount on colored construction paper and display. Lesson Plan Objectives: 1. To understand and appreciate the elements of a play. 2. To perform the play "Dinner At Aunt Connie's House". Materials: -copies of script for Cast of Characters -Props: -portraits of famous African-American women depicted in play -costumes for famous African-American women portrayed -objects typically found in an attic Procedures: 1. Explain to students that a play is a story written for the purpose of being performed. The conversations between characters tell the story. 2. Discuss the following elements of a play: -The people who act and speak in a play are called characters. Every time a character speaks his or her name is written. However, only the lines written after their name are spoken for the audience. -The author often provides instructions as to how characters are to move or speak. These instructions, or stage directions, are placed in brackets or parentheses. -Plays are often divided into scenes, or acts. This play, however, consists of a single scene, or act. -Plays also have a setting, or place where the play takes place. 3. Display an excerpt from the play on the board and then model for students how to act and speak the line(s) shown. 4. Assign roles, or parts, and have students practice reading their lines through several times. 5. Once students have gotten a handle on reading/speaking their lines, begin practicing the actions in the play. Faith Ringgold's "Dinner At Aunt Connie's House" as retold by Brittney Talley and Jaala Johnson Introduction : Room 9 will now perform Faith Ringgold's "Dinner At Aunt Connie's House" as retold by Brittney Talley and Jaala Johnson. Narrator : Every year Melody and her parents would visit Aunt Connie and Uncle Bates and their son Lonnie at their home on Long Island. They'd always have a delicious dinner and afterwards Aunt Connie would show everyone her new artwork. This year, however, Melody and Lonnie went up to the attic for a sneak peak at Aunt Connie's latest artwork. As they approached the attic, they heard strange voices and grew suspicious. And weren't they surprised when they walked in and found the portraits TALKING!! Yes, you heard right- I said TALKING!! Listen carefully to what they had to say. Rosa Parks: Hello, children! My name is Rosa Parks. I was born in Alabama in 1913. I am often called "the Mother of the Civil Rights Movement". In 1955, I was arrested for refusing to sit in the back of the bus. That incident started the Montgomery Bus Boycott and inspired Dr. Martin Luther King, Jr. to devote his life to the Civil Rights Movement. Lonnie: But how can you speak? Paintings don't talk?!* Rosa Parks: Your mother created us to tell you the history of our struggle. Would you like to hear more? Lonnie and Melody: YES!! Rosa Parks: Well, listen carefully. Fannie Lou Hamer: Hello. My name is Fannie Lou Hamer. I was born in 1917 in Mississippi. I was a civil rights activist and public speaker. I worked with Martin Luther King, Jr. for voters' rights in the South. I helped thousands of people register to vote. Melody (pointing to the portrait of Mary McLeod Bethune): I know who you are! You're Mary McLeod Bethune! Mary McLeod Bethune: That's right, Melody, I am! I was born in 1875 in South Carolina. I founded BethuneCookman College. I was also a special adviser to Presidents Franklin D. Roosevelt and Harry S. Truman. I founded the National Council of Negro Women, an organization that has more than one million members. Augusta Savage: Hello, children. My name is Augusta Savage. I was a sculptor. I was born in Florida in 1892. I founded The Savage Studio of Arts and Crafts in Harlem. I taught many artists to paint, draw, and sculpt. Maybe you've heard of one of my students, the famous painter Jacob Lawrence? Lonnie: Wow, you're beautiful! Dorothy Dandridge: Why, thank you, Lonnie. My name is Dorothy Dandridge and I was born in 1922 in Ohio. I was the ﬁrst African-American actress to become a Hollywood star. I was nominated for an Academy Award in 1954 for Best Actress for the ﬁlm "Carmen Jones". I starred in many other ﬁlms with such famous actors as James Mason and Joan Fontaine. Zora Neale Hurston: Hi, I'm Zora Neale Hurston. I was born in Florida in 1901. Melody: Weren't you a famous writer? Zora Neale Hurston: Yes, Melody, in the 1930's I was the most proliﬁc African-American writer. My books, Their Eyes Were Watching God, Moses, Man of the Mountain, and Mules and Men, are considered among the best examples of American writing. Maria W. Stewart: Hello. I'm Maria W. Stewart. I was born in 1803 in Connecticut. Back then, women could not be public speakers, yet I spoke out for the human rights of oppressed blacks. I was also the ﬁrst AfricanAmerican to lecture in defense of women's rights. Bessie Smith: Hey there, kids! I'm Bessie Smith. I was born in 1894. I was known as "Empress of the Blues". I was once the highest paid African-American artist in the world. The great jazz trumpeter Louis Armstrong was one of my accompanists. I inspired many singers with my soul and spirit. Harriet Tubman: Hello, children. I'm Harriet Tubman. I was born in 1820 in Maryland. I brought more than three hundred slaves to freedom in the North in nineteen trips on The Underground Railroad and never lost a passenger either! Among them were my mother and father and my ten brothers and sisters. Sojourner Truth: Hi. I'm Sojourner Truth. I was born in 1797 in New York. I was an itinerant preacher and an abolitionist with Frederick Douglass and William Lloyd Garrison. I spoke out for women's rights during slavery, when no American woman had the right to vote. I met and spoke with President Abraham Lincoln. Lonnie (pointing to the portrait of Marian Anderson): Hey, aren't you Marian Anderson? We studied about you in school! Marian Anderson: Yes, that's right, Lonnie. I am Marian Anderson. I was born in 1902 in Pennsylvania. Arturo Toscanini, the great conductor, said a voice such as mine is heard only once in a hundred years. I was denied the right to sing at Constitution Hall by the Daughters of the American Revolution in Washington, D.C. In protest, I sang on the steps of the Lincoln Memorial to a crowd of 75,000. I was known as the world's greatest living contralto and was the ﬁrst African-American to perform with the Metropolitan Opera Company! Madame C.J. Walker: Hello. My name is Madame C.J. Walker. I was born in Louisiana. I was the ﬁrst self-made American woman millionaire. I employed more than three thousand people in my cosmetics company. My invention, the hair straightening comb, changed the appearance of millions of people. All Portraits: So, children, what do you think of us? Melody: I think I'm proud to be an African-American woman. Who knows-maybe some day Aunt Connie will hang my portrait on the same wall with all these great women!! (extends arm out to encompass all portraits as she says last line) Ending: We hope you enjoyed our play. Thank you for being such a good audience. Thank you to the boys who reproduced Faith Ringgold's portraits of these African-American women and thanks to the girls who portrayed them! (ﬁgure available in print form) Lesson Plan Objectives: To compare and contrast two books about friendship using a Venn Diagram Materials: -books: Matthew and Tilly by Rebecca C. Jones My Best Friend by P. Mignon Hinds -transparency or chart with Venn Diagram -blank copy of Venn Diagram for students Procedures: 1. Read Matthew and Tilly and discuss. 2. Read My Best Friend and discuss. 3. Complete a Venn Diagram similar to the one below comparing and contrasting both stories. Notes 1. Berne, Patricia H. & Louis M. Savary. Building Self-Esteem in Children . 2. Nikola-Lisa, W. Bein' This Way With You. 3. Greenﬁeld, Eloise. "By Myself." Honey, I Love and other love poems . 4. Evans, Mari. "I Can." Pass It On: African-American Poetry for Children. 5. Bloch, Douglas with Jon Merritt. Positive Self-Talk for Children: Teaching Self-Esteem through Aﬃrmations: A Guide for Parents, Teachers, and Counselors . 6. Grimes, Nikki. "Mom and Me Only." Meet Danitra Brown . 7. Grimes, Nikki. "She Sent Me Out To Play Again." Something On My Mind . 8. Grimes, Nikki. "Seems I'm Never Old Enough." Something On My Mind . 9. Grimes, Nikki. "Outside." Something On My Mind . 10. Grimes, Nikki. "The Secret." Meet Danitra Brown . 11. Grimes, Nikki. "Summertime Sharing." Meet Danitra Brown. 12. Hughes, Langston. "Poem." The Dream Keeper and Other Poems. 13. Hughes, Langston. "I, Too." The Dream Keeper and Other Poems . 14. Clifton, Lucille. "Listen Children." Pass It On: African-American Poetry for Children . Teacher Bibliography Berne, Patricia H. and Louis M. Savary. Building Self-Esteem in Children. New York: Continuum Publishing Company, 1981. An excellent guide for building self-esteem in children. Bloch, Douglas with Jon Merritt. Positive Self-Talk for Children: Teaching Self-Esteem through Aﬃrmations: A Guide for Parents, Teachers, and Counselors . New York: Bantam Books, 1993. An excellent guide for anyone who deals with children on a regular basis. Rollock, Barbara. Black Authors and Illustrators of Children's Books . New York and London, 1988. A collection of 115 brief biographies of black authors and illustrators. Student Bibliography Adoﬀ, Arnold. Street Music . New York: Harper-Collins Publishing, 1995. A collection of poems about life on a city street. Angelou, Maya. Life Doesn't Frighten Me . New York: Stewart, Tabori, & Chang, 1978. A poem celebrating the courage within each of us. Bunting, Eve. Smoky Night . New York: Harcourt Brace and Company, 1994. When the Los Angeles riots break out in their neighborhood, a young boy and his mother learn the value of getting along with others no matter what their background or nationality. Caines, Jeanette Franklin. Daddy . New York: Harper, 1977. A child of separated parents describes the special activities she shares with her father on Saturdays. Caines, Jeanette Franklin. Just Us Women . New York: Harper-Collins, 1982. The story of a young girl and the special trip she takes with her aunt. Clifton, Lucille. My Brother Fine With Me . New York: Holt, 1970. The story of sibling rivalry between an older sister and her younger brother. Flournoy, Valerie. The Patchwork Quilt . New York: Scholastic, 1985. In this story, Tanya's grandmother is making a special quilt with pieces of clothes from the whole family. Greenﬁeld, Eloise. Daydreamers . Dial, 1981. Greenﬁeld, Eloise. Grandmama's Joy . New York: Collins, 1980. A little girl tries to cheer up her grandmother by reminding her of some important things. Greenﬁeld, Eloise. Grandpa's Face . New York: Philomel Books, 1989. The story of a young girl's fear of losing her grandpa's love. Greenﬁeld, Eloise. Honey, I Love and Other Poems . New York: Harper Trophy, 1978. A collection of poems that tell about love and the simple joys of everyday life as seen through the eyes of a child. Greenﬁeld, Eloise. Night on Neighborhood Street . New York: Penguin Books, 1991. A collection of poems about a night on Neighborhood Street. Greenﬁeld, Eloise. She Come Bringing Me that Little Baby Girl . New York: Harper-Collins Publishers, 1974. This is the story of a child's disappointment and jealousy over a new baby sister which are soon dissipated as he becomes aware of the importance of being a big brother. Giovanni, Nikki. Spin a Soft Black Song . Canada: Harper Collins, 1985. A collection of poems about life as experienced by black children. Grimes, Nikki. Come Sunday . Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1996. A collection of poems celebrating a day of worship through the eyes of a child. Grimes, Nikki. Meet Danitra Brown . New York: Lothrop, Lee & Shepard, 1994. A collection of poems about friendship. Grimes, Nikki. Something on My Mind . New York: Penguin Books, 1978. A collection of poems about life from a black child's perspective. Hinds, Mignon P. My Best Friend . New York: Golden Books Publishing Company, 1996. The story of the ups and downs often experienced in friendships. Hoﬀman, Mary. Amazing Grace . New York: Scholastic, Incorporated, 1991. The story of Grace, a young girl who shows that you can do anything you put your mind to. Howard, Elizabeth Fitzgerald. Aunt Flossie's Hats (and Crab Cakes Later ). New York: Clarion Books, 1990. The story of Sarah and Susan and special Sundays spent with their Aunt Flossie and her hats. Hughes, Langston. The Dream Keeper and Other Poems . New York: Scholastic, Incorporated, 1994. A collection of poems for children. Johnson, Angela. When I am Old with You . New York: Orchard Books, 1990. A child imagines being old with her grandfather and doing various activities with him. Jones, Rebecca. Matthew and Tilly . New York: Penguin Books, 1991. The story of the trials and tribulations of an inter-racial friendship. Keats, Ezra Jack. Apt. 3 . New York: MacMillan, 1971. On a rainy day two brothers try to discover who is playing the harmonica they hear in their apartment building. Keats, Ezra Jack. Peter's Chair . New York: Harper and Row Publishing, 1967. The story of a young boy's adjustment to his new baby sister. Mathis, Sharon Bell. The Hundred Penny Box . New York: Puﬃn, 1986. Michael's love for his great-great-aunt who lives with them leads him to intercede with his mother who wants to toss out all her old things. Nikola-Lisa, W. Bein' with You This Way . New York: Lee and Low Books, 1994. This story celebrates our diversity. Polacco, Patricia. Chicken Sunday . New York: Scholastic Incorporated, 1992. The story of a young Jewish girl, Patricia, and her special friendship with her neighbors, Winston and Stewart who are AfricanAmerican. Ringgold, Faith. Dinner at Aunt Connie's House . New York: Hyperion Books for Children, 1993. The story of special family dinners at Aunt Connie's house. Ringgold, Faith. Tar Beach . New York: Scholastic Incorporated, 1991. The story of a young girl's "ﬂight" over New York City. Selections by Wade Hudson. Pass It On: African-American Poetry for Children . New York: Scholastic Incorporated, 1993. A collection of poetry written for children by famous African-American poets. Vigna, Judith. Black Like Kyra, White Like Me . Morton Grove, Illinois: Albert Whitman and Company, 1992. When a black family moves to an all-white neighborhood, prejudice rears its ugly head as the adults behave rudely and children's friendships break up. Walter, Mildred Pitts. Two and Too Much . New York: Bradbury Press, 1990. Seven year old Brandon's attempt to take care of his two year old sister Gina results in one disaster after another. https://teachersinstitute.yale.edu ©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms	<urn:uuid:1f7e2c73-917c-4ff6-9ecf-6e71e046d273>	CC-MAIN-2024-46	https://teachersinstitute.yale.edu/curriculum/units/files/97.02.05.pdf	2024-11-14T17:08:01+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00521.warc.gz	508,706,568	9,195	eng_Latn	eng_Latn	0.985875	eng_Latn	0.998339	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2990, 7055, 8529, 10303, 13978, 17295, 21155, 23767, 25318, 26212, 28410, 31233, 33406, 34529, 36339, 38391, 40398, 40779 ]	[ 4.65625, 4.15625 ]	2	0
1 Sylivriano Syrtos Rhythm: 4/4 Count each measure as Slow, Quick, Quick Formation: Line dance, facing CCW, hands joined held at sides. Leader should wind and unwind line. Music is exciting and dance is easy and enjoyable. Measures Introduction 1-8 PART 1 - MOVING SYRTOS STEP, FACING CCW Take long step w/R foot (S) Take 2 small steps - L, R (QQ) 2 Take long step w/L foot (S) Take 2 small steps - R, L (QQ) 3-8 REPEAT pattern of measures 1-2 PART 2 - BACKING UP SYRTOS STEP AND FWD SYRTOS STEP Pivot on last step of PART 1 to face CW, but continue to move CCW, backing up as follows: Step BKWD CCW on R foot, long step (S) 1 Continue backing up, two small steps (QQ) 2 Step BKWD on L foot, long step (S) Small step on R foot CCW, pivoting to face CCW (Q) Small step on L foot facing and moving CCW (Q) 3-4 2 gliding syrtos steps moving and facing CCW, as in PART 1 (RLR, LRL) pivoting on last step to face CW 5-8 REPEAT pattern of measures 1-4 of PART 2 PART 3 - SIDE STEP Face center, hands at shoulder level, body sway follows motion of steps, movement is CCW Step R foot to side (S) Step L foot behind R (Q) Step R foot to side (Q) 2 Step L foot behind R (S) Step R foot to side (Q) Leap on L foot, crossing in front of R foot (Q) 3-8 REPEAT pattern of measures 1-2 of PART 3 BEGIN DANCE FROM BEGINNING. Dance Notes - Greece 1	<urn:uuid:cbaf2291-55db-438a-8e8c-f540804ba729>	CC-MAIN-2018-13	http://evansvillefolkdancers.com/resources/Notes/S/Sylivriano%20Syrtos%20DN.pdf	2018-03-18T03:57:58Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00620.warc.gz	102,887,134	421	eng_Latn	eng_Latn	0.959505	eng_Latn	0.959505	[ "eng_Latn" ]	false	docling	[ 1359 ]	[ 2.71875 ]	1	0
English - Make predictions based on what they have read so far. - Write in role as a character using descriptive language. - Use reading strategies to understand the meaning of different vocabulary used in texts. - Compare different texts by the same author to identify similarities and differences. - Write an alternative ending to a traditional tale. Science - Sort and classify materials using their own and given criteria. - Find out about the properties of materials. - Identify natural and man-made materials. - Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Physical Education - Learn about and create balances on patches and points - Know how to link a travel with two or more balances, showing control - Develop throwing and catching skills using hand eye coordination - Control a ball. - Keep possession amongst a group of players. - Look at body and hand shapes. - To play a small sided game of possession. Year 2 Autumn 1 Half Term Religious Education - How do the stories of Jesus inspire Christians today? Values Perseverance Integrity Courage PSHE- Being me in my world - Identify some hopes and fears for this year. - Understand the rights and responsibilities for being a member of my class and school. - Recognise the choices made and understand the consequences. Mathematics - Secure knowledge of numbers within 100 - Become familiar with number patterns and ordering - Understand how to use the 'greater than' and 'less than' signs - Add and subtract 2 digit numbers using a range of resources - Addition and subtraction word problems within 100. - Recall number bonds for 10 and within 10. Design and Technology - Design purposeful products based on design criteria. - Choose appropriate tools, equipment, techniques and materials from a wide range. - Safely measure, mark out, cut and shape materials and components using a range of tools. - Evaluate and assess existing products and those that he/she has made using a design criteria. History - Describe significant individuals and how they impacted society: George Stephenson, Henry Ford. - Understand how trains, cars and boats have changed over time. - Understand how changes in modes of transport impacted society - Describe changes within living memory and aspects of change in national life. - Ask and answer questions, choosing and using parts of stories and other sources to show that he/she knows and understands key features of events Computing - Recognise the uses and features of information technology - Identify the uses of information technology in the school and beyond - Explain how to use information technology safely	<urn:uuid:b6c90f51-bc52-48a4-88ee-285121988a28>	CC-MAIN-2024-46	https://www.gilbertcolvin.co.uk/attachments/download.asp?file=549&type=pdf	2024-11-14T16:45:32+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00526.warc.gz	700,718,237	543	eng_Latn	eng_Latn	0.995546	eng_Latn	0.995546	[ "eng_Latn" ]	false	docling	[ 2749 ]	[ 4.4375 ]	1	0
Elasticities Qestion 1 – Cobb-Douglas Elasticities Your utility function for goods 1 and 2 is given by: (i) Derive the demand functions x1 (p1, p2,m) and x2 (p1, p2,m) . Te MRS is: Te optimality condition is to set \|MRS \| = p 1 p2 . From this we get x 2 = 2 x 1 p1 p2 . Using this expression for x2 in the budget constraint we can solve for x1 to get the demand (same as on previous problems): Ten using this expression for x1 in x2 = 2x1 p1 p2 we can get: (ii) Find the own-price elasticity of demand for good 1, ε1. Te formula for the own-price elasticity of demand for good 1 is: Te ﬁrst term in the formula is the derivative of the demand function with respect to price. Tis is: Where you should recall that the derivative of 1 x is − 1 x 2 . We can use this in the rest of the formula: Every term cancels and we are lef with the own-price elasticity of demand being equal to -1. (iii) Is good 1 an ordinary or Giﬀen good? Since ε1 < 0 the good is ordinary. (iv) Find the the cross-price elasticity of good 1 with respect to good 2, ε12. Since p2 doesn't show up in demand: (v) Are the substitutes, complements, or neither? Since ε12 = 0 they are neither. (vi) Find the income elasticity of demand for good 1, η1. Te formula for the income elasticity is: Te ﬁrst term is: We can use this in the rest of the formula: Every term cancels and we are lef with an income elasticity of 1. (vii) Is the good normal or inferior? Since η1 = 1 the good is normal. When ﬁnding the elasticities, do not just write down the answer. Show each step in the calculation. Qestion 2 – Linear demand and Marginal Revenue Te market demand curve for a good is given by: (i) What is the own-price elasticity of demand at the following price and quantity pairs: (a) p = 4 and q = 6. (b) p = 5 and q = 5. (c) p = 6 and q = 4. Comment on whether demand is elastic, inelastic or unit elastic at each of these prices. For any price, the elasticity is: At the diﬀerent prices we get: * ε (p = 4) = − 2 3 (Inelastic) * ε (p = 5) = −1 (Unit elastic) * ε (p = 6) = −1.5 (Elastic) (ii) Find the inverse demand curve, p (q) for the demand curve above. Te inverse demand function is: (iii) Find the revenue function, R (q) for a single ﬁrm selling to this market. Te revenue function is: (iv) Find the marginal revenue function MR (q) . Te marginal revenue function is: (v) What is the marginal revenue at each of the price and quantity pairs in (i) above? * MR (q = 6) = −2 * MR (q = 5) = 0 * MR (q = 4) = 2 (vi) What does your ﬁnding in (v) tell us about the relationship between elasticity and marginal revenue? * If demand is inelastic, marginal revenue is negative. * If demand is elastic, marginal revenue is positive. * If demand is unit elastic, marginal revenue is zero. 2 Qestion 3 – Monopoly Te (inverse) market demand for a good is given by p (q) = 130 − q and there is a single producer with a cost function, c (q) = 1600 + 10q + q 2 . Find the equilibrium price, quantity, and proﬁts for the monopolist. Te monopolist's revenue function is: Te marginal revenue function is Te marginal cost is Seting MR (q) = MC (q) and solving for q: Using this in the demand curve we ﬁnd that p = 130 − 30 = 100. Te proﬁt for the monopolist is: Qestion 4 – Monopoly vs. Perfect Competition with Linear Demand and Costs Te inverse demand curve for a good is given by: Te cost function for the monopolist is: (i) Derive the optimal price an quantity the monopolist will choose. Te monopolist's revenue function is: Te marginal revenue is: Te marginal cost is: To ﬁnd the optimal quantity, set MR (q) = MC (q): Te price is then found using the demand curve: p = 10 − 4 = 6. (ii) Conﬁrm that the monopolist charges a mark-up over marginal cost of 1 1− 1 \|ε \| . You can use your answer in Q2 (i). Te mark-up over marginal cost here is 3 (the monopolist charges 3 times the marginal cost). In Q2 (i) we found that ε (p = 6) = −1.5. So: So indeed the monopolist charges a mark-up over marginal cost of 1 1− 1 \|ε \| (iii) Find the proﬁt the monopolist makes. (iv) Draw a diagram showing the following: * Te inverse demand curve. * Te marginal revenue curve. * Te marginal cost curve. * Te monopolist's price and quantity. * Te consumer surplus. * Te monopolist's proﬁts. * Te deadweight loss. Te scaling of the diagram does not need to be exact. However, the lines/curves should have the correct shape. . (v) What is the consumer surplus? To ﬁnd the consumer surplus, we ﬁnd the area of the triange: (vi) What is the deadweight loss, if any? To ﬁnd the deadweight loss, we ﬁnd the area of the triange: Now assume the market was instead served by a large number of perfectly competitive ﬁrms. (vi) What would the price and quantity be? What proﬁt would each of the ﬁrms make? Te quantity occurs where p = MC. So p = 2. Te quantity demanded is then q = 10 − p = 10 − 2 = 8. Since MC = AC, and p = AC, the proﬁts would be zero. (vii) Draw a diagram showing the following: * Te inverse demand curve. * Te marginal cost curve. * Te perfectly competitive price and quantity. * Te consumer surplus. * Te producer surplus. Tere is zero producer surplus and zero deadweight loss. (viii) What is the consumer surplus? Te area of the triangle: (ix) What is the producer surplus? PS ⋆ = 0 (x) What is the deadweight loss, if any? DW L ⋆ = 0 (xi) How do each of price, quantity, proﬁts, producer surplus, consumer surplus and deadweight loss compare between monopoly and perfect competition? * Te monopolist charges a higher price * Te monopolist sells a lower quantity. * Te monopolist makes positive proﬁts and the perfectly competitive ﬁrms make zero proﬁts. * Te monopolist gets positive producer surplus and the perfectly competitive ﬁrms get zero producer surplus. * Te consumer surplus is larger under perfect competition. * Tere is a deadweight loss in monopoly. Tere is no deadweight loss in perfect competition. Qestion 5 – Natural Monopoly Te inverse demand curve for a good is given by: Te cost function for the monopolist is: (i) Derive the optimal price an quantity the monopolist will choose. Te marginal revenue function is 10 − 2q. Te marginal cost is zero. Terefore the optimal quantity is q = 5 and the price is p = 5. (ii) Find the proﬁt the monopolist makes. (iii) What is the consumer surplus? Suppose the government introduced some regulation which forced the monopolist to charge at marginal cost. (iv) What would the new price, quantity and proﬁts be? Since marginal cost is zero, price is zero. Te quantity demanded will then be 10. Te proﬁts will be -9 because the ﬁrm will have zero revenue. (v) What is the consumer surplus? Te consumer surplus is 1 × 10 × 10 = 50. 2 Suppose the government introduced some regulation which forced the monopolist to charge a price such that it makes zero proﬁts overall. (vi) What would the price, quantity and proﬁts be? We set average cost equal to price: AC (q) = p (q). So: So AC (q) intersects p (q) at 1 and 9. We are trying to make consumer surplus as big as possible so we should choose q = 9. q = 1 makes proﬁts zero but the consumer surplus will be small. Te price with q = 9 is then p = 1. Te proﬁts are zero. (vii) What is the consumer surplus? Tere are three possible policies the government can pursue, the outcomes of which you have solved for above: * No regulation. * Forcing the monopolist to charge at marginal cost. * Forcing the monopolist to charge a price such that it makes zero proﬁts. (viii) Which policy maximizes consumer surplus? Te p = MC policy maximizes consumer surplus (CS = 50). (ix) Which policy maximizes consumer surplus plus proﬁts? Te sum of consumer surplus in each case is: (a) 16 + 12.5 = 28.5 (b) 50 - 9 = 41 (c) 0 + 40.5 = 40.5 So charging p = MC actually makes the largest surplus plus proﬁts (but the monopolist will not be very happy with this arrangement). Qestion 6 – Two-Period Monopoly with an Experience Good Consider the following model of a two-period monopolist selling an experience good. Te inverse market demand in the ﬁrst period is In the second period the demand is: Te amount the monopolist sells in the second period depends on how much the monopolist sold in the ﬁrst period. Te amount the monopolist sold in the ﬁrst period shifs out the second period demand curve (raises the vertical intercept). Te monopolist's cost function is c (q1, q2) = 0. (i) If the monopolist was unaware he was selling an experience good and simply maximized proﬁts in each period, what would his total proﬁts be? MC here is zero so to maximize proﬁts the monopolist will set MR = 0. Te marginal revenue in period 1 is MR1 = 10 − 2q2. Seting this equal to zero yields q1 = 5. Tis gives p1 = 5. Given q1 = 5, in the second period demand becomes p2 = 12.5 − q2. Marginal revenue is period 2 is then MR2 = 12.5 − 2q2. seting MR2 = 0 yields 12.5 − 2q2 = 0, so q2 = 6.25. Ten p2 = 6.25. Tus total proﬁts are 25 + 625 16 = 64 . 0625. (ii) If the monopolist knows the way the demand curves depend on both quantities, write down his proﬁt function for both periods. Tis should be a function of q1 and q2 only. Te proﬁt function is: (iii) Solve for the optimal prices and quantities by maximizing the proﬁt function you wrote down above. Remember that maximizing a function of two variables requires seting both partial derivatives equal to 0 and solving the system of equations. Does the monopolist oﬀer a low introductory price? Te seting the partial derivatives with respect to q1 and q2 equal to zero: If we solve these equations, we ﬁnd that p1 = 10 3 , p 2 = 20 3 , q 1 = 20 3 and q 2 = 20 3 . Tus, the monopolist oﬀers a lower introductory price in the ﬁrst period, and then raises it considerably in the second period. (iv) Compare the proﬁts from parts (i) and (iii). Is the monopolist beter oﬀin (i) or (iii)? Plugging in the prices and quantities from (iii) we ﬁnd that proﬁts are 200 3 . Tus, the monopolist enjoys larger proﬁts by charging the lower price in the ﬁrst period to increase demand.	<urn:uuid:9363542e-6dc0-46ce-83e8-514ebdf0dde8>	CC-MAIN-2018-13	http://walshc.github.io/ec201/ps4-sol.pdf	2018-03-18T03:43:14Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00623.warc.gz	339,705,007	2,793	eng_Latn	eng_Latn	0.955455	eng_Latn	0.985902	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 975, 1832, 2790, 3694, 4428, 4998, 5368, 6732, 7911, 9778, 10060 ]	[ 2.515625 ]	1	1
全員参加で楽しくガンバロウ I'm looking for ~? Role Play! Do the role play. on the left at that corner at the 1 st traffic light on the right Go down this street. ~ at that corner. Turn right/left. ~ on the right/left. ~ at the 1 st traffic light. at the 2 nd traffic light on the right Listening Activity! Start from the train station . Write 1~10 in the box. Eigo Ganbare Classroom Portal Writing! Example: Excuse me. I'm looking for Kocho Sensei's house. Ok. Go down this street. * How can I get to ~? Turn left at that corner. It's on the left. * Go straight. 1. ____________. __________________________________. _______. _________________________________. _________________________. ____________________. 2. ____________. __________________________________. _______. _________________________________. _________________________. ____________________. 3. ____________. __________________________________. _______. _________________________________. _________________________. ____________________.	<urn:uuid:242a5cdc-6b27-4f32-9951-1c0042ce793b>	CC-MAIN-2018-13	http://eigoganbare.com/wp-content/uploads/2016/12/1-25-Im-looking-for.pdf	2018-03-18T03:47:25Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00626.warc.gz	97,842,515	220	eng_Latn	eng_Latn	0.874627	eng_Latn	0.982505	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 285, 395, 1026 ]	[ 2.859375 ]	2	0
LESSON FOR BLOG TALK RADIO WAQFE NAU CLASS JANUARY 28, 2012 (Week 16 of 2 nd six monthly syllabus Age Group 10-14) Extract from the Friday Sermon of Hazur aba on 01.27.2012 while describing about; "respected Ravil Bukharaev sahib, who was Russian and passed away on 24 Janaury. Inna lillahe wa inna illahe raji'oon. [Surely, to Allah we belong and to Him shall we return' 2:157]" He wrote:[Ravil Bukharaev] 'The teaching of the Ahmadiyya Community is that one cannot attain the love of God until one also loves creation of God. This immediately told me that this indeed was my destination. Here, I found everything together; that is, my education, knowledge, reason and my thirst for proofs based on reasoning, search of true religion and spiritual experiences. I found all this in one place' Age Group 10-11 Qur'an e Hakeem: Here is the second part of Ayetul Kursi (v:256 of Al Baqra) for the memorization: ۚ َمَنْ ذَا الَّذ ي يَشْفَعُ ع نْدَهُ إِّلّ بِإِذْن ه ۚ يَعْلَمُ مَا بَْيْ َ أ يْد يهِمْ وَمَا خَلْفَهُمْ ۖ وَّلَ ُيُ ِ يطُ ونَ َيْء م نْ ع لْم ه إِّلّ ِب َا شَاء [2:256] Who is he that will intercede with Him except by His permission? He knows what is before them and what is behind them; and they encompass nothing of His knowledge except what He pleases. Prayer for Memorization Age Group 11-12 Qur'an e Hakeem Memorize the following verse of Sura Al Baqra (time: 2 weeks) [2:286] This Messenger of Ours believes in that which has been revealed to him from his Lord, and so do the believers: all of them believe in Allah, and in His angels, and in His Books, and in His Messengers, saying, 'We make no distinction between any of His Messengers;' and they say, 'We hear, and we obey. We implore Thy forgiveness, O our Lord, and to Thee is the returning.' Hadith e Nabwi saw Memorize the following Hadith ْ َيَّدَالْ َوو خَاا مُهُم Sayyidul qaumi khadi muhum - The chief of the people is one who serves them. Hazrat Zaid bin Thabit rta narrates that Rasoolullah saw said that Allah Ta'la will provide the needs of a person until the time he makes efforts to meet the needs of his Muslim brother. Age Group 12-13 Qur'an e Hakeem Hadith e Nabwi saw Memorize the following Hadith ک ْلْ Ma qalla wakafa khairum-mimma kathura wa'alha – A little that suffices one's need is better than plenty that makes him forgetful (of Allah). مَاقَلّ وَ یی ّ َّا کَثْرَوَاَ َٰفی خَْیْ ُم Hazrat Abu Hurairah rta narrates that on one occasion Rasoolullah saw said "that what the famous poet Labid said, no other poet ever said such a beautiful truth; means he very truly mentioned that everything other than Allah Ta'la is useless and wasteful. (Muslim) Hazrat Ibn Umar rta narrates that Rasoolullah saw held me with my shoulders and said "you live in this world as if you do not belong to this place, like a passerby or a traveler". (Bukhari)	<urn:uuid:22097931-e54a-4c0e-aa36-c8c7f4c53b7a>	CC-MAIN-2018-13	http://www.waqfenau.us/classes/period-3/WNRC-10-13-JAN282012.pdf	2018-03-18T03:49:32Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00630.warc.gz	490,174,191	867	eng_Latn	eng_Latn	0.984902	eng_Latn	0.987371	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1299, 2405, 2862 ]	[ 2.5 ]	3	0
Health & Emergency Management Prevent. Promote. Protect. 5515 South Apache Ave., Suite 400, Globe, AZ 85501 PHONE: (928) 402-8811 Norovirus Fact Sheet Background Treatment Norovirus is the most common cause of vomiting and diarrhea in the United States. It causes an estimated 21 million illnesses per year. Norovirus is a common cause of diarrheal illness in places where people are in close contact, like schools, nursing facilities, and cruise ships. Causes of Foodborne Illness, 2009-2012 Symptoms The most common symptoms are nausea, projectile vomiting, watery diarrhea, and abdominal pain. Symptoms usually begin 24 to 48 hours after exposure, and last 1 to 3 days. Some people with Norovirus have no symptoms, but can still pass the virus to others. Transmission Norovirus are found in the intestinal tract of infected people and can be shed in their feces for up to 3 days after their symptoms resolve. Infected persons can spread the virus if they do not wash their hands well enough after using the bathroom. The most common ways to become infected with norovirus are: - Contact with an infected person - Consuming contaminated foods or liquids - Touching your mouth or eating after touching a contaminated surface Norovirus is unpleasant, but most persons fully recover without specific treatment. Seek medical care immediately if you experience severe vomiting, bloody diarrhea, dehydration, or abdominal pain. Prevention Norovirus is very contagious; it only takes a few virus particles to make someone ill. Norovirus is resistant to alcohol-based hand sanitizers. To prevent norovirus: - Wash your hands frequently with soap and water, especially after going to the bathroom, after changing diapers, and before preparing foods or beverages - Dispose of soiled diapers properly and disinfect diaper changing areas after use - Keep children with diarrhea home from daycare - Stay home from school or work until 3 days after symptoms resolve - Persons with diarrheal illness should not prepare food for others while they are sick and for 3 days after their diarrhea goes away For more information If you need more information, please contact your primary care physician or Gila County Division of Health & Emergency Management at (928) 402-8811.	<urn:uuid:b76393b5-c303-47be-a03d-d51caca22a54>	CC-MAIN-2018-13	http://readygila.com/documents/disease/Norovirus_gilaready.pdf	2018-03-18T03:45:28Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00627.warc.gz	241,971,424	492	eng_Latn	eng_Latn	0.995414	eng_Latn	0.995414	[ "eng_Latn" ]	false	docling	[ 2284 ]	[ 2.765625 ]	1	1
Featuring: Picture books exemplifying Servant-Leadership Mr. Peabody's Apples by Madonna: The book is written by not just another pretty face, but by Madonna. It warns us about gossip and finding out the whole story first. We must not destroy someone's name or reputation from misinterpreting what we see. 823 M25M7 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=1757437 The Empty Pot by Demi: A small boy in China, named Ping, loves flowers. The aging emperor has promised his throne to the person who can grow the best flower. Although Ping tries relentlessly to grow flowers from the seeds given to him, he is unable. His father encourages Ping to be brave and explain what happened. In a surprise ending, Ping is selected, not for the flowers, but for his honesty and hard work. 398.2 D44485 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=3378488 The 3 Questions by Jon J. Muth: Based upon a Russian story by Tolstoy, the story tells of a journey by a boy to find the answers to his 3 questions: What is the best time to do things? Who is the most important one? What is the right thing to do? How Leo learned to be King by Marcus Pfister: The King of the Jungle is taught what is important about power and humility when his crown is removed. Through his servant action in the jungle, Leo is surprised to earn it back. That Book Woman by Heather Henson: The gentle perseverance of a woman who travels throughout the rural countryside of the Ozarks delivering books makes a lasting lesson on service and doing the right thing. 823 H4616T43 2008 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=3395198 Lily and the Paper man by Rebecca Upjohn: The issue of poverty and homelessness is highlighted in this simple story of a little girl's caring and problem solving with the support of her parents. 823 U66L55 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=2975308 The Curriculum Library—UVic Libraries MacLaurin Building, D Wing Tel: 250-721-7900 Fax: 250-853-3718 3800 Finnerty Road (Ring Road) Website: www.uvic.ca/library/locations/curric/ Victoria, BC V8P 5C2 Facebook: www.facebook.com/CurriculumLibraryUVic The Other Side by: This story of a girl during the civil rights period illustrates the simplicity of children who simply want to play with each other without the pain of the colour barrier. It is a story of hope. 823 W6986 O78 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=1621876 The Librarian of Basra by Jeanette Winter: The courage of one woman in the Middle East and her efforts to save and protect the books of her culture during the war is told in this simple picture book. 372.4 L57724 pt. 1 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=2485187 Four Feet, Two Sandals by Karen Lynn Williams: A current story in the Middle East about the refugees fleeing to a new location with very little clothing. Two young girls learn to share and care for each other with one pair of shoes. 823 W48128F68 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=3132467 Fu Finds the Way by John Rocco: A small Chinese boy, Fu, is challenged by a strong militant leader to a duel. But, there is another way to deal with the issue - through peace and tea. 823 R5597F8 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=3395153 Herb the Vegetarian Dragon by Debbie Harter: This is a wonderful story from the days of yore where knights fight dragons. Except Herb does not fight and he is a peaceful vegetarian. This makes a huge difference to the outcomes which could have been a bloody battle. 823 B336H47 http://voyager.library.uvic.ca/vwebv/holdingsInfo?bibId=1757428 Grasper by Paul Owen Lewis: A little crab bravely goes out from behind the rocks of the ocean to discover a wonderful new world. Things can never look the same again. One must remain open to adventure and new ideas and not let others discourage or intimidate you. A note about Servant-Leadership from Dr. Carolyn Crippen A servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. The difference manifests itself in the care taken by the servant first to make sure that other people's highest priority needs are being served. The best test, and difficult to administer, is: do those served grow as persons; do they while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And what of the least privileged in society: will they benefit, or at least, not be further deprived? (Greenleaf, 1991, p. 15)	<urn:uuid:e910adcb-61ce-4ed3-b9a9-4d2c72658324>	CC-MAIN-2018-13	https://www.uvic.ca/library/locations/home/curric/collections/Bookulum/Picture%20books%20exemplifying%20servant-leadership.pdf	2018-03-18T03:45:08Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00621.warc.gz	890,355,064	1,164	eng_Latn	eng_Latn	0.996576	eng_Latn	0.996732	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2206, 4671 ]	[ 2.6875 ]	3	0
The UCI Writing Project's Session 1: June 25 - July 12 Session 2: July 16 - August 2 2018 SUMMER YOUTH PROGRAM Classes run Monday - Thursday Make-up for 4th of July holiday will be on Friday, July 6th. The UCI Writing Project is celebrating its 34th year of its Summer Youth Program! Established in 1984, the Summer Youth Program has impacted thousands of students from around the globe with its mission to improve student writing and learning by improving the quality of teaching. The UCI Writing Project boasts a network of over 200 certified educators in Southern California to ensure quality instruction suitable for grades K-12 designed to meet the California Common Core Standards. The program continues to excel and grow each year through the research and guidance of the Director of the UCI Writing Project, Dr. Carol Booth Olson. Young Writers: (Grades K-10) 9:00 am - 11:30 am Our children are potential authors with important stories to tell. This section introduces students to writing with an interactive dialogue journal and fosters a love of reading through experimental, hands-on, fun-filled activities. Our workshops offer a unique opportunity for students to develop their talent as writers. Experienced teachers guide students through a step-by-step approach to writing: prewriting, precomposing, writing, sharing, revising, editing, and evaluating. In this class, students will: * share their writing with a supportive circle of friends * write descriptive, narrative, and expository papers * learn to revise, edit, and publish their work Young Math/Science: (Grades K-8) 12:00 pm - 2:30 pm The Young Math/Science Workshops offer students the opportunity to further develop higher level thinking skills by doing handson activities that integrate math and science. To promote critical thinking, students are encouraged to use a variety of problem solving strategies. These include: * making charts and diagrams * using logical reasoning * looking for patterns After School Programs: (Grades K-6) 2:45 pm - 4:30 pm * Sports & Fitness Class * Young Rembrandt's Art Class * Public Speaking & Debate After school available only at the Irvine - Tarbut V'Torah location. For more detailed program information, please visit our website! Online registration available: http://writingproject.uci.edu Locations: Irvine Tustin Laguna Niguel Aliso Viejo Huntington Beach email@example.com (949) 824-5922 401 E. Peltason Suite 3100, Irvine, CA 92697-5510 New Programs: Advanced Writing Courses Available only at the Tarbut V'Torah campus in Irvine College Admissions Essay Workshop AP Language and Composition Prep. Course The purpose of this course is to introduce students to the complexities of the college application process in the 21st century and to provide a hands-on, authentic, and workshop-based approach to crafting their personal statements. This includes but is not limited to: drafting responses to the Common Application 2018-2019 prompts; the UC Personal Insight Questions 2018-2019; and supplemental questions required by many private schools. Students will have access to models and mentor texts and will also investigate scholarships and financial aid opportunities. Carol Mooney is currently teaching Advanced Placement English Literature and Composition at Villa Park High School in OUSD and she has worked with students on their college applications for over thirty years. She is a teacher/consultant for the UCI Writing Project and has been involved in multiple instructional research projects since 1988. Digital Storytelling Course What does it mean to be literate in the 21st century? National learning standards state that modern students should develop the professional uses. The practice of digital storytelling has attracted much attention in education toward this end due to the effective ways in which it provides students with the opportunity to simultaneously develop both their "traditional" literacies of reading and writing as well as "new literacies" of digital production and communication. In this class, students will learn how to create digital stories using video production equipment, video editing software, and computer devices. They will learn to record sound, writing scripts, create storyboards, use green screen technology, edit videos, and showcase videos through distribution channels such as Youtube. Working individually or collaboratively, students will go through the film-making process of pre-production, production, and post-production. They will write, direct, and produce different genres of digital stories that include the documentary, narrative, and research reports. In addition to being fun, activities will be aligned with NCTE, ISTE, 21st Century Learning, and Common Core State Standards. Dr. Vu enjoys helping students of all ages to create digital stories and developing effective ways to use digital stories in classroom. He holds three graduate degrees related to literacy development, digital storytelling, and technology, including an M.F.A. in film and television from UCLA; an M.A. in education with emphasis in TESOL, and a Ph. D. in Education, with an emphasis in language, literacy, and technology. Argument Writing & Research This workshop will introduce students in grades 6-8 to the foundations of argument writing. Students will use critical thinking skills to analyze literary and nonfiction texts, evaluate multiple perspectives, use strategies of debate, and learn the structure of argument. Using technology to enhance argument writing will also be addressed. Mrs. Estrada teaches in the Irvine Unified School District. She has been teaching eighth grade English (Honors and Core), and seventh and eighth grade Reading Lab for thirteen years. She has attended the University of California Irvine for her Credential, and received her Bachelors and Masters degrees in English. She has been a UCI Writing Project Fellow since 2007. Mrs. Naughton teaches in the Fountain Valley School District. She has been teaching fifth grade for eighteen years. She has been a Writing Project Fellow since 2008. The AP Language and Composition Prep. Course offered by the UCI Summer Writing Project focuses on strategies for the reading and writing components. Students will take practice tests with guided feedback. Students will write two practice essays to be scored by a CollegeBoard-trained teacher. An individual teacher-student conference will also be a part of the class. PSAT/NMSQT Prep. Course This class will prepare students with strategies for success on the Preliminary SAT/ National Merit Scholarship Qualifying Test. Included will be techniques for reading and interpreting informational graphics such as tables, graphs, and charts. All questions on the PSAT are multiple choice and unlike the SAT there is no writing component. The reading test measures command of evidence, words in context, and analysis in history/social studies and science. SAT Writing Prep. Workshop Improve your skills in preparation for success on the new SAT by enrolling in the UCI Summer Youth Writing Program SAT Prep. Workshop. Students will learn numerous strategies to prepare them for the test. The following test components are included: * Writing and Language Test: Students are asked to use editing and proofreading skills, recognize words in context, and demonstrate their understanding of Standard English Conventions * Reading Test: Students are asked to interpret texts and graphics * SAT Essay: The essay is now optional but required by many colleges. Students are asked to read a text from various genres, provide analysis, and write an essay from a prompt. David Dearing is a CollegeBoard-trained consultant for teachers and students and has worked with the UCI Writing Project to bring more advanced, college-leveled writing courses to its Summer Youth Program. Program Fees: [9:00 - 11:30 A.M.] Morning Classes $430 Young Writers Workshop (Grades K-10) Fantasy & Fiction* (Grades 4-6) $475 College Admissions Essay Workshop* (Grades 11-12) [Session 1] Digital Storytelling Workshop* (Grades 6-8) [Session 1] AP Lang. & Comp. Prep. Workshop* (Grades 10-12) [Session 2] [12:00 - 2:30 P.M.] Afternoon Classes $430 Young Math/Science Workshop (Grades K-8) $475 Argument Writing & Research* (Grades 6-8) [Session 1] PSAT/NMSQT Prep. Course* (Grade 8-10) [Session 2] [2:45 - 4:30 P.M.] After-School Programs $250 Sports & Fitness* (Grades K-6) Young Rembrandts* (Grades K-6) Public Speaking & Debate* (Grades 6-8) [Session 1] [Aug 6 - 17] UCI WP Campus Workshop $520 SAT Writing Prep. Workshop (Grades 9-12) $60 discount for full-day [A.M. & P.M.] same session registration! *Classes available only at Irvine - Tarbut V'Torah location Pricing, schedules, and registration all available online at http://writingproject.uci.edu	<urn:uuid:4816bff7-4274-4e3a-8074-91645f535d2b>	CC-MAIN-2018-13	http://writingproject.uci.edu/uploads/7/2/7/6/72769947/sy2018.pdf	2018-03-18T04:12:20Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00626.warc.gz	316,616,456	1,926	eng_Latn	eng_Latn	0.993614	eng_Latn	0.994353	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2501, 8914 ]	[ 2.1875 ]	2	0
Support and training in Prep, Primary and Senior Schools National Schools' Handwriting Competition Ten ideas for developing handwriting through making and modelling Making and modelling is another way of strengthening and developing fine and gross motor skills. Get out the play dough, do some baking and build things and get the hammers out (with supervision of course), all great fun at the same time getting them ready for writing. Activities wood Support and training in Prep, Primary and Senior Schools National Schools' Handwriting Competition Ten ideas for developing handwriting through making and modelling contd. Support and training in Prep, Primary and Senior Schools National Schools' Handwriting Competition Ten ideas for developing handwriting through making and modelling contd. Activities 7. Sewing	<urn:uuid:712feca5-71d8-435d-adda-d06ce9c58979>	CC-MAIN-2018-13	http://handwritingcompetition.co.uk/?wpdmdl=1444	2018-03-18T03:32:40Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00633.warc.gz	129,857,704	157	eng_Latn	eng_Latn	0.993581	eng_Latn	0.994835	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 454, 629, 827 ]	[ 2.453125 ]	2	0
Parashah 36 B'ha`alotkha בהעלתך "When you set up" Numbers 8:1 – 12:16 In this portion, we find the Israelites celebrating the first Passover, one year after they left Egypt. A short time later, they leave Mt. Sinai and begin their journey to the land God had promised to their forefathers. At this time, they had no idea how long the journey would take them. 1. Setting up the Lamps - 8:1-4 a) How were the seven lamps on the lampstand to be positioned? On what would their light shine? Do you find any symbolic significance in this? b) Who gave this instruction? Why do you suppose God cared how the lamps were positioned? 2. The Setting Apart of the Levites - 8:5-26 a) Why was it necessary to purify the Levites? How was this done? By whom was it done? How was this different than what was done for Aaron and his sons? b) Why were the Levites set apart (or sanctified) for God? What did this have to do with final plague God sent upon the Egyptians? Torah Together Patterns and Plans Leviticus 8:4 reads, "The lampstand was made exactly like the pattern YHWH had shown Moses." Can you remember when and where God showed Moses the pattern for the lampstand and other parts of the Tabernacle? Scripture Link: Leviticus 8 describes the ordination of Aaron and his sons as priests. The process was similar to the one described here for the rest of the Levites. While the entire tribe of Levi was set apart (or sanctified) for use by God, those of Aaron's family were assigned tasks involving more responsibility. 13 Levite Working Careers The work that a Levite had to do was physically strenuous, breaking down, moving, and setting up the Tabernacle whenever God instructed the Israelites to move. It was more efficient and safer to assign the heavy work to those best able to handle it. In addition to this, the work always had to be done precisely and with care, requiring a period of training and apprenticeship. The First Passover This Passover marks the first anniversary of the Israelite's departure from Egypt. Note how God made provision for everyone to celebrate this event. This included those who, for whatever reason, might be unable to celebrate it at the proper time as well as those foreigners who wished to celebrate it. It is probable that Passover has been continuously celebrated somewhere in the world in every year since this first one. c) According to verse 19, what work was to be done by the Levites? At what age did the Levites begin this work? How was retirement handled? 3. The Passover - 9:1-14 a) When and where was the first Passover celebrated by the Israelites? Review the events that had occurred in the lives of the Israelites during the past year. b) What special provision did God establish for those unable to celebrate Passover? For what reasons might one not be able to participate in the Pesach Seder? c) What were the consequences for one who was able but chose not to celebrate the Passover? Why do you think God commanded this? Under what conditions was an alien living among the Israelites allowed to participate in the Passover celebration? 4. The Cloud above the Tabernacle - 9:15-23 a) Describe the cloud that covered the Tent of the Testimony or the Tabernacle. Was it visible at night? (This cloud is often referred to as the "Shekinah" glory of God.) b) How did the Israelites get their "marching orders" from God? When they set out, did they know where they were going or how long they would be traveling? How did they know where to stop and make camp? c) Can you find any lessons for your own life in how God led the Israelites? 5. The Silver Trumpets - 10:1-10 a) How many silver trumpets did God instruct Moses to make? What was their purpose? Describe the various ways in which they were to be used. b) Who was to blow these trumpets? In verse 9, what does God say He will do when he hears the trumpet blast? Do you think this is literally true? c) Do you think these trumpets serve the same purpose as the shofar? 6. The Israelites Leave Sinai - 10:11-36 a) When did the Israelites set out from Mount Sinai? Where did they stop? How long do you think it took them to get there? b) If you were standing beside the road when the nation of Israel passed by, describe what you would see. 15 c) Verses 29-32 describe an exchange between Moses & Hobab. Who was Hobab? Was he an Israelite? Why did Moses want him to accompany them? Do you think he did? (Hint: see Judges 1:16) d) What did Moses say whenever the Ark of the Covenant set out? What did he say whenever the Ark came to rest? What effect do you think this might have had on the Israelites who heard him? 7. Fire from the Lord - 11:1-3 a) What caused God's anger to be aroused in this passage? In what way was His anger manifested? What happened? What name did they give this place? b) What kinds of complaints do you suppose reached God's ears? 8. Quail from the Lord - 11:4-35 a) In this passage, who first started complaining? What was the nature of their complaint? Is this the first time we have encountered this type of complaining? b) When Moses went to God with the people's complaint, what did he say? Does this seem typical of Moses? Why do you think he was so demoralized? Do you think God acted mercifully toward Moses? A God of Order Sometimes the detail in the Torah is surprising. To specify the order in which the tribes were to travel illustrates the thoroughness of God's teaching and instruction. Notice that when the Israelites arrived at a new location, those carrying the Tabernacle structure (the Gershonites and the Merarites) arrived before those carrying the holy objects that were to go inside the Tabernacle. In this way, the Tabernacle structure could already be set up so that the Kohathites could immediately place the objects inside. Arousing God's Anger At this point, the Israelites had been out of Egypt for barely a year. They had witnessed their miraculous escape from Pharaoh through the Red Sea, they had heard God at Mount Sinai, and they had seen God come to dwell with them when they completed the Tabernacle. One wonders how they could complain to Him about anything. Before we fault the Israelites too much, however, we might do well to recall when and how we have complained to God for our hardships. 17 Complaining to God Carefully analyze Moses' complaint to God in Numbers 11:10-15. How was Moses' complaint different than the complaints of the rest of the Israelites? It would appear that Moses was truly frustrated with the lack of thankfulness and lack of faith of the people. He seemed to feel that it was his responsibility to provide for and take care of the people. God was able to look into Moses' heart and see that Moses was truly committed to doing the work that God had given him but that the burden seemed too heavy to him. Recognizing that his attitude was right, God moved to provide the help Moses needed to accomplish his work. It's important to carefully examine one's heart before complaining to God. c) What did God first do to address the issue? Why was this an appropriate first response for Moses' problem? d) What was God's second step in addressing the issue (verses 1820)? Was he pleased with the Israelites? What was Moses' response to God's words? Again, does this seem typical of Moses? How did God respond to Moses? e) What happened when the seventy elders were assembled at the Tent of Meeting? What was special about Eldad & Medad? Analyze the exchange between Joshua and Moses about this situation. Can you learn any lessons from this? f) How did the Israelites get the meat they craved? Did they get enough? What else did God do? Why was the name given to the place appropriate? 9. Miriam and Aaron Oppose Moses - 12:1-16 a) About what specifically did Miriam & Aaron complain concerning Moses? Given their words in verse 2, what do you think their real complaint was? What sin was in their heart that motivated this complaining behavior? (lashon ha-ra) b) Do you think Moses wrote the parenthetical phrase in verse 3? c) How quickly did God respond when He "heard" Miriam and Aaron? What did He do? d) Analyze God's words to Miriam and Aaron in verses 6-8. What was God's view of Moses? What question did He ask Miriam & Aaron? e) When the cloud of God's presence lifted from above the tent, what was the condition of Miriam and Aaron? Why do you think one was affected and not the other? f) To whom did Aaron respond and what did he say? What does this indicate about his role in this affair? What do you think his attitude was at this time? g) What did Moses do? How did God respond? Do you think this experience had a lasting effect on Miriam? h) Can you find any lessons for your own life in this story? The Evil Tongue The Hebrew term lashon ha-ra means "the evil tongue" or "tongue of the evil one." It's clear that God takes a dim view of spreading gossip and sowing seeds of discontent. Notice how long God waited before addressing the problem of Miriam and Aaron's rebellious talk. Also, God's words of correction to Miriam and Aaron were very direct as was His punishment. James 3:36 makes clear the power of the tongue to do evil. 19 20 Digging deeper . . . . 1. How long had it been after the Israelites had left Mount Sinai that they began to complain? While we often feel that the Israelites suffered from a severe lack of faith, can you be sure that you would not have fallen to the same temptation? How often do we complain about the good things God has given us? 2. What lessons can you learn from Miriam and Aaron's experience with lashon ha-ra? Two elements were at work in this story: one was the jealousy and evil in their hearts and the other was the words that came forth from this heart attitude. Which do you think is worse? How can you guard against lashon ha-ra? 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BOARD OF SECONDARY EDUCATION (AP) SUMMATIVE ASSESSMENT - I PART-A & B SECTION PART - A - II iii) Answer each question in 4 - 5 sentences. www.eenadupratibha.net TENTH CLASS GENERAL SCIENCE PHYSICAL SCIENCE MODEL PAPER PAPER - I (ENGLISH VERSION) Time: 2 hrs. 45 mins. Maximum Marks: 40 INSTRUCTIONS: i) In the time duration of 2 hours 45 minutes, 15 minutes of time is allotted to read and understand the question paper. ii) Answer the questions under Part - A on a separate answer book. iii) Write the answers to the questions under Part - B on the question paper itself and attach it to the answer book of Part - A. Time: 2 hrs. Marks: 30 SECTION - I INSTRUCTIONS: i) Answer ALL the questions. ii) Each question carries ONE mark. iii) Answer each question in 1 - 2 sentences. 4 × 1 = 4 1. Two students While walking on the road in the afternoon found image of water on the road. when they went near nothing was found. Guess what could be the reason for this? 2. Give an example to explain, that evaporation is a cooling process. 3. An electron is an atom has the following set of four quantum numbers, to which orbital it belongs? 4. Roasting and Calcination are the methods to extract crude metals from ores. What is the difference between Roasting and Calcination? INSTRUCTIONS: i) Answer ALL the questions. ii) Each question carries TWO marks. 5 × 2 = 10 5. Why Dobereiner, newlands and Mendeleev were not 100% successful in their classification of Elements ? why the modern table is relatively a better classification? Predict the reason. ONLINE-MP1 6. i) CH 3 - CH 2 - CH 2 - CH 3 3 3 SECTION - (OR) (OR) (OR) (OR) b) i) We can save the house hold wiring and devices by using fuses. Write any four points by appreciating the role of fuse. www.eenadupratibha.net We can see that number of carbons and hydrogens is the same in both the substances shown above. What do you understand by the given shapes? explain. 7. A convex lens is made of five different materials as shown in the figure. How many images does it form. why? 8. How could we use the Principle of electro magnetic induction in the case of using ATM card when its magnetic strip is swiped through a scanner? 9. Potassium, Sodium, Magnesium are high reactive metals and occur as chlorides in nature. Suggest and explain the suitable method for the extraction of the above metals from their ores. INSTRUCTIONS : i) Answer ALL the questions. ii) Each question carries FOUR marks. iii) Answer each question in 8 - 10 sentences. 4 × 4 = 16 iv) There is Internal Choice for each question. Only One option from each question is to be attempted. 10. a) Write any 4 Characteristic features of homologous series of organic compounds. b) Alkanes are considered as paraffins, so they under go Substitution reactions but not addition reactions. Explain With Suitable example. 11. a) Write on activity to Know whether an acid is strong or weak. b) Explain the formation of double bond and triple bond according to Lewis theory. 12. a) Sudheer wants to verify the laws of reflection. What apparatus he requires to prove them? State the laws of reflection and write the experimentation Process he follows. b) An electric circuit is shown in figure. 'i' is the current entering in to the circuit at A. i) What is the potential difference between C and D ii) What is the resultant resistance between A and B. 13. a) How do you appreciate the working of ciliary muscles in the eye. ii) A Wire of length 1m and radius O.1 mm has a resistance of 100 Ω. Find the resistivity of the material. III Time: 30 Minutes PART-B Marks: 10 INSTRUCTIONS: www.eenadupratibha.net i) Answer ALL the questions. ii) Each question carries 1 ⎯ 2 mark. ii) Marks will not be awarded in any case of over writing, rewritten or erased answers. iv) Write the CAPITAL LETTER (A, B, C, D) showing the correct answer for the following questions in the brackets provided against them. 1 14. The rear view mirror used in vehicles is A) plane Mirror B) Convex Mirror C) Reflecting glass plate D) Concave Mirror 15. A soft iron bar is introduced inside a current carrying solenoid. The magnetic field inside the solenoid. ( ) A) increases B) remains Constant C) decreases D) become Zero 16. The Lens maker's formula is 1 1 1 A) ⎯ = (n - 1) (⎯ + ⎯ ) f R 1 R 2 1 1 1 D) ⎯ = (n - 1) (⎯ - ⎯ ) f R 1 R 2 17. Yellow light is produced by sodium vapours. Green colour flame is produced by A) Strontium Chloride B) Mercury C) Cupric Chloride D) potassium Chloride 18. Two resistors each of resistance 1 Ω and 99 Ω respectively are connected in Parallel. The equivalent resistance is ( ) A) 100 Ω B) 98 Ω C) 0.001 Ω D) 0.99 Ω 19. A lens has a power of 0.5D. It is A) a convex lens of focal length 5 m B) a concave Lens of focal length 5 m C) a convex Lens of focal length 2 m 20. This is suitable for use in the heating elements of electric stove A) Nichrome B) Copper C) Nickel D) Iron 21. Susbtance having highest specific heat is A) Ice C) Sea water D) kerosene 22. The resistivity of silver is 1.59 × 10 - 8 Ω -m at 20°c. And the resistivity of air is 1.3 × 10 16 -m at 20°c. So with reference to electric current ( ) A) Silver is a good conductor 20× ⎯ 2 = 10 ( ) ( ) 1 1 1 B) ⎯ = (n + 1) ( ⎯ -⎯ ) f R 1 R 2 1 1 1 C) ⎯ = (n + 1) ( ⎯ + ⎯ ) f R 1 R 2 ( ) ( ) D) a concave Lens of focal length 2 m ( ) ( ) B) water B) Air is a good conductor C) Both Silver and air are good conductors D) Silver is a bad conductor 23. The unit of refractive index is. ( ) A) centimetre B) Diapter C) Degree D) no units www.eenadupratibha.net 24. sidwick and Powell proposed VSPERT.... valence bond theory was suggested by A) Linus Pawling B) Lewis C) Kossel D) pauli A) 2 B) 3 D) 4 26. A Student added a few drops of universal inductor to a given colourless sample and he observed the sample turns to red. The nature of the sample is ( ) A) neutral Solution B) Acid C) Base D) either acid or base Electricity 27. i) 2 H 2 O ⎯⎯⎯→ 2 H 2 + O2 hυ ii) 2 AgBr ⎯⎯⎯→ 2 Ag + Br 2 The above reactions are examples for A) Chemical combination B) Double displacement C) Chemical Decomposition D) Chemical displacement 28. Auban: lowest energy orbital : : Hund:......... A) Exclusion Principle B) Quantum number C) Elliptical D) Degenerate orbital 29. Principal quantum number is related to A) Size of the orbit B) Spin angular momentum C) orbital angular momentum D) Orientation of orbital in Space 30. A Solution turns red litmus into blue. its pH value is likely to be A) 1 B) 4 C) 5 D) 10 31. What happens when dil Hel is added to iron filing? A) Hydrogen gas is released B) Chlorine gas is released C) No reaction takes place D) Iron Salt and water are produced 32. An element A forms a Chloride Acl 4 , The number of electrons in the valence shell of A is .......... ( ) B) 2 C) 4 D) 3 33. Galena is an ore of .......... ( ) 25. The maximum number of carbon atoms in a hydrocarbon to show isomerism ( ) C) 1 ( ) ( ) ( ) ( ) ( ) A) 1 ( ) A) Zinc (Zn) B) Lead (Pb) C) Mercury (Hg) D) Aluminium (Al) ANSWERS PART - A www.eenadupratibha.net SECTION - I 1. Two students while walking on the road in the afternoon found image of water on the road. When they went near nothing was found. Guess what could be the reason for this? A: ★ They saw the mirage due to total internal reflection. ★ The illusion is due to virtual image of the sky (mirage) and an inverted image of tree on the road. 2. Give an example to explain that evaporation is a cooling process. A: The examples to explain that evaporation is a cooling process are. ★ Drying of Wet clothes. ★ When the floor is washed with water, the water on the floor disappears. ★ Sweating etc; 3. An electron in an atom has the following set of 4 quantum numbers, to which orbital it belongs to. A: ★ n = 2, l = 0 is 2S orbital. ★ Given electron belongs to 2S orbital. 4. Roasting and calcination are the methods to extract crude metals from ores. What is the difference between roasting and calcination. A: ★ Roasting is a process of heating the ore strongly in a free supply of air or oxygen. ★ Calcination is a process of heating the ore strongly in the absence of air or oxygen. SECTION - II 5. Why doberiner, newlands and Mendaleev were not 100% successful in their classification of elements? Why the modern table is relatively a better classification? Predict the reason? A: ★ All the known elements at the time of Dobereiner could not be arranged in the form of triads. ★ Newland's periodic table was restricted only for 56 elements. ★ As Mendeleev's classification is based on atomic weight, his classification lead to two defects like anomalous pair of elements and dissimilar elements placed together. ★ Modern periodic table was prepared on the basis of atomic number. So the periods and groups are clearly defined. ★ Hence Dobereiner, Newlands and Mendeleev's classifications were not 100% successful but modern classification is successful. 6. i) CH 3 - CH 2 - CH 2 - CH 3 ii) CH 3 - CH - CH 3 ⏐ CH 3 We can see that number of carbons and hydrogens is the same in both the substances shown above. What do you understand by the given shapes? Explain. A: ★ Both the substances have the same molecular formulas C 4 H 10. ★ As these are having different structures, we call them as structural isomers. Characteristic features of homologous series: e.g.: Alkane [ C 4 H 2n+2 ] , Alkene [ C 4 H 2n ] , Alkyne [ C 4 H 2n - 2 ] (OR) ★ However under suitable conditions they undergo substitution reactions. www.eenadupratibha.net 7. A convex lens is made of five different materials as shown in the figure. How many images does it form. Why? A: ★ The Lens has been made up of five different materials. ★ These five different materials will have five different refractive indices. ★ Hence five different images will be formed. 1 ★ Because ⎯ ∝ (n - 1)where is the focal length and n is the refractive index. f 8. How could we use the Principle of electromagnetic induction in the case of using ATM Card. When the magnetic strip is swiped through a scanner. A: ★ If the ATM Card is moved through a card reader, then a change in magnetic flux is produced in one direction, which induces potential or E.M.F. ★ The current received by the Pickup Coil goes through signal amplification and translated into binary code which can be read by the computer. 9. Potassium, Sodium, Magnesium are high reactive metals and occur as Chlorides in nature. Suggest and explain the suitable method for the extraction of the above metals from their ores. A: ★ The suitable method to extract these metals from their chlorides is electrolysis of their fused compounds. ★ It is not feasible for method of reduction, electrolysis of their aqueous solutions. SECTION - III 10. a) Write any 4 characteristic features of homologous series of organic compounds. A: Homologous series: The series of carbon compounds in which two successive compounds differ by - CH 2 unit is called homologous series. i) They have one general formula. ii) Successive Compounds in their series possess a difference of (-CH 2 ) unit. iii) They possess similar chemical properties due to the same functional group. iv) They show a regular graduation in their physical properties. b) Alkanes are considered as paraffins. So they undergo substitution reactions but not addition reactions. Explain with suitable example. A: ★ A reaction in which an atom or group of atoms in a given compound is replaced by other atom or group of atoms is called a substitution reaction. ★ Alkanes called paraffins are chemically least reactive as they are saturated hydro carbons. For example: Methane (CH 4 ) reacts with chlorine in the presence of sun light. Hydrogen atoms of CH 4 are replaced by chlorine atoms. Sun light ★ CH 4 + Cl 2 ⎯⎯⎯⎯⎯→ CH 3 Cl + HCl Methane Methyl chloride www.eenadupratibha.net ★ Prepare dilute hydrochloric acid and pour it in the beaker. ★ Switch on the current. ★ The bulb in the circuit glows this indicates the flow of electricity through dilute hydrochloric acid. ★ Repeat the experiment taking dilute acetic acid instead of dilute hydrochloric acid. ★ This time the bulb glows with low intensity. ★ We thus conclude more H + ions are produced in dilute hydrochloric acid then in acetic acid. ★ So hydro chloric acid is a strong acid and acetic acid is a weak acid. (OR) b) Explain the formation of double bond and triple bond according to lewis theory. A: ★ Formation of double bond according to lewi'sformation of oxygen molecule double bond. ★ Oxygen has b electrons in its valence Shell (z = 8 - electronic Configuration 1s 2 2s 2 2p 4 ). Acid solution in water Conducts electricity www.eenadupratibha.net Sun light ★ CH 3 Cl + Cl 2 ⎯⎯⎯⎯⎯→ CH 2 Cl 2 + Hel Methyne chloride Methylene chloride Sun light ★ CH 2 Cl 2 + Cl 2 ⎯⎯⎯⎯⎯→ CHCl 3 + Hel Methylene chloride Chloroform Sun light ★ CHCl 3 + Cl 2 ⎯⎯⎯⎯⎯→ HCl 4 + HCl Chloroform Carbon tetra chloride 11. a) Write an activity to know whether an acid is strong or weak. A: ★ Connect two different coloured electrical wires to graphite rods separately in a beaker as shown in the figure. ★ Connect free ends of the wire to 230 volts A.C. Plug and complete the circuit by connecting a bulb and switch in the circuit. 2300 volts A.C. plug ★ Oxygen atom requires 2 more electrons to get octet in its valence shell. ★ Two Oxygen atoms Come close and each atom contributes two electrons to the other atoms for bonding. ★ It means there exists two covalent bonds between two oxygen atoms in O 2 molecule. ★ This is because two Pairs of electrons are distributed between two oxygen atoms. Formation of Nitrogen molecule - Triple bond N ★ Measure the angle between RS and ON. (∠r) By changing the values of ∠i, find the corresponding values of ∠r in each case www.eenadupratibha.net ★ The diagram drawn above illustrates the formation of double bond. ii) Formation of triple bond according to Lewis theory: ★ Nitrogen has 5 electrons in its valence shell (z = 7, electronic configuration: 1s 2 2s 2 2p 3 ). ★ Nitrogen atom requires 3 more electrons to get octet in its valence shell. ★ Two nitrogen atoms come close and each atom contributes three electrons to the other atom for bonding. ★ It means there exists three Covalent bonds between two nitrogen atoms in N 2 Molecule this is because six electrons are shared between two nitrogen atoms in N 2 molecule. ★ The diagram above illustrates the formation of triple bond. 12. a) Sudheer wants to verify the Laws of reflection. What apparatus he requires to prove them? State the laws of reflection and write the experimentation process he follows. 1) Apparatus required: Mirror strip, drawing board, white paper, pins, clamps, Scale, Pencil and protector. 2) Laws of reflection: a) The angle of reflection is equal to the angle of incidence. b) The incident ray, the normal and the reflected ray lie in the same plane Procedure: ★ Fix a white paper on a drawing board and draw a straight line AB. Draw a normal ON at the Centre of the line AB. ★ Draw a line that makes a certain angle (i) with ON. Fix two pins P, Q on the line vertically. ★ By observing the reflections of panel Q in the mirror (P, Q) fix two more pins at R and S in such a way that they are in a straight line. ★ We find that in all Cases ∠i = ∠r and PQ, RS, ON lie in the same plane is so the laws of reflection are proved. (OR) b) An electric Circuit is shown in the figure. 'i' is the current entering in to the circuit at A. A: A: www.eenadupratibha.net i) What is the potential difference between C and D. ii) What is the resultant resistance between A and B. According to kirchhoff's laws (Loop law) The algebraic sum of increase and decrease in potential difference across various components of the circuit in a closed circuit loop must be zero. So the potential difference across CD is Zero because it is a closed loop. ii) Resultant resistance between A anc B: 1) 20 Ω and 5 Ω are parallel to each other. 2) Their resultants are in series. 1 1 1 ∴ Resultant of 20 Ω and 5 Ω : ⎯ = ⎯ + ⎯ R 1 20 5 1 1 + 4 5 1 ⎯ = ⎯ = ⎯ = ⎯ R 1 20 20 4 So R 1 = 4 Ω 3) For the other two resistors Resultant R 2 = 4 Ω 4) The resultant resistance between A and B R = R 1 + R2 (They are in series) = (4 + 4) = 8 Ω 13. a) How do you appreciate the working of ciliary muscles in the eye. ★ The Ciliary muscles to which eye lens is attached helps the eye lens to change its focal length by changing the radii of curvature of the eye lens. ★ When the eye is focused on a distant object, the ciliary muscles are relaxed, so that the focal length of the eye lens has its maximum value. Ciliary muscles pupil iris aqueous humour cornea retina optic nerve lens ★ The parallel rays coming into the eye are then focussed on to the retina and we see the object clearly. ★ When the eye is focused on a closer object, the ciliary muscles are strained and focal length of eye lens decreases. (OR) ANSWERS www.eenadupratibha.net ★ The ciliary muscles adjust the focal length in such a way that the image is formed on retina and we see the object clearly. This process of adjusting focal length is called 'accommodation'. ★ Really this 'accommodation' is a wonderful phenomenon through which we are able to see the distant and near objects. ★ If this mechanism of ciliary muscles is not present, the eye lens cannot adjust its focal length and we can not see the objects beyond a certain distance. ★ If we imagine this, we can not guess our normal life. ★ Hence the role of ciliary muscles is highly appreciable. b) i) Can we save the house hold wiring and devices by using fuses? Write any four points by appreciating the role of fuse. ii) A wire of length 1m and radius 0.1 mm has a resistance of 100 Ω. Find the resistivity of the material. A: i) A wire with high resistance is connected in the household circuit such that the entire current from the mains must pass through this wire called fuse. ★ It has a low melting point. ★ When the current exceeds certain limit the fuse wire heats up and melts. Then the circuit becomes open. This prevents all electrical appliances from damage due to over load. ★ It is available at low cost and protects all electrical appliances from damage due to overload. Hence the role of fuse wire is highly appreciable. ii) 1) Given Resistance R = 100 Ω length l = 1m = 1000 mm radius r = 0.1 mm, Resistivity ρ = ? R.A 2) Formula : Resistivity ρ = ⎯ l and A = area of cross section = πr 2 3) Substituting the values 100 × 22 × (0.1) 2 ρ = ⎯⎯⎯⎯⎯⎯⎯ = 0.00314 Ω -m 7 × 1000 PART - B 14-B; 15-A; 16-D; 17-C; 18-D; 19-C; 20-A; 21-B; 22-A; 23-D; 24-A; 25-D; 26-B; 27-C; 28-D; 29-A; 30-D; 31-A; 32-C; 33-B.	<urn:uuid:f6a9104d-93d5-4afd-8e18-4351f0be1be8>	CC-MAIN-2018-13	http://www.eenadupratibha.net/Pratibha/onlineDesk/TenthExamSpecial_2014/download/physicalscience-paper1-modelpaper1-summativeassessment-I-2017-18-em-ap-November.pdf	2018-03-18T03:37:03Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00632.warc.gz	364,965,848	5,122	eng_Latn	eng_Latn	0.971204	eng_Latn	0.991095	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1567, 3567, 5677, 7285, 9399, 12017, 13704, 15637, 17111, 18978 ]	[ 3.46875 ]	2	0
QUOTING,SUMMARIZING, & PARAPHRASING When writing a research paper, you will be asked to include support for your arguments using sources such as books or journal articles. In order to refer to information from these sources you can (1) quote exact words, (2) paraphrase specific ideas, or (3) summarize the entire work. Deciding which of these three options for referencing a source should be applied depends on the information being used, its length and clarity, and your purpose for including it. DIRECT QUOTATION The quotation should appear exactly as it does in the source being used, although you may use a bracketed ellipsis to indicate any changes (i.e., omissions or additions) you make in order to make your sentences grammatically correct. Remember that you must put quotation marks around all quoted material. EXAMPLE: As she reflects upon her transformation into a poet in her memoir Lit, Mary Karr explains, "I'd spent way more years worrying about how to look like a poet – buying black clothes, smearing on scarlet lipstick, languidly draping myself over thrift store furniture – that I had learning how to assemble words in some discernible order" (97). Here, a quotation is used to stress Karr's explanation of her experience in her own words. A citation is needed to refer the reader to the page where the exact quotation was located in Karr's text. Note that Karr's name is not needed for the in-text citation because the writer stated the name in the signal phrase that directly precedes the quotation. SUMMARY Summarizing is particularly useful for condensing "big picture" ideas into a discussion of the work in general and in its entirety. EXAMPLE: In her 2009 memoir Lit, Karr exposes her struggles with alcoholism, an unfulfilling marriage, and an unhappy childhood as she reveals her attempts to heal and make peace with her past. Here, a summary is used to explain the plot and central themes of the entire memoir in an abbreviated fashion. Because the author and title of the work are mentioned in the sentence, no citation is needed for this summary. Also, no page number is necessary because the work of summary is meant to summarize a text more holistically rather than something on a specific page in the text. PARAPHRASE For paraphrasing, strive for brevity while capturing the idea of a sentence or paragraph's point (think "smaller picture," or local ideas). For example, instead of quoting a whole paragraph, you might paraphrase the main idea in the paragraph in a sentence or two. It is also a common practice to paraphrase after providing a direct quotation in order to better explain an abstract or complex piece of evidence to your reader. EXAMPLE: Reflecting on her new career as a struggling writer, Karr explains that she was more concerned with physically resembling a poet than working on her writing (97). Here, a paraphrase is useful because it describes the same idea that the author intended, but it clarifies the point for a reader who may not be familiar with Karr's work. It also shortens the sentence significantly. A citation is needed for this paraphrase because it refers to a specific section in the text that has been restated differently. The Writing Studio • University of South Florida • Library Second Floor firstname.lastname@example.org • 813.974.8293 • www.usf.edu/writing	<urn:uuid:9503dc97-8f77-49fd-a928-4fe1b11f1fe9>	CC-MAIN-2017-39	http://www.lib.usf.edu/writing/files/2011/06/Summarizing-Quoting-and-Paraphrasing1.pdf	2017-09-20T20:01:46Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00355.warc.gz	498,942,253	716	eng_Latn	eng_Latn	0.998155	eng_Latn	0.998668	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 499, 3368 ]	[ 2.78125 ]	2	0
Aerodynamics Aloft Overview Student teams will learn about the four forces of flight and will do a simple experiment to illustrate Bernoulli's principle of lift. They will construct a basic paper airplane that will show these four forces in action. Students will put into practice techniques of construction and throwing so that they will be better prepared to accurately hit a target during the competition. Materials Needed 1. Discarded 8 1/2" X 11" copy paper from the recycling bin (You will use LOTS! It is possible that the younger children will have trouble seeing their folds on the printed paper – in this case, you may want to use fresh copy paper. Although we suggest that children put their names on the planes, you can instead use colored paper – one color per team. You make the call!) 2. Standard roll of 3/4" masking tape for marking floors and making planes 3. Rulers & Scissors (1 each per student team) 4. Large metric tape that can measure at least 10 meters 5. Long hallway/gym/area where planes can be thrown 6. (Optional) Resources (on-line or from other sources) for paper-airplane-building 7. Paper Airplane Building Worksheets & Troubleshooting Sheets 8. Paper cut to 2" X 10" (1 per student) 9. Pencils/pens to label planes with student names (1 per student) 10. Clipboard and copies of the Master Data Sheet to record results Teacher Preparation/Set Up: 1. Make sure you have a designated LARGE/LONG space reserved to use for this activity. 2. Teacher Hint: If you have never experimented with paper airplanes before, know that this is a somewhat chaotic activity! If you can have one LARGE space to do the making and flying, it will help. That way, students can rotate between making planes, testing them, and adjusting them. We've included "scripted" instructions for making the first plane together, but you may wish to have the students try their own designs from the start and just "play." Parent help is a good thing here! 3. Practice making and throwing a few of these planes beforehand so that YOU understand what's going on with them. 4. Practice the "Bernoulli's Principle" activity beforehand yourself so you can see where to hold the paper to get the best effect. 5. Determine a "launching line" on the floor of your space. Lay down a strip of masking tape at one end of the hall to mark this line. 6. To make measuring easier, you may wish to tape down lines at every meter from 1 – 15 meters. 7. Make a target for yourself. Get a large piece of paper or poster board and put a large black dot in the center. You will tape this "target" on the floor at a distance of 5 meters to start out with. Since the contest target can be located anywhere from 5 –12 meters, you should change the target distance occasionally during the practice. Procedures Part I: Introduction – The Forces of Flight 1. Say: "Have you ever watched the birds soar above you and wondered how they could stay afloat for so long without their wings getting tired? How about an airplane…how could such a heavy object defy the force of gravity and get so high up in the air so quickly? Today we're going to practice making some neat paper airplanes for the upcoming Science Olympiad, but first, we've got to learn about the forces of flight that birds AND airplanes use to stay in the air. You'll then be able to use what you learn to help you make the BEST paper airplane ever!" a. Grasp one end of the strips of 2" X 10" paper and set it just against your chin, below your mouth. Ask the students what will happen when you blow across the paper: "Will the paper go up or down?" (Most of the students will say that the paper will go down because you are "pushing" the paper down with your breath.) b. Hand out the strips of paper to the students and say, "OK, let's all try this together now to see what the paper will do." c. If it's done right, the paper will fly up. Make sure you model this so you blow forcefully across the top of the paper – it should rise. Ask: "Why do you think this happens?" d. Say: "A man named Bernoulli discovered that fast-moving air has less pressure than slow-moving air. You just saw what we call "Bernoulli's Principle" in action!" (You may wish to write "Bernoulli's Principle" on the board.) "When we blow hard across the top of the paper, we make the air move fast. The paper rises because the pressure under our "wing" is greater, pushing the paper up. This is the force of LIFT that a plane uses to go up." (Write the word LIFT on the board with an UP arrow.) e. Ask: "If LIFT is the force that makes a plane go up, what force pulls on the plane to hold it on the earth?" (GRAVITY – write this word on the board) f. "Wings give an airplane LIFT, but they don't drive it forward. THRUST is the force that does that." (Write the word THRUST with a forward arrow.) g. "Finally, the airplane pushes against the air as the plane moves forward, creating a force we call DRAG." (Write word on board with a backward arrow.) h. "When THRUST overcomes DRAG and LIFT overcomes GRAVITY, the plane rises and we have FLIGHT! These same forces are at work if we are flying real planes or paper airplanes." Part II: Making a Prototype Paper Airplane 1. "Say: " Now, we are ready to make our paper airplanes. Wait until we all have our materials. Each team of two will receive materials to make two planes, but you should follow the instructions on the worksheet to make your first plane. The teachers will walk around to give help to those who need it, and older students should help the younger students with their planes. YOU ARE NOT TO FLY ANY PLANES AT THIS TIME! WAIT UNTIL WE ARE ALL FINISHED AND THEN WE WILL GO TO THE LAUNCHING AREA TOGETHER TO TRY THEM OUT." 2. Hand out these materials to each team of two: 2 sheets of paper, 2 pieces (5 cm long each) of masking tape, rulers, something to write with, and a worksheet. 3. Student teams should begin making their planes, following the steps on the worksheet. Teachers should circulate to help. As students finish with a plane, they should be encouraged to help others who are not done. After the first planes are done, students should try to experiment to make second planes, using their own designs. 4. When all teams have made two planes, stop the class and tell them to LABEL each of their planes with their names. (Very important!) Now you're ready to test. Part III: Launching the Planes - Practice 1. Take the students to the Launch Area and explain the procedure for launching toward the target. We suggest that you tell the students that they are ALWAYS THROWING IN THE SAME DIRECTION for safety. Students should NEVER be walking toward those who are throwing airplanes. AT NO TIME should students be throwing airplanes at other students. 2. If you have a large space, all students can throw at one time, retrieve their planes, then return to the Launching Line via the sides of the area. 3. If you only have a hallway, students might throw in small groups, retrieve their planes, and return before the next volley. Part IV: Launching the Planes – Making Adjustments 1. Call the students to attention and discuss which planes got nearest the target. Ask the students who flew those planes what they did to achieve the desired results. Was it holding the plane in a certain spot while launching? Amount of force while launching? Is there anything else you can do to the plane? Adjust the stabilizers? Add/subtract weight with more tape/less tape/no tape? Add ailerons? This would be a good time to introduce students to the Troubleshooting Page. 2. Allow students to do something different to their planes if necessary before the next launch. 3. IMPORTANT: After 3 or 4 flights, the planes get pretty "beat up" – the nose gets bent up and smashed and the planes don't fly straight – hence, the need to keep making more planes! Part V: Launching the Planes with Measurement 1. Student teams will line up at the Launching Line. Each student will take his/her turn at throwing a plane toward the target. 2. Teacher will measure the distance from the center dot on the target to the SPOT THE PLANE FIRST LANDS. (Parent "spotters" would be good for this!) Use the large metric tape measure to get an exact measurement. Record this number on the Master Data Sheet. 3. Teacher will record this measurement for each of the two students on the team. As the event states, the "score" will consist of the two team members' distances added together. The team with the lowest score will be the winner during the actual competition. Part VI. Closure/Wrap-Up 1. As time permits, students should be given more opportunities to practice throwing, adjusting, and measuring their distances. Try to stop work a little before the end to have students clean up. 2. In closing, encourage the students to practice what they learned at home. Remind them that the Internet and the Public Library both contain great sources for new plane designs.	<urn:uuid:71f21577-0963-4dfd-83f4-42ada25ee864>	CC-MAIN-2018-13	http://esu4sciencecadre.wikispaces.com/file/view/Aerodynamics+Aloft.pdf	2018-03-18T04:01:28Z	crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00635.warc.gz	102,129,081	2,069	eng_Latn	eng_Latn	0.999256	eng_Latn	0.999305	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3300, 7071, 8995 ]	[ 4.4375 ]	2	0
Science This term we will base our science around the question 'How would we survive without water?' The children will: - Identify the three states of matter (Solid, Liquid, Gas) and consider how objects can change their state of matter. - Learn to create comparative and fair tests. - Set up simple practical enquiries. - Make systematic and careful observations and, where appropriate, taking accurate measurements using appropriate equipment. - Learn the watercycle. Art The children will be creating landscapes using watercolours The children will: - Explore and evaluate a range of landscapes created by modern and traditional artists. - explore the medium of watercolour as a basis for landscape painting - create their own landscape paintings in watercolour - Transform these landscapes into a textured weave. PE/Games The children will be developing and refining their skills in Gymnastics, hockey and tennis. 'Raging Rivers' Year 4 Spring Term 1 & 2 2017 Maths This term we will be revisiting number and studying fractions, multiplication, division, statistics and position & direction The children will: - Calculation – focusing on multiplication and division. - Fractions - Measures to include time, length, mass and capacity. Geography We will be studying the key aspects of physical and human geography including Rivers and the water cycle. The second part of the term the children will compare Cheltenham to our twinned town Annecy. The children will; - Name, locate and identify characteristics of the human and physical geographic features of a river. - Be introduced to the water cycle - Make a cross-section of a river in a shoe-box to show how erosion and deposition occur and show some of the effects of pollution in rivers - Make observations about two towns in terms of their climate and human and physical geographic features. - Identify links between tourist areas and tourism as an aspect of human geography. - Be able to identify Europe on a map and locate countries within it. - Use a full range of skills and different kinds of maps and resources to undertake an independent investigation. - Consider their cultural identity. PSHE We will be thinking this term about the theme 'All about me'. RE Christianity English Elements of talk for writing combined with specific punctuation and grammar targets will support the children to; - Write a short story based on The Adventure at Sandy Cove. With a focus on character and punctuation. - Write non-chronological reports around the topic Pollution in the River Chelt and the water cycle. - Write an alien invasion at Woodmancote 'Doctor Who' style story. - The Year 4 play will enable children to practise their speaking and listening skills after the fantastic performance poetry we saw. Computing This term we will be looking at Programming and using 'Scratch'. The children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts * Use sequence, selection, and repetition in programs; work with variables and various forms of input and output * Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Year 4 Curriculum Newsletter – Spring Terms 1 and 2 - 2017 'Raging Rivers' Welcome back- we are not predicting a wet spring however much of our work this term will link with our topic about Rivers and all things water related! In line with the current curriculum where appropriate teaching will be more discreet to provide the best learning experience for the children. The year 4 team we would really love parents to continue supporting us and their children in our times tables multiplication mission! (We do appreciate the hard work so far!). There are some brilliant free resources online available to support this (see websites section below), as well as the good old traditional chanting, singing or repetition methods! The expectation is they are practiced 3 times per week. In line with whole school policy our expectations for children's home learning are set out below. Finally, please let us know if you are able and would like to help on any trips we undertake, or with reading, art, cooking activities…! And any questions please ask. HOW CAN I HELP AT HOME? Reading: Please encourage your child to read regularly, daily if possible. This should be a balance of reading aloud to an adult or older child and independently. We ask that you sign and/or comment in their reading record at least once week to support this- it does make a huge difference. Talking about the story, predicting what might come next and understanding the vocabulary in context is a very important part of the reading process, and this is where additional 1:1 support really helps. Any parent volunteers to listen to readers would be very welcome! Books will be changed as soon as they are read and checked off by an adult so reading book and record should be in school every day. Spelling: Spelling lists and rules will be given for the term and posted on class dojo. The rule is taught and investigated at school on Monday and Tuesday but further engagement with the rule at home is expected to help embed it. The rule is tested the following Monday. Investigating rules from their reading books and from dictionaries helps to give the words a real life context so they can apply them to their written work. English Homework: Weekly Spelling Punctuation and Grammar (SPaG) task on a Thursday to be returned Tuesday. Occasionally this may be a task to support the English unit. Maths Homework: Weekly Manga High set weekly on a Thursday to consolidate the work that has been done during the week or as an additional challenge to be completed by the following Tuesday. PE Kit This should be in school EVERY day (if necessary washed across a weekend). It must consist of clothes and trainers suitable for indoor and outdoor lessons (we will aim to be outside come rain or shine). If your child has earrings please ensure suitable tape is in school at all times or they will need to be removed for the lesson. Useful websites http://www.bbc.co.uk/education/topics/zqdwxnb/resources/1 http://www.theschoolrun.com/homework-help/rivers http://primaryhomeworkhelp.co.uk/rivers.html http://www.topmarks.co.uk/maths-games/7-11-years/times-tables - and many more just google! Percy parker times tables clips on youtube. Books: Looking at an atlas with your child will really support this topic.	<urn:uuid:01522f6e-7a62-4907-84c8-44dbf4e6fddd>	CC-MAIN-2017-39	http://woodmancoteschool.co.uk/wp-content/uploads/2014/09/Curriculum-Newsletter-Spring-Term-2017-Year-4.pdf	2017-09-20T19:53:46Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00359.warc.gz	385,818,855	1,328	eng_Latn	eng_Latn	0.998458	eng_Latn	0.998833	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3301, 6601 ]	[ 3.90625 ]	1	0
Math 21 Class Activity 2.1: Qualitative Graphs All graphs and answers will be submitted in a StatCrunch report, which you can email to me at email@example.com. The data come from a survey of 60 randomly selected COS students. For each of the three sets of data, use StatCrunch create a pie chart (with summary). 1) Gender 4) Based on your results, which of the following statements do you believe to be true? Explain your reasoning. a) More than half of all COS students are female. b) More than half of all COS students are nonsmokers. c) More than half of all COS students do not own an iPhone. The 60 randomly selected COS students were asked to name the season when they were born – Winter, Spring, Summer, Fall. The data can be found in the StatCrunch group, labeled as "2.1 In Class Data". 5) Create the following for these data: * frequency distribution * bar chart * relative frequency distribution * relative frequency bar chart * pie chart Season of Birth	<urn:uuid:31ae893c-a95e-474d-b78a-204f71036da0>	CC-MAIN-2017-39	http://georgewoodbury.com/flip/2_1_In_Class.pdf	2017-09-20T19:57:05Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00362.warc.gz	149,402,987	228	eng_Latn	eng_Latn	0.996421	eng_Latn	0.997145	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 604, 977 ]	[ 3.234375 ]	1	0
Physical Science Syllabus 2017-2018 Bill Sellers email@example.com Content: Physical Science consists of one semester of an introduction to Chemistry with units of study that include Chemical Building Blocks, and Chemical Interactions. A one semester introduction to Physics includes Forces, Motion, and Energy; Sound and Light; Electricity and Magnetism. Purpose: The purpose of this course is for you to make astute observations and develop understanding of the behavior of matter and energy in the world that God has given us. Methodology: Our class will learn to use known information to prove, or confirm existing ideas or laws. We will also use known/observed/ information to find/calculate unknowns/variables. We will mix classroom experiences with real world elements/personal experiences to gain a greater understanding of the nature of physics and chemistry. Academic Honesty: * You are responsible for your own work. Someone else should not do your work or complete your assignments * You should always maintain possession of, and control over, your own work. You should never give your work to another student unless I tell you to, or unless it is for a specific group project or lab activity. * Letting someone else have or see your work in a way that would give the other person the opportunity to copy all or a portion of your work is unacceptable. * You should not use or copy the work of someone else to turn is as your own work. You should never be in possession of work or assignments belonging to another student. For example, you should not have your personal homework paper and the homework paper belonging to another student. * Students should not use materials on a test that I have not given permission to use. You should not receive information during a test or provide information to other students about the content of a test. * When you are working in groups on assignments or projects, all students should work together to figure out solutions to problems. One student does not do all of the work while other group-members copy it. Grade Components: * Daily Grade: You will have an opportunity to earn 2 points per day by arriving to class on time, being prepared with all materials and participating in the day's activities. * Classwork/Homework Activities: Assignments that you complete during or outside of class are given to help you practice skills and to improve your understanding of concepts you are learning. Sometimes homework will give you a preview of new material. Notices about classwork/homework assignments and upcoming assessments will be written on the board. You should copy the information into your Academic Planner. * Notebooks: You will be expected to maintain your Physical Science notebook based on the guidelines and instructions given daily in class. Points will be awarded for following directions, correctness, completion, and appearance. On occasion you will be allowed to use your notebook during Knowledge Exhibition Opportunities. * Knowledge Exhibition Opportunities (KEOs—formerly known as quizzes or tests): You will have several opportunities to demonstrate your understanding of the material we discuss in class. o Vocabulary KEOs: Vocabulary words will be given and defined as a part of the weekly discussions. There may be up to 15 new terms each week that you are responsible for knowing. Vocabulary KEOs will typically be administered on a weekly basis. These will give you the opportunity to earn 20 to 25 points. o Content KEOs: Throughout the quarter you will answer 3/5/10 questions to check understanding of recent material. Sometimes a graded lab or class activity will be used instead of a Content KEO. These will usually allow you to earn up to 20 to 25 points. o Unit KEOs: There will usually be two or three Unit KEOs per quarter. These are worth at least 100 points and are cumulative for that quarter. o Semester Exams: A major exam will be given at the end of each semester. These are cumulative for the semester. The semester exam score will account for ten percent of the semester grade. * Late Work: Late work is subject to an 11% per day penalty. Work that is turned in late due to an absence has a two-day grace period before a penalty is assessed. Absences: If you are absent, you are responsible for obtaining the notes and assignments you missed. Even if you talk to other students about the notes or assignments you need to do, you should still talk to me before school or during tutorial for clarification, to get any handouts, or to discuss assignment or KEO due-dates. Tutoring/Help: I will be available during the scheduled tutorial times and often before school. I am looking forward to a great year together. Bill Sellers "Now therefore, if I have found favor in Your sight, please show me now your ways, that I may know you in order to find favor in your sight." Exodus 33:13 I have read the syllabus for Physical Science and I understand the expectations and structure of the class. Student Name: (Print) Student Signature: I have read the syllabus for Physical Science with my son/daughter and will help them as appropriate and necessary to fulfill the outlined requirements. 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REVIEW: Volumes of Prisms Key Concept and Vocabulary Skill Example PRACTICE MAKES PURR-FECT ™ Name ___________________________________ Visual Model Volume of a Rectangular Prism 2 Application Example 2. Find the volume of the block. Find the volume of the prism. 3. Rectangular Prism 6. Triangular Prism 4. Rectangular Prism The volume is 30 cubic centimeters. Check your answers at BigIdeasMath.com. 5. Rectangular Prism 7. Triangular Prism 9. AQUARIUM How much water is needed to ﬁ ll the aquarium? 12 ft 3 10. AQUARIUM There are about 7.5 gallons in 1 cubic foot. How many gallons of water does the aquarium hold? 90 gal 8. Triangular Prism V = __________ 24 mm 3	<urn:uuid:245dd3e9-fd84-45a5-9e04-ed39da78bac3>	CC-MAIN-2017-39	https://www.bigideasmath.com/protected/content/srh/13/msna_srh_1301_ans.pdf	2017-09-20T19:55:17Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00363.warc.gz	764,457,871	187	eng_Latn	eng_Latn	0.973224	eng_Latn	0.973224	[ "eng_Latn" ]	false	docling	[ 689 ]	[ 3.71875 ]	3	1
Learning Guide Working in a team or group 9681 Contribute within a team or group which has an objective Level 3 3 credits Name: Workplace: Issue 3.0 Creative commons This work is licensed under a Creative Commons Attribution-Non Commercial Licence. You are free to copy, distribute and transmit the work and to adapt the work. You must attribute Careerforce as the author. You may not use this work for commercial purposes. For more information contact Careerforce at www.careerforce.org.nz Contents Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Introduction Your role as a member of a team or group is to work effectively with your colleagues. This learning guide gives you information about how to work with others and why that is important. This will help make sure you, your workmates and your supervisor or manager work together to do the job well. How to use your learning guide This learning guide supports your learning and prepares you for the unit standard assessment. There are activities to do to guide your learning. This guide relates to the following unit standard: - 9681 Contribute within a team or group which has an objective (level 3, 3 credits). This learning guide is yours to keep. Make it your own by writing notes that help you remember things, or where you need to find more information. Follow the tips in the notes column. You may use highlighter pens to show important information and ideas, and think about how this information applies to your work. You might find it helpful to talk to your workmates or supervisor. Complete this learning guide before you start the assessment. What you will learn This topic will help you to: - explore your role and working with your colleagues. - make relevant contributions to the team's functioning. - participate with your team members to meet an objective or work outcome. Being part of a team or group In your work role you will at some time be part of a team or group working on a common goal or objective. This may be a work outcome that is requested. What is a team? Size of a team or group Some of the teams or groups you work with may be small, and occur 'on the job'. Other groups may be formed that are larger and more formal as they may require specialist knowledge and input from a variety of people. These larger teams or groups are developed with the purpose of achieving common goals and objectives. You may work by yourself, but you will still be part of a work team, with your supervisor or manager. This team may also include your co-workers, even though you may rarely see them. A small team or group A small team or group may be, for example, when staff are rostered on a shift together or where two people are required for a task. Small groups allow face-to-face contact, regular contact and encourage the formation of relationships. A larger team or group A larger team or group may be, for example, a multidisciplinary team, where you could be working with others from a variety of different backgrounds. In a health setting, your team or group could consist of a registered nurse, an occupational therapist and a physiotherapist. Working in large groups may mean you only have contact during planning sessions and when evaluating the goals that have been set. Creating an effective team or group For any team or group to work effectively you must have, across the team or group, knowledge of: - clear objectives and when they need to be achieved. - trust, respect and rapport between members. - accountability for all team or group actions as well as your own actions. Clear objectives There must be mutual agreement around the objective(s). Each member of the team or group must know what their tasks are and believe that they are important. Each person needs to know what they are to accomplish and what the other team or group members' roles and tasks are. Each person must understand how they will all work to achieve the objective and the time frame for it. You may have to compromise, negotiate and trust that others will do a task to the high standard that you set yourself. It may be that your supervisor sets the objective or work outcomes for you, your team or group, when it needs to be done by, and the standard that has to be achieved. Create an environment of trust, respect and rapport To build trust it is important that there is an environment where members of the team or group can discuss problems openly, and that each team or group member is fully informed. Everyone should work for the common purpose of the team or group. Respect is required for others' opinions and contributions and their input should be valued. It is important that confidence and/or private information is kept confidential. Ensure mutual accountability There needs to be a common purpose in the team or group and this means that all members must be accountable. You must fulfil your roles and responsibilities to the best of your ability and work co-operatively with other members of the team or group. You will be accountable for the tasks you need to do. You are also part of the larger team or group and you will contribute to the overall actions of the team or group Individual accountability means that each team or group member is held responsible for their contributions to the completion of the project. Team or group members do not 'slack off' or allow other members to take on their workload or responsibilities. Working together as a team or group You need to work hard to have a well-functioning and cohesive team or group. This can be done by: - showing respect for other people and their ideas. - valuing the strengths of every member. - co-operating with all members. - believing in yourself and other members. - having and practicing good communication skills. Once your team or group has been established you need to ensure: - you know who is in your team or group. - what roles, purpose and experiences each person has. - what the expectations are of the team or group behaviour and roles. The team or group will need to discuss and agree upon attitudes and behaviours. This should include discretion and confidentiality and how you work together. To work effectively your team or group will need to: 1 Draw up the ground rules by which your team will operate. 2 Identify and have mutual understanding and agreement around the goals and objectives. 3 Generate ideas about possible ways of tackling a project. 4 Divide up the task to be done and allocate roles and responsibilities to members of the team or group. 5 Define a time line to achieve the project. 6 Ensure everyone understands how success will be measured. Together Everyone Achieves More What are the agreed ground rules of your team or group? What is the team or group's objective or work outcome? How do the team or group generate ideas on how to do the project? How are the tasks divided up and roles allocated? What was the time line to complete the project? How was progress and success measured, ie what was a good result? Undertaking tasks Each member of the team or group will have a specific purpose for being part of the team or group. You need to know your role and what your responsibilities and tasks are. You will be given a share of tasks that you are responsible for achieving. Completing your tasks will reinforce the work of the team and help the team to achieve the objective. To ensure you are able to carry out a task, you will need to be organised. Depending on the task that you have been given, there are many things that you may need to consider. Write Think of a situation at work where you are part of a team or group. Even if you work alone, you are part of a team along with your supervisor. What is your role within this team or group? Who else is in your team or group, what roles do they have, and what experience do they bring to the team or group? Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 9 Communicate within a team or group As a part of your role, you may need to communicate with: - your supervisor. - team members. - other colleagues. - clients and customers. - people in other organisations. Everyone should be aware of the dynamics of the team and do their best to ensure that each member is heard. All members of the group or team need to use their communication skills effectively. Ways to communicate Good communication is essential for teams and groups to work effectively. On a daily basis we may communicate on the phone, by text, in a team or group meeting situation, in person, in an email, in a letter or in notes for a plan or report. We communicate in many different ways. Written communication is information that is written down. Examples include reports, memos, emails and text messages. Written information can also include pictures, symbols and drawings. Verbal communication is what you say and the words that you use. Use simple, everyday words that most people would understand. Examples of verbal communication are conversations, meetings and talking on the phone. Vocal communication is what you hear - how you use your voice, the clarity of your speech, and your voice volume, tone, pitch and pacing (speed). Vocal communication can be defined as: 'It's not what we say, but the way we say it.' When an emphasis is placed on different words, the 'message' may be different. When we are excited or angry our speech tends to become more rapid, louder in volume and more highly pitched. When we are tired or bored our speech can be flat and slow. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Non-verbal communication and body language is how we mostly communicate face-to-face, rather than with the actual words we say. Non-verbal communication is exchanging information without words. It includes what we do and how we do it. Examples are touch, a certain look, and the use of space. Physical contact like shaking hands for instance gives a different message from patting a person on the back. Body language includes facial expressions, eye contact, posture, gestures, and all the ways we use our body to communicate. Examples include smiling, nodding, shaking your head, making eye contact or not making eye contact, and gestures like shrugging your shoulders. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Collaboration skills Collaboration skills are important when working as part of a team or group. It is about working together. It is expected that working as a team or a group is more effective and efficient at achieving goals and objectives than a person working alone. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Remember, there is no 'I' in team. Listening Listening to what someone is telling you is essential for communicating effectively. Some basic principles of listening well include being accepting and respectful of the other person's point of view, and being sincere and empathetic. There are a number of key listening skills you need to be an effective listener, for example: - pay attention to the person speaking. - be aware of the speaker's other ways of communicating through non-verbal means. - pay attention to the words being spoken and the feelings that are being expressed. - do not interrupt others when they are speaking or contributing their ideas. You should be aware of the dynamics of the team or group and do your best to ensure that each person is heard and respected. Do not monopolise (take control or dominate) a team or group discussion. Let others have their say and voice their opinions. Listen to them and respond to what they say. Questioning You may need to ask questions to get information. You need to be clear on what it is you need to know before you start your task so that you have all the relevant information to hand. You may need to ask for clarification of your role, or further explanation of something someone has said. During the team work you may need to ask further questions to be fully informed. For example, you may need to get specialist information from a team or group member, or ask a person for their viewpoint. Questioning enables you to: - seek information. - clarify (make clearer). - elaborate (expand on the information provided). - summarise. Use open questions – questions that require more than just a 'yes' or 'no' answer. You will get more information this way. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Respect and etiquette Treat others with respect and support their ideas. If you need to clarify what has been said, wait until the person has finished speaking, and then ask your question. Use discretion about what you share. Make sure you respect information which should be kept private or confidential. Sharing and persuading It is important to share with the team or group to create a positive environment. All members of the team or group need to participate, generating ideas. Each person needs to contribute, sharing their ideas, opinions and providing information. One person's ideas can lead to more ideas being generated by the rest of the team. Acknowledge and build on the ideas of others where possible. You may need to justify and defend your ideas, and make people think about your opinions. Decision making Your team may need to make decisions that affect how well objectives are achieved. You will need to use your communication skills to contribute to your team's decision making process, which may involve: - listening to the opinions or positions of others. - contributing your thoughts or opinions. - explaining your perspective. - commenting on another team member's view. - considering the facts and information that you or other team members - have presented. - evaluating the advantages and disadvantages of possible options. - evaluating the forces for and against a proposed plan. - stating what you agree or disagree with and the reasons why. You will then need to look at the facts and make decisions around what will make the most improvement with the best use of resources. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Participating within a team or group An essential part of your role in the team or group is to fulfil the role that has been agreed on. It is important that you carry out your role and participate: - according to the expectations of the rest of the team or group. - to the best of your ability for the benefit of everybody. - meeting the standards of the team or group. - in a timely manner. It is expected that each member of the team or group performs their own role and helps others when necessary. A team or group will be more effective and efficient at achieving goals and objectives than an individual alone. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Commitment Each team or group member must demonstrate commitment to the team or group and the agreed objectives. This can be done by: - attendance at work and at all team or group meetings. - completion of allotted tasks. - making contributions to the team or group. - reporting on outcomes. Attendance Attendance includes: - turning up on time for work and meetings. - being organised. - having good time management skills. - being where you are meant to be, for the agreed period of time. - concentrating on what is going on, be it your work task or the meeting. - being in attendance mentally as well as physically. Completion Completion of tasks includes: - carrying out tasks as required. - reporting/recording when this has been completed or could not be completed due to circumstances which arise. - carry out tasks effectively and efficiently within given time frames where possible. Contributions Making contributions to the team includes: - verbally and in writing. - sharing ideas in meetings, or on the job with other team or group members. - passing on information to others. - voicing your opinions on doing the task. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Feedback Feedback to team or group members should be: - given as soon as possible after the event. - respectful of others' contributions. - given as constructive feedback. Constructive means offering valid and well-reasoned positive/negative comment in a helpful manner, for example, "I really appreciated how well you explained the new job to me." If the feedback is negative, avoid being personal or emotional (angry, frustrated, disappointed). Express concerns about the situation, for example, "I noticed that Joe has not completed his part of the task, even though he had extra time to do so." One model for giving feedback is CRC: ommend – talk about what was done well. C ecommend – suggest what could be said or done differently. R ommend – finish with a positive comment. C Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Evaluation and Reporting Evaluation After a task has been completed, you need to think about how you worked as a team or group. Reviewing your team's or group's performance is an important part of any team or group project and is particularly valuable if you are going to work again as a team or group. Questions you might want to ask are: - What did your team or group do well? - What did the team or group not do well? - Were all the members of the team or group clear about the objective? - Was everyone clear about what they individually should have been doing? - Was it easy to contact other members of the team or group when necessary? How did this occur? - Did you fulfil your role? - In what ways did this experience develop your knowledge and skills? - Were there any discrepancies between what team or group workers thought they were doing and what their colleagues thought they were doing? Reporting Completing reporting requirements is an essential part of evaluating how well the team or group is working, monitoring progress and setting new objectives as required. This can be done by: - participating in team or group evaluations. - completing reports on time. - passing on information in a timely manner to those who require it. - reporting accurately. Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Planning future sessions Sensitivity to changing needs and team or group development is an important skill and adjusting to these needs or developments is a very important factor in being effective as a team or group. Check the following: - are the roles the team or group adopted at the beginning still appropriate? - are adjustments necessary to objectives, methods or activities? - are the skills and styles of each member helpful to the team or group? - how can the team or group consolidate what has been achieved? - what other or next steps are appropriate? Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Write Think of when you have contributed within a team or group working towards achieving an objective or work outcome. What was the team or group objective? What was your role and responsibilities? What ideas did you share/contribute? What information did you provide/contribute? What opinions did you make/give? Working in a team or group (US 9681) Learning Guide © Careerforce – Issue 3.0 – June 2016 Give an example of a question you used to obtain further information. Give an example of a question you used to clarify information. Describe an example of constructive feedback you gave to another team or group member. Outline the situation, and explain what happened. 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English InInMaths – division We will use fiction stories with familiar settings to capture the children's imaginations and stimulate their own story writing. We will be focusing on correct punctuation, including capital letters, full stops, question or exclamation marks and the use of commas. We learn how to use different forms of sentence: statements, questions, commands and exclamations. The children will develop their understanding of how to create non-fiction writing, including captions, lists and descriptions. They will read and memorise simple, short, repetitive poems and use the structure to write their own poems, and develop their use of adjectives to describe nouns. The children will take part in a whole school project on Roald Dahl. P.E. We will undertake a variety of games activities to develop skills in running, jumping, throwing, catching and striking. The children will be encouraged to evaluate and consider how to improve their performance. They will work individually, with a partner and in small teams; looking at the difference between working competitively and co-operatively. PSHCE In PSHCE the children will think about what we need to do to stay healthy and safe as we grow and change in our lives. We will discuss how we can care for ourselves, and identify the people who can help us to be healthy and safe. The children can express their likes and dislikes, talk about how we can learn from our experiences and how our behaviour affects other people. We will consider how diseases and infections are spread. Music This term we will be listening to and enjoying a range of classical music which we can respond to through dance. The children will be concentrating on mastering their understanding of number and place value: counting in different steps from any number, both forwards and backwards; recognising the place value of two digit numbers; comparing and ordering numbers. They will solve problems with addition and subtraction and increase their knowledge of mental and written methods. They will be investigating the properties of 2D and 3D shape and exploring measures. Year Two children will learn multiplication and division facts for the 2, 5 and 10 times tables, recognise odd and even numbers, and apply their knowledge to tackle a range of problems. Design and Technology Art and Design Our work in Design and Technology will focus on nutrition and healthy eating. We will be learning about where our food comes from and how it is processed. We will prepare simple dishes and explore a range of cooking techniques, and how to use these safely and hygienically. We will be looking at portraits and how these images communicate ideas about the subject. We will be using a range of drawing and painting materials and techniques and exploring how to use colour and pattern. We will find out about famous artists, including Picasso and Klee, and compare their work. Topic This term in Geography we will be learning about our local area. We will be making maps and learning about the symbols maps use. RE This term in RE we will be finding out about a wide range of celebrations. Computing We will be using the BeeBots to begin to explore how to write instructions and short programmes. Science In our topic, 'Animals including humans', we will explore how animals can be classified and grouped. We will investigate and compare the basic needs of both wild and domesticated animals, and look at how their offspring develop into adults. We will then go on to identify the basic needs of humans, order the stages of human life and understand what is required for a healthy life. Maths English InInMaths – division Focus on reading and writing the Common Exception Words accurately. We have these on display in the classroom and they are also linked with our weekly spellings. Children will be given a copy of these in their reading journals. Spellings homework and practice is vital to support progress in reading and writing. Reading – Children will be undertaking weekly reading comprehension activities. Regular reading practice and questioning at home will support their progress. A reading information evening for parents is planned for later this term (8.3.17). Daily phonics practice will continue using Read Write Inc. Writing – This term we will be encouraging all children in years 1 and 2 to develop neat, joined handwriting. We will be continuing to work on consistent use of accurate punctuation and extending sentences to include detail and description. Books we will be studying include 'Old Bear' by Jane Hissey and 'The Enormous Turnip' retold by Diana Bentley. P.E. Gymnastics – developing agility, balance and coordination. Working individually and with others. We will look at different ways of travelling and safe us of apparatus. Dance – perform dances using simple movement patterns including those from different times and cultures. Creating their own dances and responding to music. Topic This term our topic is 'On the Farm' and this will tie in with elements from most subjects. Geography – Weather and mapping skills. How the weather affects farming and crops as well as creating a map of a farm. History – Changes within living memory. Looking at how farming has changed over the last 50 years with a particular focus on the impact of technology. Music Continuing our program with the Musical Gems partnership, joining with Earl Sterndale infants. Focus on pitch, pace and volume using our voices and percussion instruments. Please note the leaflet regarding free fortnightly sessions for toddlers. Maths We will continue to follow the White Rose Maths Mastery scheme. This scheme helps children to develop depth and understanding of mathematical concepts. Year 1 children will be working on counting in twos, fives and tens and recalling doubles and halves to 20. They will be starting to add and subtract using 2-digit numbers and demonstrating that the understand this through us of apparatus. Year 2 children will be aiming to acquire a firm understanding of number and develop quick recall of number facts e.g. number bonds to 10 and then to 100. They will also be expected to recall multiplication and division facts for the 2, 5 and 10 multiplication tables and use these to help them solve problems. All children will continue to develop their understanding of 2D and 3D shapes (names and properties) and work on measure (m/cm and kg/g). They will also be working on mental arithmetic (no apparatus). Weekly homework supports work that has been taking place in class and designed to give the children extra practice. PSHCE Growing up – looking at how we grow and change throughout lives, linked with our topic and R.E. work. Celebrating our diversity and valuing our differences, our strengths and what makes us an individual. Please speak with us if you'd like further guidance on how you can support your child at home. RE Key Questions: Who is a Christian and what do they believe? Who is Jewish and what do they believe? What do stories of Jesus tell Christians about how to live? Computing Algorithms – looking at the importance of instructions and how these are used in computer programs. Science Plants – identifying and naming common wild and garden plants, including deciduous and evergreen trees. Look at how plants grow and change; making observations, recording simple measurements, and using our local environment. Developing our use of scientific language to promote our thinking and understanding. Class 1 – Spring 2017 On The Farm Art and Design Design and Technology Moving books – explore how simple mechanisms work using levers and sliders. Look at existing products thinking about their purpose and evaluating their function and appeal. Create a book with moving pictures and evaluate their finished products. Printing and Pattern – develop a range of simple printing techniques using objects, materials, rollers, blocks, stencils and rubbings. Creating simple blocks to create repeating patterns and images. Look at the works of artists working with this medium e.g. Drurer, William Morris and Hokusai.	<urn:uuid:e63d5142-425e-426a-900c-fc7e0e7cb138>	CC-MAIN-2017-39	http://taddingtonpriestcliffe.derbyshire.sch.uk/class%201%20topic%20webs%202016-2017.pdf	2017-09-20T20:12:33Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00366.warc.gz	344,418,205	1,623	eng_Latn	eng_Latn	0.998094	eng_Latn	0.998139	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3667, 8181 ]	[ 4.40625 ]	2	0
Instruction Philosophy and Important Principles Accomplished teachers have deep science content knowledge and specific pedagogical content knowledge that they apply to provide high-quality instruction. Accomplished teachers use instructional strategies that match the thinking required by the curriculum and the needs of the students. Teachers are able to make connections between the curriculum and students' prior experiences, prior knowledge, and everyday understandings. Accomplished science teachers draw on their knowledge of crosscutting principles such as patterns of change and cycles to help students identify connections across science disciplines. Teachers make learning relevant by connecting science lessons to current or historical events. Accomplished science teachers realize that the process of making meaningful connections supports conceptual understandings that help develop the unifying concepts of science. III Accomplished science teachers mirror the processes that scientists use in their efforts to understand the world; by doing so, teachers help students develop an understanding of how scientific knowledge is generated. Teachers guide students to develop the habits of mind of scientists, the capability to engage in scientific inquiry, and the skills to reason in a scientific context. Accomplished teachers understand that, ultimately, students should be able to hypothesize, model, develop explanations from evidence, and engage in scientific discourse. Students should also become critical consumers of scientific information. (See Standard II—Knowledge of Science.) Accomplished science teachers instruct their students in scientific inquiry. Teachers realize that establishing an inquiry-based classroom helps students develop deep understandings of science and a sense of ownership over their own learning. Accomplished teachers foster their students' intellectual independence—at first, modeling and demonstrating thought processes for students, and gradually making way for increasingly student-generated questions. Teachers understand that selfdirected learners become more effective lifelong learners. Accomplished teachers also understand that students' ability to apply knowledge to novel situations is directly related to the depth of their understanding of what they have learned.	<urn:uuid:e6464c01-520f-438b-999c-528a759a5358>	CC-MAIN-2017-39	http://wctp.olemiss.edu/wp-content/uploads/sites/6/2016/03/Crosscutting-Principals.pdf	2017-09-20T20:07:32Z	crawl-data/CC-MAIN-2017-39/segments/1505818687447.54/warc/CC-MAIN-20170920194628-20170920214628-00363.warc.gz	367,275,050	384	eng_Latn	eng_Latn	0.991365	eng_Latn	0.992749	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 932, 2331 ]	[ 3.328125 ]	1	0
P8 Drugs and Alcohol Policy As part of our responsibility to the students and to society, the school recognises the need to: * prepare and equip students for managing behaviour and making safe decisions in societies where misuse of drugs is increasingly prevalent; * deal with a broad range of drug related situations related to risk, equipping them with skills that will serve them beyond school; * educate students about the dangers and risks of legal drugs such as alcohol. The aim of this policy is to outline the school's approach to all drugs, namely: * Illegal drugs; * legal drugs, including alcohol, tobacco, over-the-counter and prescription drugs. Definition of Drugs The definition of a drug given by the United Nations office on Drugs and Crime is: "A substance people take to change the way they feel, think or behave". Here, "drugs" and "drug education" is used to refer to: * all illegal drugs (those controlled by the Misuse of Drugs Act 1971) * all legal drugs, including alcohol, tobacco, volatile substances (those giving off a gas or vapour which can be inhaled), ketamine, khat, alkyl nitrites (known as poppers) and new psychoactive drugs ('legal highs') * all over-the-counter and prescription medicines. Students who are worried about a friend in relation with drugs and alcohol can talk to members of staff in confidence at any time. Students who are aware that peers are unwell as a result of drugs or alcohol must get immediate help from a member of staff, at any time of the day or night. 1. Illegal Drugs a) Policy The school believes that involvement with illegal drugs is always wrong and carries the risk of significant harm. The possession, use or supply of illegal and other unauthorised drugs in The Purcell School is not acceptable. The school is committed to safeguarding the health, safety and wellbeing of all members of the school community. In providing drugs education and responding to incidents involving drugs, our first concern is the pastoral care and health and safety of students. b) Dealing with Drug-Related Incidents A drug-related incident may include any of the following: * a student who is suspected of being under the influence of a drug by reason of their behaviour; * the discovery of drugs or related paraphernalia on school premises; * possession of drugs by an individual, whether or not on school premises; * use of drugs by a student, on school premises or while under school jurisdiction; * supply of drugs on school premises or to other students; * individuals disclosing information about their drug use; * rumours or reports of drug possession, supply or drug use. P8 Drugs and Alcohol Policy 1 Any drug-related incident (as defined above) will be investigated by a member of SLT, who may interview students and, if necessary, search their room and belongings (see 3. below). Students suspected of involvement may also be asked to take a drugs test. Any student found to be involved with illegal or other harmful drugs while under school jurisdiction either on or off school premises can expect to be suspended from school and may subsequently be expelled depending on the circumstances. The school reserves the right to involve the police and other external agencies. However, we consider each drug related incident individually and recognise that a variety of responses is necessary to deal with incidents. We consider carefully the implication of any action we take, and seek to balance the interests of the student(s) involved, other members of the school and the local community. * Sanctions will follow the Behaviour and Sanctions Policy (P4). * Any student who is permitted to remain at the school following a drugs incident must agree to regular, periodic drugs testing. * The school may provide support by way of in-school counselling or referral to outside agencies as a condition to a student remaining at the school. * If a student comes forward and voluntarily identifies himself/herself as a drugs user and asks for help, we may (depending on the circumstances) offer him/her the opportunity to reform his/her habit with the support of a drugs testing programme and counselling (at parents' expense). 2. Legal Drugs a) Tobacco The school operates a 'no smoking' policy at all times throughout the buildings and grounds. This policy applies to students, employees, parents and visitors. Students are not permitted to bring tobacco to school or to smoke at any time whilst under school jurisdiction. Sanctions for smoking will follow the Behaviour and Sanctions Policy (P4) The Purcell School is an unsuitable institution for those with an established smoking habit. However, help is available to give up smoking from the School Nurse, local GP and the Counsellor. E-cigarettes are also banned, as research shows that they can lead to children developing a smoking habit, and many have been found to contain other harmful contaminants. b) Alcohol Students are not permitted to be in possession of alcohol, under the influence of alcohol on school premises or when under the jurisdiction of the school (e.g. on school trips). No student may drink alcohol in licensed premises (including off-licences) during term time, except for those of legal age, who may be allowed to visit licensed restaurants with the permission of their Houseparent. Where the school has reason to suspect that a student is under the influence of alcohol, the student may be required to undergo a breathalyser test. The school reserves the right to P8 Drugs and Alcohol Policy 2 search students' rooms or belongings for alcohol where there is good reason to do so. Supply of alcohol to other students is a serious offence. At the discretion of the Principal, alcohol (beer, wine or similar) may be offered to Sixth Form students at specific school functions under the supervision of members of staff. No alcohol will be served to students below the Sixth Form on any occasion. Sanctions for breaking the school's alcohol rules will be in line with the Behaviour and Sanctions Policy (P4). c) Medication * Asthma inhalers are kept by students for easy and immediate access. Spare inhalers are kept in the Staff Room. * Medicines that need to be taken by students during the school day are kept with the School Nurse in the Health Centre or by prior arrangement with the appropriate Houseparent/Matron. * Auto injectors: these are kept by students for immediate access, with spares in designated places. Staff are routinely made aware of these places, and about the students who possess auto injectors. 3. Search and Confiscation The school reserves the right to search students' belongings, in order to keep the school free from substances which break these rules. Clear guidelines are laid down for the proper conduct of searches, and staff are required to follow them. If drugs, alcohol or other substances are found, the school reserves the right to confiscate them and pass them on to the police or destroy them. Further details may be found in the Searching a Student Policy (P15). 4. Drug Education As stated at the start of the policy, the aim of our drug education is to equip students with the necessary knowledge, skills and attitudes to enable them to be in a position to make informed choices and to prevent or reduce the harmful consequences of drug misuse. Objectives: * To provide accurate information about drugs and the law relating to them. * To increase understanding about the implications and possible consequences of use and misuse of drugs. * To provide the opportunity to examine attitudes and values towards drug use. * To identify of sources of appropriate personal support. This education is provided through the school's PSHEE programme, and also through the science curriculum. Further details of the programme are available from the PSHEE coordinator. 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I. His First Flight Two Stories About Flying Questions and Answers THINKING ABOUT THE TEXT Q.1 Why was the young seagull afraid to fly? Do you think all young birds are afraid to fly or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first step? Ans. The young seagull thought that his wings were too weak to support him, so he was afraid to fly. I think all birds are afraid to fly for the first time and some birds are more timid than others I think a human baby also faces difficulties in taking the first steps. It falls down many times and tries again. And finally, it gets success. Q.2 "The sight of the food maddened him" What does this suggest? What compelled the young seagull to finally fly? [BSER EXAM 2012]. Ans. This suggests that the young seagull was extremely hungry. He had not eaten anything for the last twenty-four hours. He uttered a joyful scream when his mother picked up a piece of fish and flew across him with it. He dived at the fish and fell outwards and downward. It compelled him to flop his wings. So he made his frost flight. Q.3 "They were beckoning to him, calling shrilly." Why did the seagull's father and mother threaten him and cajole him to fly? Ans: The seagull's father and mother threatened him. and cajoled him to fly because if he did not learn to fly, he would starve to death. His parents wanted him to fly by any means: Q.4 Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups. Ans. Yes, I also had a similar experience. It was when I was only 8 years old. I was learning bicycle riding. At first, I was scared to sit on the bicycle and paddle it. My father helped me a lot by holding the bicycle and encouraging me. I was just looking at my feet to paddle the bicycle. But he guided me to look forward and control the handle. Gradually, I mustered up my courage and learn to ride it properly at last. Q.5 . In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of the possibility of failure? Ans. When I started learning to bicycle at first, it was not guaranteed that I would be able to learn it successfully or not. It all depended on my willpower. I wanted to learn bicycle riding and was ready to take every step to accomplish this task. I didn't care how many times I fell or got hurt. Finally, I was successful in my task due to hard work and strong determination. Also Read- Two Stories About Flying Summary Two Stories About Flying Extra Questions and Answers Q.1 How was the young seagull treated by his parents initially when he could not master up the courage to fly? (Two Stories About Flying Questions and Answers) Ans. First, his parents encouraged him, coaxed him then scolded and taunted him for his cowardice. They even threatened to let him starve if he did not fly. Q. 2 How was the young seagull experiencing his first flight? Ans. A horrible fear caught the seagull when he spread his wings. Butt he could feel his wings cutting through the air. He was soaring gradually downwards and outwards. He felt a bit dizzy.. Fear had left him. Q.3 How did the young seagull learn to float on the seawater? Ans. When the young seagull dropped his legs to stand on the green sea, his legs sank into it. He screamed with fright. He flapped his wings. He was tired and weak with hunger. He couldn't fly. His belly touched the water. He started floating on the water. Q.4 Why did the young seagull feel miserable on the ledge? Ans. The young seagull felt very miserable on the ledge as he was alone and his family had already flown away. He was feeling very hungry and had nothing to eat. He couldn't even dive for fish. Q.5 What do you think about the aptness of the title, 'His first flight? or Justify the title," His first flight." Ans. The title is apt and suggestive. The whole of the action in the story centers on the first flight of the young seagull. It suggests the first flight of life. Not only the birds but also human beings have to come out of their homes and make a place in the outer world...	<urn:uuid:11d71499-216b-499f-b98e-e82ad80421ad>	CC-MAIN-2025-05	https://ncertenglish.in/wp-content/uploads/2024/04/Two-Stories-About-Flying-Questions-and-Answers.pdf	2025-01-22T03:33:22+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00333.warc.gz	424,721,771	1,004	eng_Latn	eng_Latn	0.999658	eng_Latn	0.999661	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2016, 4344 ]	[ 3.34375 ]	1	0
Get the right code! \| KIDS4ALLL Learning Environment learn.kids4alll.eu/en/tg1/know-what/get-right-code 2. Dezember 2022 Primary tabs Get the right code! What you say, and how you say it, often depends on whom you're talking to, both in person and online. Though, not just your audience affects how you communicate: also the apps or websites shape it! If you want to enhance your communication online, get into this unit and see what you usually don't really see. Are you an expert on online communication? Exchange with your buddy and rate yourself on a scale from 1 (low) to 10 (high) in relation to: writing e-mails writing text-messages recording voice-messages posting text / images / videos on different social media platforms… Ready to increase your level? Have you ever noticed that you change the way you speak and behave depending on where you are and with whom you are? https://learn.kids4alll.eu/en/tg1/know-what/get-right-code 1/4 This is code-switching and it is something we also do online: we switch code, depending on the platform we use and the audiencewe communicate with. To know the right code is therefore very important! Let's start with the differences between e-mail and instant messaging! Download the File Different media apply different rules that you need to know. Though at least some of these rules change, depending who you are addressing. Imagine that you don't feel well. If you were with them, how would you say it to your teacher parents/tutor friends Think of these three scenarios and exchange with your buddy: would you use different words, do different expressions with your face or somehow behave differently? Done? Now imagine that you are not in the same place. How would you reach your teacher, parents, friends? (telephone, e-mail, sms, textmessage/voice-message on messenger like telegram, signal, whatsapp, post on social media…) And how would you tell it to them? If you want you can insert your texts here. Done? Did you choose the same medium and write exactly the same thing in the same way? If not: what did you change? Why? https://learn.kids4alll.eu/en/tg1/know-what/get-right-code 2/4 What social media platforms do you know? Share your knowledge about their similarities and differences. Done? Choose one of them and look for good and bad practices. Out of the good and bad examples you have found, create your own content (a digital flyer, a pod-cast (series) or a video) where you explain the DOES and DON'TS others should know in order to act in a competent way on that platform! If you want your content to be in the KIDS4ALLL gallery, please ask your educator to upload it in the work.it area. Many people switch many times a day from one platform to another, from one audience to another and from online to offline communication. What do you think: Can this lead to "code-mixing" (using different codes at the same time)? For example: inserting emojis in e-mails saying "hashtag…" while speaking with someone next to you Share your thoughts and observations and make a postcard! Download the free KIDS4ALLL app and your wish comes true! https://learn.kids4alll.eu/en/tg1/know-what/get-right-code 3/4 Share postcards Files must be less than 2 MB. Allowed file types: gif jpg jpeg png. And now, what do you want to learn more about? What is Code Switching? (Video) https://learn.kids4alll.eu/en/tg1/know-what/get-right-code 4/4	<urn:uuid:837d5abc-86b3-4c59-af0d-e7d0ddb489e1>	CC-MAIN-2025-05	https://learn.kids4alll.eu/sites/default/files/tg1-unit-pdf/get_the_right_code_kids4alll_learning_environment.pdf	2025-01-22T04:19:56+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00338.warc.gz	359,906,380	804	eng_Latn	eng_Latn	0.978508	eng_Latn	0.995462	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 956, 2172, 3208, 3441 ]	[ 3.40625 ]	1	0
78°57.8'N 012°2.9'E London The Norwegians jokingly called the English camp "London", and this name came into general use. The marble bubble An enterprising and charming Englishman created a lot of enthusiasm when he claimed to have found an entire island of marble. Money was quickly in place and industrial equipment bought and shipped to Blomstrandhalvøya. The marble was beautiful while left in the ground, but during transportation it crumbled to pieces. The pipe dream was demolished. VEGETATION The vegetation at Blomstrandhalvøya and London illustrates how temperature, water and snow conditions create a mosaic of different plant communities. The white Arctic bell heather needs snow cover in the winter, and in Svalbard it is only found in the temperate inner fjord areas, as here at London. Go down on your knees and smell the beautiful scent. The mountain avens and Svalbard poppies use their parabolic flowers to catch sunlight for ripening the seeds. FAUNA The long-tailed skua is rare in Svalbard, but a few pairs breed here as well as Arctic skua and Arctic tern. Several pairs of rock ptarmigan can often be found in the surrounding hills. It is easiest to catch sight of the male, which in summer is grey-white. Reindeer and Arctic fox are also common in the area. CULTURAL REMAINS London is inextricably attached to Ernest Mansfield and Northern Exploration Company Ltd, NEC. The marble deposits were discovered in 1906 and the adventure started in 1911, but the dream of an easy profit ended quickly, and the industrial town and all of the advanced technical equipment were left behind. Almost all houses were moved from London to Ny-Ålesund in the 1950s. Today London is still the place in Svalbard with the most preserved technical equipment dating from before World War I. Copyright © AECO. These guidelines are protected by copyright laws. Use, reproduction and distribution of the guidelines without the written permission of AECO is prohibited. Jakobskjelda 0 GUIDELINES Please use the existing paths up to the cabins. Do not use the brink as a crosscut. The fine-grained soil is easily eroded and very vulnerable to trampling. Use existing tracks whenever possible. Please keep distance to the breeding long-tailed skua. It will warn you by flying very close, possibly dive-bombing you and make anxious noises. Return in the direction you came from, until the bird has calmed down. Observe the house ruins and construction sites from a perimeter. Avoid trampling as the cultural remains are fragile. Small pieces of marble are also protected cultural remains as part of the heritage site. They are not to be removed. Please respect privacy if the cabins are occupied. TIP London is a great location for creative photography. The old buildings and constructions make excellent backdrops. Gently rub the white Arctic bell and smell the beautiful scent. Funded by Funded by Photo: Yan-Ali Tabarand The "locomobile" – one of the advanced technologies used in London. WWW.AECO.NO WWW.AECO.NO Photo: Ole Magnus Rapp The long-tailed skua from Svalbard winter mostly in the ocean around South Africa. Nesting area for long-tailed skua	<urn:uuid:79cf5f2e-b10b-4a94-9fed-2535fd611eb1>	CC-MAIN-2025-05	https://aeco.no/wp-content/uploads/2024/04/7-aeco-nylondon-rbg.pdf	2025-01-22T03:39:28+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00337.warc.gz	69,253,672	709	eng_Latn	eng_Latn	0.998818	eng_Latn	0.998822	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1981, 3188 ]	[ 2.015625 ]	1	0
Repeating Patterns Circle the picture that comes next in each repeating pattern. 1) 2) 3) 4) 5) 6) 7) Become a member to unlock unrestricted access to both printable and online worksheets. Teaching Resources @ www.tutoringhour.com Become a member to unlock unrestricted access to both printable and online worksheets. S2	<urn:uuid:ed7044e4-7b06-4b70-833e-1a94d0a6e129>	CC-MAIN-2025-05	https://www.tutoringhour.com/preview/patterns/repeating-patterns-2-wm.pdf	2025-01-22T05:19:20+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00333.warc.gz	1,080,172,461	71	eng_Latn	eng_Latn	0.986348	eng_Latn	0.986348	[ "eng_Latn" ]	false	docling	[ 333 ]	[ 2.859375 ]	1	0
A DICE GAME Instruction Card To help 3 – 5 year olds discover the numerical value of numbers. Aim: Consists of: You will need: * 1 instruction card * 1 Game board for each player * 1 A4 page with cut-out dice * Prints of templates used for creating dice. * Prints of a set of game boards that represent the number line. * A pair of scissors. * A glue-stick. * Pasta pieces to use as game pieces. Setting up the activity: * Print the dice templates and a set of 2 game boards for each player. * If desired, laminate the game boards before cutting them out. * To make the paper dice, cut out the templates and fold the paper on the dotted lines before gluing the sides together to create two cubes. * You can download the PDF file containing the templates and game boards here. Note: It's important to bear in mind that most 4 and 5-year-olds will count the pips on a pair of dice by starting from one every time – as if they are recreating the number from scratch. This is very typical. As they grow older, they slowly but surely begin to conceptualize numbers as stable quantities. Consequently, older children can be expected to treat 5 as a constant during this particular game. In other words, after rolling 2, an older child can be expected to simply say, "FIVE" and then add the second number or count on, for example, "FIVE … six … seven". Did you know? We use the dice that displays only 5's to create an equal probability of rolling each of the numbers 6 to10 during this game. If a pair of normal dice were used, it could easily become exhausting for a child to try and roll 9 and 10 as there would be a much lower probability of those numbers showing up. 4	<urn:uuid:6ecbd2ee-3687-4c54-ae81-61e470892dc3>	CC-MAIN-2025-05	https://www.babyandme.nestle.co.za/sites/default/files/2023-04/kids-activities-paper-dice-game-discover-numbers.pdf	2025-01-22T03:35:52+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00333.warc.gz	682,166,154	393	eng_Latn	eng_Latn	0.999182	eng_Latn	0.999182	[ "eng_Latn" ]	false	docling	[ 1677 ]	[ 3.359375 ]	1	0
Adult Planning Checklist INDEPENDENT LIVING SKILLS FOR ADULTS These are the essential skill areas an adult needs in order to live independently. Some skills are likely to be easier, while others may be difficult to achieve. Don't be discouraged if something is harder, give it time or consider setting it aside for a while and working on other skills. ©2021 Milestones Autism Resources. All rights reserved. We are here to help. The Milestones Helpdesk can connect you with the best resources to fit your needs, and individual or family consultations can help you make a customized action plan. Milestones Autism Planning Tool Adult Planning Checklist SAFETY AT HOME AND IN THE COMMUNITY Have a safety plan in the event of a fire, pandemic or other emergency and your home is not safe to stay at. For example: What to do if there is a fire. How to avoid crime. What to do if something is stolen. What to do if you get lost. How to safely interact with first responders (police, fire, emergency services). How to safely use the kitchen. What to do during a power outage. How to handle a meltdown while out in the community. For example: Strategies to know the signs. Try to avoid a meltdown by recognizing and avoiding triggers. Try to get to a safe place. How to ask for help. HYGIENE Bathe and handle routine daily hygiene tasks without prompting. Handle dental hygiene such as regularly changing your toothbrush every 3 months. Weekly laundry and changing your sheets and towels. Not wearing the same clothes every day. For women, know how to handle feminine hygiene such as being prepared for your period. What to do when you're sick i.e. washing hands before eating. Coughing into your elbow. email@example.com\| 216.464.7600\| milestones.org ©2021 Milestones Autism Resources. All rights reserved. Adult Planning Checklist SELF MEDICAL CARE Handle simple first aid, a cold or stomach virus. Keep basic over the counter medications on hand. Check expiration dates periodically. Handle personal care properly. Know what not to do that could hurt you (i.e. pushing a Q-tip too deeply in your ear). Know medical history and what to share with a doctor like allergies and conditions. Keep track of essential information like your vaccines and medical issues. Understand routine medical and dental care. How often to see dentist/each type doctor. How to make an appointment with your doctor and which type of doctor to see for what. Know when to see a doctor? Know what is an emergency. How to refill your prescriptions. For controlled substances know strict rules including seeing a doctor regularly. Ensure you don't run low on medications without getting the next prescription filled. FOOD/NUTRITION Know how to fix 10 meals. Know how to use a stove, microwave, toaster and dishwasher safely. Handle grocery shopping. Clean up after a meal. Maintain your refrigerator and stock of favorite food. Regularly check food expiration dates. Know what to keep or throw away including leftovers. ©2021 Milestones Autism Resources. All rights reserved. Adult Planning Checklist MANAGING HOUSEHOLD Cleaning and maintenance of the home. Home maintenance such as changing furnace filters, servicing furnace/air conditioner. Keep and maintain stock of cleaners. Maintain your household appliances such as cleaning/emptying the vacuum cleaner. How to regularly clean and sanitize the bathroom and kitchen. Has and maintains rental or homeowner insurance and payments for it. How to do laundry. What to do if the power goes out and how to report outage to your utility company. Have flashlights and know where they are. Do not use candles because of safety hazards. Prepare for unexpected such as things breaking and know who is responsible for fixing. What your rental/home insurance covers and how to do that process vs you pay cost. If a storm causes a problem with the ceiling or roof, do you call the landlord, building manager, or are you responsible for finding someone to fix it. FINANCIAL LITERACY Pay bills. Understand and handle budgeting. Has a reliable means of paying for things and understands how to use them. Has a savings/checking account and maintains it. If applicable, has and manages other savings tools such as retirement account. Know how to figure out what a reasonable price is for things and where to get them. Maintain eligibility for your benefits as needed, providing required documentation. Understand how to recognize junk mail, spam email and scam phone calls. Avoid getting taken financially including online or in person. Know to keep financial and personal information private, not sharing with anyone. Know to read before signing a contract and make sure you understand before signing. Understand when and who to ask for help (i.e. to read an apartment lease before signing). Has rental or homeowner insurance from a reliable company and keeps it maintained. firstname.lastname@example.org \| 216.464.7600 \| milestones.org ©2021 Milestones Autism Resources. All rights reserved. Adult Planning Checklist DRIVING/TRANSPORTATION Know how to drive safely and maintain auto insurance. How to find directions to get places and home and multiple routes for getting home. Know how to use public transportation. Gets public transportation disability pass/discount if appropriate. How to use ride share companies. How to use free community transportation for people with disabilities. Has transportation for essential errands, getting to and from work and social activities. If drives knows what to do in case of an accident. If drives can do so in rain, snow, and road conditions such as construction and detours. Maintain your drivers license, license plates/registration/stickers. Has and knows how to renew a disability placard if appropriate. Maintain your car, routine maintenance if you have a car. Save money for car repairs. Know to be careful about lending your car, public transportation card, disability placard. EMPLOYMENT Achieve skills, training and/or education needed for a position. This could be on the job training, an apprenticeship, trade school or an internship. Know types of jobs right for you based on your needs and interests that give you income. Know how to job hunt (or where to get help with this). Understand and able to handle workplace practices, habits and focus. How to ask for support and accommodations. Know the steps for how to quit, change or look for a new position. Know how to ask for references. Keep notes of skills and projects you've done that you could use for a job application, resume, LinkedIn profile and for networking. email@example.com \| 216.464.7600 \|milestones.org ©2021 Milestones Autism Resources. All rights reserved. Adult Planning Checklist SELF-ADVOCACY SKILLS Know how to say no/yes/state your preferences appropriately. Know how to deal with landlord, neighbors, boss. Manage your unique sensory issues and needs. Know how to handle the level of dating and sexuality you are comfortable with and want. Know how to deliver bad news. Understand body safety, appropriate touching and that no one has the right to touch your body without your permission. LEISURE SKILLS Comfortable planning your own activities for your free time. Can manage transition from fun activities to job, maintaining home or other obligations. Know how to set limits/stop doing a favorite activity such as video game, favorite show. Know what to do when you're feeling lonely or want social connection—what to do next. Understands internet safety and practical precautions to avoid getting taken advantage of. EXECUTIVE FUNCTIONING Use appropriate focus to perform on the job and handle daily tasks in your home. Get up in the morning and get to work on time. Get to sleep at a reasonable hour for your work schedule. Manage your time and focus between your devices and home, social and employment life. SOCIAL SKILLS/RELATIONSHIPS/SEXUALITY How to make friends or have stable friendships. How to know whether someone is an acquaintance or friend. How to tell if someone is trying to take advantage of you. How to handle whatever level of sexuality is comfortable for you (i.e. dating). How to use birth control if appropriate. How to avoid exploitation, unwanted touching, etc. firstname.lastname@example.org\| 216.464.7600 \|milestones.org ©2021 Milestones Autism Resources. 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Have you ever wondered why everything falls to the ground instead of ﬂoating away into space? Well, let's dive into the fascinating world of gravity and discover how it works. A long time ago, a brilliant scientist named wrote a special book called "Mathematical Principles of Natural Philosophy." This Isaac Newton had a big idea about gravity. He Preview book helped us understand many things about our world, and it all started with gravity. With this theory, Newton not only explained the phenomenon of objects falling to Earth but also understood the complex dance of planets and their orbits around the Sun. Gravity is like a secret magnet that pulls things with mass toward each other. In simple terms, it's what makes things fall when you drop them. Imagine you have a strong magnet in your hand, and there's a metal object nearby. When you move the magnet closer, the metal object is magically pulled toward it. Gravity works in Become a member to unlock unrestricted access to both printable and online worksheets. www.tutoringhour.com a similar way. It pulls objects toward the Earth because our planet is big and has lots of mass. Gravity is a force inherent to all objects with mass, although its strength varies depending on an object's mass and proximity to other objects. In simpler terms, the closer you are to an object and the more massive that object is, the stronger the gravitational force it exerts. For instance, the Sun and the Earth have signiﬁcantly more gravity than smaller objects, like a basketball or a pencil. You know that feeling when you drop your favorite ball, and it goes straight down to the ground? That's gravity in action! It makes everything fall to the ground. Ever wondered why you weigh a certain number of pounds or kilograms? Well, that's because of gravity. Your weight is like the Earth's way of pulling you any air to breathe! If the sun were less massive, the balance of gravitational forces that keep the Earth in orbit would be upset. This could cause Earth to veer oﬀ its path and potentially head into space. If the Moon were to stop moving around the Earth, Earth's gravity would pull the Moon closer, causing it to move toward Earth. The Moon's gravitational attraction as it orbits Earth causes the shape of our planet to change slightly. This eﬀect leads to the rise and fall of ocean tides, creating the familiar rhythm of high and low tides. Interestingly, when gravity is present, all objects fall at the same rate, regardless of their mass. This is known as the equivalence principle. If you were to drop two objects of diﬀerent masses from a tall building, they would hit the ground simultaneously, demonstrating the universality of gravity's eﬀects. Preview So, gravity is like a magical force that keeps everything in its place, from people on Earth to the planets in space. It's the reason why things fall, why we stay on the ground, and even why the ocean tides come and go. Gravity is pretty amazing, and it's all around us, making our world work in fantastic ways! Become a member to unlock unrestricted access to both printable and online worksheets. www.tutoringhour.com 1) Who was the scientist known for his groundbreaking work on gravity, and what was the name of his important book? 2) How does gravity work, and why do objects fall when you drop them? 3) What happens to an object's weight when there is more gravity, and how does it change on the Moon? Become a member to unlock unrestricted access to both printable and online worksheets. 4) What is the equivalence principle in gravity, and how does it aﬀect the way objects fall? Preview www.tutoringhour.com 6) Write T if the statements are true and F if they're false. Preview 5) Give one real-life example of how gravity aﬀects our world, as mentioned in the passage. 7) Imagine you are holding a balloon ﬁlled with helium. You accidentally let go of the balloon. Does the balloon fall to the ground? Explain. a) Gravity is a force that makes things fall to the ground. b) If you were on the Moon, you would weigh the same as you do on Earth. c) Without gravity, we would ﬂoat away from Earth like astronauts in space. Become a member to unlock unrestricted access to both printable and online worksheets. d) The Moon's gravitational attraction is responsible for the rise and fall of ocean tides. e) Isaac Newton's book "Mathematical Principles of Natural Philosophy" introduced the three laws of motion. www.tutoringhour.com	<urn:uuid:5c04dfa4-5b1b-44d0-bab7-554a58ab2c1b>	CC-MAIN-2025-05	https://www.tutoringhour.com/files/reading-comprehension/5th-grade/gravity-wm.pdf	2025-01-22T03:56:39+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00338.warc.gz	1,067,932,261	979	eng_Latn	eng_Latn	0.999085	eng_Latn	0.999252	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1546, 2201, 3156, 3660, 4491 ]	[ 3.96875 ]	1	0
Ogbourne CofE Primary School Friendship Integrity Respect Effort High Street, Ogbourne St. George, Marlborough, SN8 1SU Tel: 01672 841318 email@example.com www.ogbourne-st-george.wilts.sch.uk Oaks Curriculum Term 1 2024-25 Dear Parents, We hope that you had a wonderful summer. Welcome back to our big Year 2s and a warm welcome to our Year 1s. We know this transition term is going to be challenging for all the Year 1 children as they adjust to the new bigger class, more independent learning and much more formal lessons. We will try to ease the children in gently as we understand what a big change moving to Oaks brings and we are sure the Year 2s will be excellent and kind learning partners. A warm welcome our new pupils in Year 2 who are joining us from other schools. It's lovely to have you join us! English: We will begin the term by writing our own underwater adventure story. We will then base our writing on the book Where the Wild things are by Maurice Sendak. For the first few weeks we will be focusing on vocabulary collecting, setting good writing habits e.g. letter formation and small steps in sentence writing. In our Storytime we will be reading books by Julia Donaldson. We will continue to choose a Wow Word each week and will focus on word classes – is it a noun a verb, adjective or adverb? Maths: The Can Do Maths programme breaks down our maths learning into small manageable steps. The Knowledge organiser for Year 1 and Year 2 learning is attached. Both year groups will begin with a focus on number and place value. Numbots and TTRock Stars: These online games are available to practise maths skills at home. Numbots is especially suitable for both Year 1 and 2 and is a good way of practising the important mental maths skills in addition and subtraction. 5-10 minutes a day really does make a difference and we strongly encourage the children to do this as part of their homework. Each month we will award certificates to those that have passed Numbots levels. We recommend TTRock Stars for later in the year for Year 2. Log in details for both will be in the front of reading records. History: How am I making history? This focuses on chronology and how we have grown and changed from past to present. Science: Weather and seasonal change. PHSE: Me and my relationships My Happy Mind: Meet your brain Art: Sculpture and 3D art: Paper Play Music: Harvest songs. Follow the leader, call and response Principal: Lucy Crump Registered in England; Company number 08146633 Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Ogbourne CofE Primary School Friendship Integrity Respect Effort High Street, Ogbourne St. George, Marlborough, SN8 1SU Tel: 01672 841318 firstname.lastname@example.org www.ogbourne-st-george.wilts.sch.uk French: We will 'go to France' each week – learning how to introduce ourselves and say how we are feeling. In our first lesson we will be making passports. RE: 'Judaism: Why do Jewish families talk about repentance at New Year (Rosh Hashanah)? PE: Children should bring named PE kit (white t-shirt, black/navy shorts and trainers) to school in a bag which they can hang on their peg at the start of the week and take home on Fridays. They will be changing in class before the lesson. PE lessons will be on Tuesdays and Thursdays. This term they will be doing gymnastics and invasion games. Reading: All children will be given a new reading record and 2 reading books. We ask that this is put in a book bag and brought to school daily. Children will take this home each night for reading at home. Books will be changed once a week on Thursdays so the children will not be bringing their book bags home that day. We would like to invite all KS1 parents to our phonics and early reading evening on Wednesday 11th September at 6pm where we will be explaining in more detail how phonics and reading is taught at Ogbourne. Phonics: Year 1 will be learning Phase 5 phonics this term and recapping the previous phases. We will be following our phonics scheme Essential Letters and Sounds. We will give more information about this at the Phonics and Early Reading evening. Year 2 will be starting our ELS spelling curriculum in week 2 where they will build on their phonics knowledge with letter patterns and some spelling rules. Handwriting: In Oaks the children begin to learn to write the cursive handwriting style –with all letters starting on the line. Correct pencil grip is vital but is tricky to keep an eye on in class. If you have the opportunity to check grip at home too it would be very helpful. Thank you! Indoor shoes: In Oaks we kindly request that children have an indoor pair of shoes in school – these can be daps, slippers or similar. They should be named and will stay in class by then children's chairs. Once the rain starts shoes get very muddy indeed! To keep our reading mat clean, we have a no outdoor shoes rule. Indoor shoes make it all much easier for moving around school. With good wishes, Karina Nicholson and Amanda Virgilio – Oaks Class Teachers Principal: Lucy Crump Registered in England; Company number 08146633 Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Ogbourne CofE Primary School Friendship Integrity Respect Effort High Street, Ogbourne St. George, Marlborough, SN8 1SU Tel: 01672 841318 email@example.com www.ogbourne-st-george.wilts.sch.uk Principal: Lucy Crump Registered in England; Company number 08146633 Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Ogbourne CofE Primary School Friendship Integrity Respect Effort High Street, Ogbourne St. George, Marlborough, SN8 1SU Tel: 01672 841318 firstname.lastname@example.org www.ogbourne-st-george.wilts.sch.uk Principal: Lucy Crump Registered in England; Company number 08146633 Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX	<urn:uuid:455fce98-da91-4564-b4fc-c3820d342b28>	CC-MAIN-2025-05	https://ogbourne.excalibur.org.uk/wp-content/uploads/2024/09/Oaks-Curriculum-Overview-Term-1-2024-25.pdf	2025-01-22T05:19:58+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00343.warc.gz	439,240,851	1,461	eng_Latn	eng_Latn	0.624879	eng_Latn	0.997133	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2655, 5332, 5727, 6122 ]	[ 2.328125 ]	1	0
Droppin' Science MAKING MUSIC &MATH This workshop allows students to make music by assembling and editing instrumental, sound effect, beat and spoken word samples together to form a composition. We hope they will: 1. consider issues of composition, musicianship, and improvisation in modern music; 3. understand how mathmatical concepts apply to composition and music. 2. build their own sampled music (without needing to have technical musical skill); and Participants will use a mixing board created by the team. They will plug in sensors to adjust and mix the music, producing songs composed of sound samples. All the action is physical, not on the computer. The students will learn that it is the content and creative ideas that drive self-expression. For more information, or to contact your instructors from a previous workshop, email us at email@example.com. The Droppin' Science Team: Virginia Eubanks, Tristan Jehan, Maddy Kadish, Egon Pasztor, Elisabeth Sylvan, Catherine Vaucelle This workshop allows students to make music by assembling and editing instrumental, sound effect, beat and spoken word samples together to form a composition. We hope they will: 1. consider issues of composition, musicianship, and improvisation in modern music; 3. understand how mathmatical concepts apply to composition and music. 2. build their own sampled music (without needing to have technical musical skill); and Participants will use a mixing board created by the team. They will plug in sensors to adjust and mix the music, producing songs composed of sound samples. All the action is physical, not on the computer. The students will learn that it is the content and creative ideas that drive self-expression. For more information, or to contact your instructors from a previous workshop, email us at firstname.lastname@example.org. The Droppin' Science Team: Virginia Eubanks, Tristan Jehan, Maddy Kadish, Egon Pasztor, Elisabeth Sylvan, Catherine Vaucelle Welcome to the Droppin' Science Workshop! This workshop will allow you to make music by assembling and editing instrumental, sound effect, beat, bass and spoken word samples together to form one composition and perform it for their friends. Part I: Introductions 1. What is sampled music? (10 minutes) 2. Meet the mixer, how it works... (10 minutes) 3. Experiment with the system. (20 minutes) Part II: Composition 3. A Little Lesson: Beats, Measures & Composition (5 minutes) 4. Sketch your composition. (20 minutes) 5. Practice your composition. (20 minutes) 6. Recording Session (5 minutes) Part III: Performance 7. Perform for each other/Record performances (30 minutes) 8. Evaluation: What is sampled music, Part II? Did the tools enable or constrain you? How about the content? How can we make this better? (20 minutes) 9. Wrap-Up: Places to go for more information and to continue this kind of work. (10 minutes) Resources for Further Experimentation Breakbeat & Electronic Music Resources 120 Years of Electronic Music http://www.obsolete.com/120_years/ Breakbeat Lounge http://breakbeatlounge.ch Pink Noises - Resources for Women in Electronic Music http://www.pinknoises.com The Roots of Electronica http://www.plato.nl/e-primer/theroots.htm Music & Math The Algebra Project, Boston (see African Drums & Ratios) http://www.algebra.org Personalities DJ M Singe (Soundlab Studios) http://www.soundlab.org DJ Spooky, That Subliminal Kid http://www.djspooky.com Tools Audio editing shareware: Cakewalk Pro Audio (PC), Cool Edit (PC), sonicWORX Artist Basic (Mac), Sound Edit Pro (Mac), Sound Effects (Mac), Soundforge (PC) Napster - A Great place to download content for sampling! http://www.napster.com Harmony Central - Resource for electronic music hardware & software, including good reviews for newbies http://www.harmony-central.com	<urn:uuid:a7ba91e5-14b5-4bca-806e-cb122d74f11e>	CC-MAIN-2025-05	https://ocw.mit.edu/courses/mas-712-how-to-learn-almost-anything-spring-2001/f56e0b02b547c316b91f6cb5fc4c3fd7_Droppin_Science.pdf	2025-01-22T03:42:30+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00341.warc.gz	430,323,224	868	eng_Latn	eng_Latn	0.987025	eng_Latn	0.992244	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1003, 1971, 3851 ]	[ 2.828125 ]	1	0
DEATH AND THE KING'S HORSEMAN Student-generated Questions and Theses Questions: 1. Whose story is this? Who is the "King's Horseman," Elesin or Olunde? 2. How do the women in this play shape and guide the play? 3. How does the story of the Not-I bird relate to the play as a whole? 4. When Jane and Olunde are discussing the "strange custom" of a chief committing suicide following the King's death and Jane questions Olunde regarding this "ritual suicide" Olunde responds: "Is that worse than mass suicide? Mrs. Pilkings, what do you call what those young men are sent to do by their generals in this war? Of course you have mastered the art of calling things by names which don't remotely describe them." Do you agree that war and this ritual are comparable? If not, why do you think some customs are accepted and others are not? 5. Nigeria is independent at he time of the play [DH: No, it isn't: it is independent when Wole Soyinka wrote this play, but not in the 1940s. Soyinka lived through the transition from colony to independent nation, which took place in the early 1960s. Think about how that difference functions, and how you might reconceptualize the following questions as a result:] In what ways, however, has their former colonization made the [maintenance of] Nigerian customs difficult? Is there hope for the future generation to retain Yoruba or Ibo customs? 6. How would this play be different if it was written in Kiswahili rather than English? Soyinka [himself] feels "no contradiction, no sense of guilt, in the fact that [he] write[s] and communicate[s] in English." However, some people would say that Soyinka is writing in the oppressor's language. Do you agree? If not, why? [DH: my added questions for the author of this question: now that you realize the playwright is male rather than female, what difference does that make, if any, to your response?] Three theses: 1. Self-sacrifice is necessary to maintain the way of life. The captain of the ship that exploded showed the same courage and resolve that Elesin has at the beginning of the play. The sacrifice allows others to continue their lives unhindered. When Elesin does not die there is chaos as a result. 2. Sergeant Amusa does not fit into either the English or Yoruba culture. As such he receives no respect and his actions do not benefit either side. 3. The Bride as a symbol for life in death: as Elesin dies, the Bride must turn her mind to the unborn, as Iyaloja remarks. Death and the King's Horseman, round two. Questions: 1. In Scene 5, when Elesin tells Pilkings, "The contempt of my own son rescued something of my shame at your hands... He will avenge my shame, white one. His spirit will destroy you and yours," is he speaking the prophetic truth? In what sense do Olunde's actions "destroy" the white man? 2. What parallels are drawn between Christianity and the native religion? How is this done, and what should we learn from it? 3. How does the emphasis on transition as paramount explain the internal logic of the local customs? Is this understanding what Pilkings so missed and misinterpreted? 4. When Elesin says, "Who seeks not to be remembered? Memory is Master of Death, the chink in his armour of conceit," he is making a statement that explains much of his attitude towards his actions. How does this emphasis on both the memory and consequences of an action, as opposed to an emphasis simply on the action in and of itself, explain the emphasis on transition as the ultimate link? 5. What is the significance of the metaphor of the plantain? (Eg. "The sap of the plantain never dries. You have seen the young shoot swelling even as the parent stalks begin to whiter.") 1. In the beginning when Elesin chose a new wife who was already betrothed to another man, there was talk of him being cursed by the dis-possessed husband. Could this have contributed to Elesin's downfall and drop from grace? Two more theses: 2. The women of _Death and the King's Horseman_often act more sensibly than the men, with problems arising when the men do not take the women's advice. 3. People from different backgrounds often have varying beliefs regarding suicide, with some feeling it brings honor and others believing it is barbaric.	<urn:uuid:cc3cc856-3e8c-44f4-92ad-a22d4b40af1e>	CC-MAIN-2025-05	https://ocw.mit.edu/courses/21l-005-introduction-to-drama-fall-2004/c972b8ebb194324633f68377e0fdcd12_student_question.pdf	2025-01-22T04:30:49+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00343.warc.gz	438,833,616	980	eng_Latn	eng_Latn	0.998995	eng_Latn	0.99899	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2521, 4249 ]	[ 2.234375 ]	1	0
6.1 The historic urban character of Shaftesbury The urban character of Shaftesbury, like any town, is a product of many factors including topographic position, history of estate ownership and management, geographical relationship with other towns and resources, and other historical events. The topographic position of Shaftesbury, on a projecting spur of Upper Greensand overlooking the Blackmore Vale, has had a profound effect on the location, form, economy and character of the town. The pattern of streets, running parallel with and cutting across the Greensand ridge, reflects the underlying pattern of the geology. The position of the town itself, on the tip of the Greensand ridge, was largely the result of the defensive potential of the topography, which formed an important aspect of the siting of the original Alfredian burh in the late ninth century. The character of Sherborne has been shaped by its history: from its origins as an Alfredian burh, through the rise and fall of the abbey, its importance as a place of pilgrimage and a refuge for travellers on the Great West Road, and its long history as a successful market town from the late Saxon and medieval periods onwards. The plan layout of the town consists of several major elements. The historic core comprises the rectangular area of the former Saxon burh lying along the spur, with its single main street and perpendicular parallel lanes, and the Late Saxon or medieval market town to the east, which has an irregular grid of streets and lanes and the vestiges of regular burgage plots. The location of the medieval market place is still evident in the width of the High Street and The Commons. A radial pattern of roads connect the town to Salisbury, Sherborne, Gillingham, Warminster, Blandford and further afield. These roads are likely to have their origins in the Saxon period or earlier. Linear development along Salisbury Street may mark a medieval historic suburb. The limits of the medieval town to the east is marked by the fringe-belt of Barton Hill and Cockram's Field, with its large scale recreational and commercial developments. Below the hilltop is the linear development of St James, an early suburb of the town, as well as more dispersed rural settlements at Cann, Enmore Green and along Layton Lane and at Little Down. Modern suburban development is largely concentrated to the east of the historic town on the east side of Christy's Lane, though there are smaller areas of modern housing on the edges of Enmore Green, St James and Cann (Figure 53). Historic buildings form a major part of the character of Shaftesbury. The majority date from the early 19 th century rebuilding of the town, but there is a very small number of medieval and early post-medieval structures and rather more 18 th century houses. The market place and High Street retain their 19 th century façade and large buildings that reflect the town's prosperity as a market town. Gold Hill and St James contain some of the best preserved historic streetscapes in the town. The extensive use of local Greensand for walling is a strong contribution to the distinctive historic character of Shaftesbury. Modern suburban development in Shaftesbury is typical of its period and has little local distinctiveness, either in estate layout or house style. However, as this development has largely avoided the historic core, it has not detracted significantly from the historic character of the town centre. Open green spaces and panoramic views across the Blackmore Vale to the north, west and south contribute significantly to the character of Shaftesbury. Green spaces are concentrated on the steep slopes around the historic town and include Abbey Park and Castle Hill, both historic sites. Other more minor open spaces are found on Snakey Lane (the former Abbey fishponds), Roll Millennium Green in St James, Enmore Green, and the Recreation Ground on Barton Hill. 6.2 Historic Urban Character Areas of Shaftesbury A total of eight Historic Urban Character Areas have been defined for Shaftesbury as shown on Figure 54 and listed below. They comprise the area of the Greensand promontory comprising the area of the Saxon burh and abbey (Character Area 1), the medieval town centre and market place (Area 2), the historic suburb of St James (Area 3), the peripheral, mainly commercial and recreational development at Barton Hill (Area 4), the rural semi-suburban area below the town along Layton Lane (Area 5), the historic rural settlements of Cann (Area 6) and Enmore Green (Area 7) and the modern housing and industrial estates on the eastern edge of Shaftesbury (Area 8). 1 Bimport 2 Shaftesbury Town Centre 3 St James 4 Barton Hill and Cockram's Field 5 Layton Lane 6 Cann 7 Enmore Green 8 East of Christy's Lane	<urn:uuid:6ea917fe-604b-4916-99fb-0f46de8be390>	CC-MAIN-2025-05	https://www.dorsetcouncil.gov.uk/documents/35024/283242/Shaftesbury_Part_6_Characterisation_February_2011.pdf/4516f055-cf9c-467e-ddd9-4361b90c8ea1	2025-01-22T04:17:23+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00340.warc.gz	761,143,933	993	eng_Latn	eng_Latn	0.849495	eng_Latn	0.996961	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4684, 4791 ]	[ 2.28125 ]	1	0
Multiplication race Year 3 Focus Times tables What's needed x4 Home Mats Action Mats required: Target Mats, four Shuttle Run Mats Maths mats required: Single digit mats, x and = 0 Warm Up Multiplication Corners Place a 2-digit number in each corner of the room. Children circulate the room and when the whistle is blown move to a number of their choice. Call out a multiplication where the answer is one of those 2 digit numbers. The children in this corner gain a point. Repeat several times. Main task Multiplication race Students should be grouped into 4s. Each group should be allocated to a Home Mat. All team members stand behind the Home Mat apart from the person who is first in the queue who stands on the Home Mat. The student standing on the home mat should have a bean bag. The teacher shouts out a number (ensure it is in the focus times tables for your group. The students have to think of a multiplication that equates to the number shouted by the teacher. This is done by completing the following task: After the teacher shouts out the number the first person from each group throws their beanbag onto the Target Mat. If their beanbag lands on the middle of the target they are allowed to run and collect two Maths Mats. If they hit the target, but not the middle, they can collect one Maths Mat, but if they miss the target all together they cannot collect a Maths Mat. They must bring the Maths Mat back to their team and also collect their teams' beanbag on their return to the Home mat. When the student gets back to their group they place the number(s)/multiplication symbol/ equals symbol on the floor to the side of their Home Mat and pass the beanbag to the next person in the team. As soon as the mat(s) is on the floor the next student in the queue repeats the task. The students who are waiting for their turn should arrange the collected numbers into multiplications that equate to the number shouted by the teacher. The winning team is the team that is first to create a correct multiplication. More able groups could use answers that are outside the normal 12 times tables	<urn:uuid:b0968486-3483-41a2-b2ec-1da6578b16d9>	CC-MAIN-2025-05	https://actionmats.co.uk/wp-content/uploads/2024/09/Y3-Action-Maths-Activity-Plan-Multiplication-race.pdf	2025-01-22T05:23:31+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00350.warc.gz	73,174,761	453	eng_Latn	eng_Latn	0.984668	eng_Latn	0.998797	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 190, 2124 ]	[ 4.125 ]	1	0
RAPPS: Religion, Assembly, Press, Petition, Speech Recently, my social studies teacher asked the class, "Can anyone tell me what a social contract is?" We all stared blankly at one another, looking to see if anyone was brave enough to share their assumption with the class. No one answered. We all sat there waiting for an explanation. According to the Merriam-Webster dictionary - A social contract is an actual or hypothetical agreement among the members of an organized society or between a community and its ruler that defines and limits the rights and duties of each. Or as my teacher explained to the class, "We all have a social contract, right now it is between me as a teacher and all the students in this class. It is two-sided - I am the teacher, so I teach you guys about new things you do not know yet, and in return, you are quiet, respectful, and listen to what I tell you. But what if I just came into class everyday unprepared and said, "Well I don't have anything planned for today; so, I guess we'll just make it up as we go." In that scenario, I as the teacher would be breaking my part of the social contract in this class. Now as the student body, there is one thing you could do about it - you could demand a new teacher. It is that simple. If the social contract is broken, or if one side fails to uphold their part of the agreement you could rebel and demand change. Likewise, if you fail to complete homework, assessments, participate in class etc., it will affect your grades, or you will face consequences for your actions." That explanation made much sense. And to take it further, I realized that much like the social contract I have in my class, we as citizens have a social contract with our government as our constitution implies "Governments are instituted among men, deriving their just powers from the consent of the governed." If our government does not keep its part in the social contract, we as people can use our first amendment rights (RAPPS) to do something about it. Likewise, if we as the governed do not do our part and abide by the rule of law, then we will face consequences by our judicial system. The downfall of the great roman empire was caused by government corruption, economic corruption, the rise of Julius Caesar, and citizen rebellion. Athens, the world's first democracy, eventually met its demise, due to many wars, defeats, and political turmoil. That is why our founding fathers were very careful in the making of our government, not to repeat the mistakes of these past civilizations. So today we have a press that holds our government accountable by reporting the good, bad, and the ugly. We, as citizens, can speak freely about controversial issues and we can write petitions and gather signatures and give them to state representatives to see if grievances can be addressed at a state or federal level. In our history we can see that RAPPS – the first amendment to our constitution laid the bedrock foundation for important amendments in the future – milestones in our nation such as abolition of slavery, the women's right to vote were a result of the citizens understanding of their rights and standing up for it. We have come a long way since our nation was founded nearly 247 years ago. Our nation's past is far from perfect. The constitution is a set of ideals and rules put together by imperfect people, who stated this in the first line of the constitution "We the people of the United States, in order to form a more perfect union." So, we strive daily, as citizens of this great country to form a more perfect union using the freedom of RAPPS – the freedom of Religion, Assembly, Press, Petition and Speech as outlined in our first amendment. This is our social contract, and I don't know about you, but as a citizen of this generation, I am going to do my very best to uphold my part of the contract. 2	<urn:uuid:cbfae302-525e-4679-b847-2e7ae4bbbeba>	CC-MAIN-2025-05	https://constitutingamerica.org/wp-content/uploads/gravity_forms/9-7345aef343d505739005b089910a60fb/2023/09/RAPPS.pdf	2025-01-22T04:49:15+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00348.warc.gz	183,558,577	813	eng_Latn	eng_Latn	0.999329	eng_Latn	0.999452	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1867, 3889 ]	[ 3 ]	1	0
Giving Feedback 01 Think of a time when you gave feedback that was well-received. What made your feedback effective in that situation? Have you ever given feedback that was not well-received? What do you think went wrong? 02 How do you ensure your feedback is constructive rather than purely critical? 03 What strategies do you use to prepare for giving feedback? 04 How do you tailor your feedback to different individuals? 05 What role does empathy play in giving feedback? 06 Can you recall a time when you hesitated to give feedback? What were your concerns? 07 08 How do you balance honesty with kindness when giving feedback? What techniques do you use to ensure your feedback is specific and actionable? 09 10 Do you follow up after giving feedback to ensure it was understood? If so, how? ©️©️ Cameron Conaway \| CameronConaway.com	<urn:uuid:1c64e429-d898-46a1-93a0-dd46d22cd1e6>	CC-MAIN-2024-26	https://cameronconaway.com/wp-content/uploads/2024/06/Questions-about-Giving-Feedback.pdf	2024-06-25T10:54:54+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00130.warc.gz	125,087,542	188	eng_Latn	eng_Latn	0.997718	eng_Latn	0.997718	[ "eng_Latn" ]	false	docling	[ 849 ]	[ 3.125 ]	1	0
Acorns Curriculum Overview Term 1 – September 2024 Dear Parents, We hope you had a good summer, and we welcome you and your child to Acorns. In order for your child to get the best out of school, we believe that we should foster a close partnership with you, the parents. Therefore, we are available after school to discuss any issues that may arise. We do understand, especially for new parents to school, that this can be an anxious time both for the parent and the child. No question is "silly" so please do contact us if you have any questions – either speak to us after school or email us on firstname.lastname@example.org and we will reply during school hours. Also, we would like to invite you to an informal coffee morning on Thursday 19 th September from 9.00 a.m. until 9.30 a.m. - it will be an opportunity for us to address any questions you may have once your child has started school. Please find detailed below an overview of our learning in Acorns this term. Topic: Our topic this term is 'All About Me'. The children will be learning about their appearance, how they have changed (from baby to toddler to now), recognising different emotions and senses and then looking at families and homes. Please could you send in or email a photo of your child when they were a baby and a toddler, which we can use for a display in the classroom. We will take good care of the photos. Phonics: Phonics is how we teach reading and writing – please do come along to our Parents' Information Evening on 'Early Reading and Phonics' on Wednesday 11 th September at 6.00p.m. Each day, the children will learn a new 'phoneme' (the sound that an alphabet letter makes e.g. c for cat) and they will learn to read it and to write it. By the end of Term 1, we will have covered MOST of the letters of the alphabet (graphemes). Information about the week's phonics will be sent home on a Friday, in a plastic file, for you to practise with your child at home. This will include "Harder to Read and Spell Words" and the grapheme-phoneme correspondence (GPC) which is also known as 'letter-sound correspondence'. Alongside this, you will also find two new reading books linked to the phonics scheme plus a class library book which your child has chosen themself for you to read to them. These books will also be sent home every Friday, starting Friday 13 th Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Registered in England; Company number 08146633 September. A reading record will accompany these books with a written comment from the teacher. Please could you date and sign when you hear your child read – if a child reads at least four times a week, they will earn a "Praise Point". The school policy states that book bags should be sent into school daily. This is because parent helpers may hear your child read. We would be very grateful if the bookbags could come in daily. However, it is imperative that your child's book bag and plastic file are at least sent back to school every Thursday so that we can change the books and insert the homework after school. Maths: Following Can Do Maths, each day we take a little step further, building on what we have learned before. As a class, the children will be working on numbers 1-7 – learning to count aloud (backwards and forwards), recognising and writing the numerals and looking really closely at how the number is made up e.g. 5 = 2+3, 3+2, 1+4 etc. They will also do plenty of counting things out as they say the number – it's a crucial skill. We want the children to understand that the count for a set of objects remains the same even if the objects are moved around, as long as no objects are added or removed. During teacher led activities, we will be able to support those children who need help with the whole class work and extend the learning of those children who are confident with the whole class work. Writing: Using the phonics learned during the phonics lessons, we will encourage the children to write/ make marks to represent writing during their child-initiated sessions as well as during teacher led activities. Also, we will cover daily 'Squiggle as you Wiggle' sessions where the children copy certain movements designed to build up their upper body strength which is necessary to help with writing. The children will also learn to always hold their pencils correctly. RE: We will look at the "Big Question", "Why is the word 'God' so important to Christians. PE: Sport coaches will lead the PE sessions on Tuesday afternoons and Thursday mornings. This term's focus will be on ways of moving (running, slithering etc.) and moving to music. As part of the Early Learning Goals, children need to be able to dress themselves independently so we would like your child to have a PE kit in school which should comprise of a white t-shirt, blue or black shorts and daps or velcro trainers for ease of changing. On PE days, they should come to school in their school uniform as getting changed will be part of the PE lesson. Please ensure every piece of clothing is named. Also, we would be very grateful if you could supply a change of underwear and socks, to be kept in the PE bags, in case of any accidents. Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Registered in England; Company number 08146633 PSHE: (Personal, Social, Health and Emotional Education) We use the Scarf scheme for these lessons and we will be looking at relationships and emotions. Homework: The BEST thing you can do to support your Acorn is to read with them at home - read to them and listen to them read to you. The more books you read together, the better a reader your child will become. Substantial research has proven that the more a child reads and is read to, the better they perform academically. Please see attached letter about reading, and as mentioned above, information about phonics and reading will come home weekly. Please spend ten minutes, four times a week, hearing your child read their two phonics books and support them with learning the week's phonics, on the sheet sent home weekly. We look forward to working with you and your child this year. Here's to a happy and prosperous year! Best wishes, Mrs Crump, Mrs Procter and Mrs Stannard Mrs Crump teaches on Mondays and Tuesdays Mrs Procter teaches Wednesday through to Friday Mrs Stannard is our class Teaching Assistant Reading letter is attached on the next page: Reading at Ogbourne - Acorns and Oaks Dear Parents and carers Following an update from the DfE around phonics teaching, we have moved to Essential Letters and Sounds; this is a daily phonics programme based on Letters and Sounds (2007). This new phonics programme will support your children in making quick progress to become fluent and confident readers by decoding words (recognising what sound each letter pattern makes) How often should I read the decodable texts sent home weekly with my child? To best support us in teaching your child how to read, we ask that you read the two decodable texts provided by the school 5 times across the week. Spending 10 minutes a day reading with your child will hugely support them in their journey to becoming an independent reader. Your child will be practising what they have been taught in school with you at home. We will only ask children to read books independently when they can decode these by themselves. What is fluency? It is a key part of learning to read that children re-read words and sentences that they can decode until they are fluent (read with ease and precision). By reading texts several times, children have the greatest opportunity to achieve this fluency. The texts sent home are carefully matched to the teaching taking place in school. What are sharing books? Any books that are not yet decodable for the children will be a sharing book. These books are there for you to read with your child, helping us to instil a love of reading from the very beginning of their reading journey. These could be read together with your child reading the words they are able to decode or could be read to your child. Children will be able to choose a sharing book from the class library to bring home along with their decodable books each week. They must bring back the sharing book before being allowed to take another home. When do book bags need to be in school? We will be changing children's books once a week on Fridays; this allows your child to re-read each book several times building their confidence and fluency. This is especially important as they begin to learn that the sounds within our language can be spelt in different ways. Please make sure that book bags are brought in to school every Thursday in order for the books to be changed and ready for Friday. How can I communicate with the teacher about how reading is going at home? Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Registered in England; Company number 08146633 All children will have a reading record which will go between home and school in the book bag. This will be seen weekly by the teacher changing books. If you would like to comment about how your child is finding the reading books- positives and difficulties, please do write in the reading record. You can record here what books you have read and when. How can we find out more about phonics? We will be sharing more details on reading at Ogbourne at our Phonics and Early reading evening on Wednesday 11 th September 6-7pm. All parents and interested relatives are invited and we look forward to welcoming you there. With good wishes Karina Nicholson, Amanda Virgilio, Lucy Crump, Lou Procter, Claire Cates, Rachel Stannard (KS1 and EYFS class teachers and TAs) Excalibur Academies Trust; a company limited by guarantee Registered office; Granham Hill, Marlborough SN8 4AX Registered in England; Company number 08146633	<urn:uuid:8d877ebf-71b4-460f-9eac-4ef69ac0412f>	CC-MAIN-2025-05	https://ogbourne.excalibur.org.uk/wp-content/uploads/2024/09/Acorns-Curriculum-Overview-Term-1-2024-25.pdf	2025-01-22T03:37:41+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00347.warc.gz	440,845,009	2,190	eng_Latn	eng_Latn	0.999269	eng_Latn	0.999361	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2523, 5431, 6558, 9134, 10065 ]	[ 2.609375 ]	1	0
Language Proficiency Assessment (English Language) 2024 Assessment Report Introduction 1. The purpose of this report is to consolidate the Chief Examiners' observations on the performance of candidates who sat the Language Proficiency Assessment (English Language) in 2024. General Observations 2. Candidates achieved different proficiency attainment 1 rates in different papers. The approximate attainment rates for individual papers were: Reading 82.7%; Writing 51.1%; Listening 78.6%; Speaking 64.9%; and Classroom Language Assessment 93.4%. Paper 1 (Reading) 3. The paper comprised three reading passages on different topics suitable for advanced readers. Passage A was on the influence of genetic factors on elite performance; Passage B was on emotion regulation; and Passage C was on parents' overuse of social media to share content about their children. The attainment rate for correctly answering the questions on each text did not vary greatly and was in the 67% - 72% range, showing that the questions were set at an appropriate level. 4. Candidates' performance 4.1 Paper completion The vast majority of candidates completed the questions for all three reading passages although there were a few questions left blank, possibly reflecting time management issues. 4.2 Appropriateness of responses Strong candidates identified the material that was relevant to the question being asked. In general, there was relatively little evidence of indiscriminate copying. Although where this did happen, the response was often inappropriate and attracted no marks. In the sub-sections to follow, candidate performance is analysed in respect of the sub-skills of reading comprehension. 1 Scoring Level 3 or above in the Reading and Listening papers, and Level 2.5 or above on any one scale and Level 3 or above on all other scales in the Writing, Speaking and Classroom Language Assessment (CLA) papers. 4.3 Interpreting a word or phrase as used by the writer This means using the context and language knowledge to understand words or phrases as used by the writer. 4.3.1 Passage A, Q.2 asked candidates to 'identify a phrase that is similar in meaning to "innate talent"'. Possible answers were 'genetic factors' or 'genetically prescribed characteristics'. The examiners were looking for candidates to understand the meaning of the term given and that it was related to genetic factors. This proved to be a straightforward question for candidates as they had to locate the answer rather than generate it themselves and 75% answered correctly. 4.3.2 Passage B, Q.33 asked, 'Which word is closest in meaning to "undermine" (line 41) in this context?' This was a multiple-choice question and the correct answer was option B 'weaken'. This was chosen by only 52% of candidates, so it was a relatively difficult question. Candidates were distracted by options A 'reduce' and C 'prevent'. Those who answered correctly may have been aided by their knowledge of collocation as 'weaken' collocates commonly with 'efforts'. 4.3.3 Passage C, Q.41 was also a multiple-choice question that asked, 'What word best represents the meaning of "curated" (line 25) in this context?' The correct answer was option D 'managed'. The word 'curated' means arranged, organised or taken care of and so 'managed' is the closest in meaning of the options given. Many candidates chose option B 'created', but in the passage the sense is that parents do more than just create an online presence for their children. As 'curated' may be an unfamiliar word to candidates, just 12% answered correctly, making this the most difficult question on the whole paper. 4.3.4 In Passage C, Q.47 candidates were asked, 'What is implied by personal details being called "a treasure trove" (line 35)?' The answer required was that 'data brokers (or others) can make money from them' or that 'they can be valuable.' An understanding of the term 'treasure trove' as being related to financial gain would have facilitated comprehension. Many candidates did not seem to be familiar with the term as just 34% answered correctly. 4.4 Understanding information and making an inference This means understanding information that is not explicitly stated and using that understanding to make predictions about missing information. Passage A, Q.6 asked candidates, 'In the two studies mentioned in paragraph 2, what was similar about the way the participants improved their performance?' The expected answer was, 'They both involved many hours of training' or something similar. An answer such as 'hard work' or just 'training' did not fully reflect the point made in the passage. This had to be inferred from information such as 'over 230 hours of practice' or 'a training programme'. The question was answered correctly by just 22% of candidates. 4.5 Understanding grammatical relationships of words or phrases across text This means understanding the use of cohesion in a text (e.g. referencing). 4.5.1 Passage A, Q.9 asked the candidates, 'Consider the phrase "aspects that are known to be influenced by genetic factors" in lines 27-28. Which aspects are being referred to?' The required answer was 'music aptitude and music interest', which was answered correctly by 76% of candidates. 4.5.2 Passage B, Q.24 candidates were asked, 'Consider "this effort" in line 14. What effort is being referred to?' The correct answer was 'emotion regulation' or 'regulating their emotions', which were both stated earlier in the sentence. The question was relatively straightforward given that the reference and referent were close together in the text and was answered correctly by most candidates (94%). 4.5.3 Passage C, Q.42 asked, 'what TWO identities do 92% of American children already have at age 2?' The question required candidates to provide the two answers (underlined) from the text: 'unique digital identities' and 'their more private ones'. Most candidates (88%) were able to answer 'private ones', but not 'digital identities'. Instead, they opted for the description of 'those created by others', which is an elaboration on this type of identity presented later in the text. Just 36% of candidates were able to make this distinction. 4.6 Understanding main ideas and supporting ideas This means distinguishing main ideas from supporting details, including points of view, arguments and opinions. It also means following topic development and identifying relationships between ideas. In Passage C, Q.35 candidates were asked, 'What does "oversharing" (line 5) suggest about the writer's attitude towards the parents' behaviour?' Candidates may have inferred from the prefix 'over' that the writer held a negative attitude (the required answer) but a reading of paragraph 1 makes this clear through the use of vocabulary such as 'embarrassing', 'complain', 'mortifying' and so on. The question was answered correctly by 77% of candidates so did not prove too difficult. 5. Advice to candidates 5.1 The passages can be tackled in any order. They typically vary in length. Candidates may wish to quickly survey the paper to establish a test-taking strategy. 5.2 Candidates are reminded to pay attention to the mark allocation for each question as a general indicator to the length or number of points to include in the answer. 5.3 Each question is different and will require a unique response. Candidates are advised to read the questions and the text carefully to investigate any nuances in meaning. 5.4 Similarly, candidates are advised to carefully consider the context of any unfamiliar vocabulary (such as 'treasure trove', in Passage C, Q.47) and think about what the writer's intended meaning is. 5.5 Candidates are advised to pay attention to the requirements of each question. In some cases the required answer might be one word (e.g. Passage B, Q.27) or a phrase (e.g. Passage A, Q.2). In such cases, answers that are misspelled will not be accepted. 5.6 In some cases, the best response to a question can be expressed using words or phrases from the passage. If candidates choose to paraphrase the passage, they should make sure that the meaning is as similar as possible to the original. For example, in Passage B, Q.22 a correct response was 'Deep acting is trying to change how you feel inside', which is taken directly from the passage. Rephrasing and simplifying to 'changing how you feel inside' would miss the key idea of 'trying to change'. 5.7 Candidates are advised to enhance their language skills by reading widely across a broad range of genres. Leisure reading in English is particularly fruitful in introducing and reinforcing knowledge of lexis, grammatical structures and nuances in meaning of written English. The benefits of this approach extend across all English skills, receptive and productive, and entail a positive effect on confidence in teachers' language ability, their teaching, and their students' learning. Paper 2 (Writing) 6. This paper consists of two parts, Part 1: Task 1, Composition, and Part 2: Task 2A Detection and Correction of Errors/Problems, and 2B, Explanation of Errors/Problems in a student's composition. Part 1: Composition 7. In Part 1 of the paper, candidates were required to write a coherent text using accurate grammar. The task given for the 2024 assessment was for candidates to write a short article for the Parent Teacher Association (PTA) Newsletter about students' common fears. Candidates needed to discuss at least two common fears that Hong Kong students have and suggest strategies that schools and families can adopt to help students alleviate the fears. They also needed to explain why the suggested strategies are appropriate. The text length was to be about 400 words. To help candidates, some background information about the most common fears such as fear of death and fear of developing a disease were included in the question. These fears stated in the given text are not necessarily related to students' fears specifically, but they were meant to help candidates frame their response and consider what common fears Hong Kong students have and the relevant strategies to alleviate those fears. The task not only allowed candidates to demonstrate their English language ability, but to show their understanding of students' common fears within the current educational context and the roles of schools and families to help students tackle their fears. Having said that, this was not a requirement of the task per se, as candidates were required to simply write a response from a consistent perspective. 8. Markers noted that the paper was well designed, the wording in the question was easy to understand and unambiguous, and the theme is relevant to the education setting with which candidates should be familiar. The given text provided some common fears in the broader context, and the candidates were expected to come up with fears specifically related to students in Hong Kong. Markers commented that, because of the different scopes between the given text and the task, candidates did not copy as much from the text and were more able to express their own ideas. 9. Markers commented that many candidates were able to show good understanding of the typical features of the genre of an article for the PTA Newsletter. Stronger candidates were well aware of the context of writing as a teacher in the sense that when providing strategies that schools could implement to help students alleviate the fears discussed, the proposed actions were presented as school policies to be implemented instead of general advice to schools. Some also included a call for parents to work closely with the school on specific measures. Weaker candidates provided general suggestions which did not directly address the fears discussed earlier in their writing. Some wrote in a tone which was too informal. Candidates were expected to write in a professional manner and the content was expected to be relevant and convincing. 10. Candidates' performance was graded on three scales for Part 1: (1) Organisation and Coherence, (2) Grammatical and Lexical Accuracy and Range, and (3) Task Completion. Most candidates completed the task successfully, with many candidates attaining Level 3 or above on all three scales. 11. The performance on scale (1) Organisation and Coherence was the highest of the three scales. Candidates typically wrote two common fears followed by two strategies, one adopted by schools and one by families; and some wrote the strategy immediately after discussing each fear. Candidates occasionally focused more on the paragraph level and as a result did not devote enough attention to the sentence-level organisation. Markers noted that some candidates included too many ideas and the writing seemed to be more of a list than a well-thought-out response. This resulted in ideas that were not clearly connected or explained and as a result could be hard to follow. The reverse would also occasionally happen where candidates focused too much on the details and paid less attention to the larger structure of an article in a PTA newsletter. In these cases, markers commented that while some individual paragraphs were well written, there may have been limited connection between these larger ideas. Some candidates wrote too much about what common fears Hong Kong students have, leaving them with less time or space to write about how to alleviate the fears. Candidates would have benefitted from starting with an overall organisation plan so that they could integrate and develop their arguments with appropriate examples and elaboration. Some weaker answers relied too heavily on a limited number of sentence-initial connectives (e.g., Firstly, Secondly, Moreover, Furthermore, etc.), which made their writing appear mechanical and rather formulaic. Stronger candidates used other types of cohesive devices (e.g., lexical chains, pronouns, synonyms, ellipsis, etc.) to organise their ideas in a more natural manner. 12. The performance on scale (2) Grammatical and Lexical Accuracy and Range was slightly lower than that in previous years. Markers commented that some weaker candidates attempted to express simple ideas in overly complex sentence structures, resulting in a high density of grammatical errors. Markers reported errors in such areas as: the spelling of reasonably high frequency words (e.g., * 'victum' instead of 'victim', * 'intemedating' instead of 'intimidating'), part of speech (e.g., 'fear' used as an adjective), the use of articles, subject-verb agreement and verb patterns. Markers commented that there were examples of candidates obviously proofreading and correcting their text after they had finished writing. In these cases, at least some of the simple grammatical mistakes listed above seemed to have been avoided or eradicated. 13. The performance on scale (3) Task Completion was also slightly lower than that in previous years. The majority of candidates demonstrated their awareness of what they were expected to include in the article for the PTA newsletter. Many started with the common fears Hong Kong students have, and proceeded to propose strategies that could be adopted by schools and families to alleviate these fears. However, markers observed that some candidates discussed poor academic skills or the pros and cons of online learning or using social media without specifying how they are related to the fears students face. Some strategies proposed tackled other issues rather than the fears mentioned. This often resulted in irrelevant content. A few weaker candidates only mentioned one fear or did not elaborate on their strategies proposed, resulting in unsatisfactory task completion. 14. Several markers observed that some candidates appeared to believe that going beyond task requirements would give them extra credit. Specifically, some went well beyond the 400-word requirement and wrote as many as 700 words, resulting in repeated ideas, unconcise elaboration, and a higher volume of grammatical and lexical errors. Time could have been spent on more careful planning and proofreading. Part 2: Correcting and explaining errors/problems 15. Part 2 of the Writing Paper is divided into two parts: Task 2A, Detection and Correction of Errors/Problems and Task 2B, Explanation of Errors/Problems. For Part 2A, candidates are given a student composition that contains errors/problems and are asked to correct those that appear in the first part of the composition. For Part 2B candidates are asked to fill in incomplete explanations of some of the errors/problems in the remainder of the composition. Markers considered the instructions for Part 2 to be clearly stated and felt that the composition contained a balanced and fairly comprehensive range of testing items. 16. Candidates performed quite strongly overall in Part 2A. Nevertheless, some candidates struggled with the following items: * 8(iii): Candidates were tested on the use of the verb 'ensure' in a clause in this item. In the latter part of the sentence, 'ensure students and staffs to perform well' should have been changed to 'ensure students and staff (will/can) perform/are performing well'. While many candidates correctly changed 'staffs' to 'staff' in item 8(ii), fewer than half were able to change 'to perform' to a finite verb. The verb 'ensure' should be followed by a direct object or a that-clause, although 'that' is optional in this part of the sentence. * 12(ii): In this item, the main clause 'our performance is suffered' is grammatically incorrect because it misuses the verb 'suffer' in a passive construction. Candidates needed to change it to 'our performance suffers' or 'our performance will/can/could/may/might suffer'. Passive voice requires a transitive verb and 'suffer' is not used as a transitive verb in this context. * 14(i): This item tested candidates' awareness of redundancy in a sentence. In the sentence 'For both students and teachers, improving the school environment will benefit them.', the phrase 'For both students and teachers' already indicates who will benefit from the action, making the pronoun 'them' redundant. One way to correct it was to make 'both students and teachers' the object of 'benefit', making the sentence 'Improving the school environment will benefit both students and teachers.' An alternative was to use the adjective 'beneficial' to form 'will be beneficial to both students and teachers'. Another way to correct the sentence, while keeping 'For both students and teachers', was to write 'For both students and teachers, improving the school environment will be beneficial.' 17. In Task 2B, candidates were given incomplete explanations of errors/problems. Candidates were asked to fill in the blanks with one or more words so as to make the explanations complete. Many candidates did this successfully, but below are some examples of common problems in Task 2B: * 15(iii): This item was an open-ended item, in which candidates were expected to provide a clear explanation regarding when future perfect 'will have spent' should be used. Many candidates merely mentioned that future perfect is used to indicate the future, but failed to explain that it is used to talk about an action or event that will be completed at a certain point in the future. Only slightly under 20% of candidates were awarded a point for this item. * 20(iii): Many candidates were seemingly unaware that the verb 'reply' in the sentence is followed by the preposition 'to' because it is an intransitive verb. Some candidates simply wrote 'intransitive' instead of 'intransitive verb'. Missing the word 'verb' in the answer made the answer incomplete and ungrammatical, and thus was not awarded a point. A few candidates noticed that this item was related to transitivity, but they seemingly confused 'transitive verb' and 'intransitive verb' and wrote 'transitive verb', which was not correct. Only 29% of candidates were awarded a point for this item. * 21(ii): This proved to be another challenging open-ended item. In this item candidates were expected to explain why a gerund or a present participle 'hearing' should be used instead of 'hear' after 'looking forward to'. A number of candidates simply gave the explanation that the gerund 'hearing' should be used after 'looking forward to' without pointing out that it is because of the preposition 'to'. Only 24% of candidates were awarded a point for this item. 18. Candidates are reminded to check the spelling in their responses very carefully and to review their answers to make sure they are logical and grammatically correct. It is crucial that appropriate meta-language/terminology is used. Candidates are also reminded to demonstrate their understanding of the linguistic problems with complete linguistic terms and not abbreviations. Paper 3 (Listening) 19. This year's paper consisted of three sets of items, totalling 67 items, relating to three different listening texts. The first text was about the life and work of Friedrich Froebel, a German educator and founder of the kindergarten. The second was a conversation about updating classic children's books for modern readers. The third was a panel discussion about a newly released film. There was a balance of male and female speakers, talking at normal to near-native speeds for the type of interaction involved. 20. The moderation committee selected the texts to represent a range of interlocutional patterns for the setting of meaningful questions of different types and at different levels of difficulty. 21. A variety of items tested a range of listening skills, both when listening for specific details and more holistically. Item types consisted of multiple-choice questions, shortanswer questions, gap-fill tasks, completion of charts, diagrams, tables and longer summaries of sections of the texts. Items which required candidates to extract key ideas from an extended monologue (e.g. questions 2 and 26) were answered correctly by less than 30% of candidates and proved to be relatively more challenging. 22. The overall mean score of the paper was 56.8%, with a standard deviation of around 19.9%, which is considered acceptable for a paper of this nature. The mean scores for individual items ranged from around 14% to around 92%. 23. Items in Part 2 (a dialogue about changes made to popular children's book author Roald Dahl's books) proved to be the most challenging in terms of level of difficulty. Items in Part 1 proved to have the widest range of mean scores among its items. Q2 was answered correctly by 25% of candidates in contrast to Q5ii, which was answered correctly by 92%. Three questions from different sections of the paper are highlighted below for further analysis. 23.1 Question 9 asked candidates to identify four reasons for the enduring popularity of Dahl's books. The fourth reason 'illustrations are timeless or classic' proved to be the most difficult item in the paper with a mean of around 14%. Candidates may not have understood the meaning of the word 'illustrations' or 'illustrating' and some weaker candidates may have found it hard to parse a real time utterance, 'And it doesn't hurt when you have a talent like Quentin Blake illustrating your books'. Whilst this item had a low mean, it was found to discriminate well between strong and weak candidates. 23.2 Question 16 was another item which proved to be relatively difficult, with a mean of 34%. In this item, candidates were required to identify the writer's views towards sensitivity readers before and after working with them. Many candidates simply wrote the word 'censorship' for 'Views before'. However, 'censorship' per se was not considered a sufficient answer as it does not express an attitude. A more complete response such as 'fear of censorship' or 'afraid of being forced to make changes' was required to be awarded marks. This item also proved to discriminate well. 23.3 Another highly discriminating item was question 24i, with a mean of 40%. This question asked candidates to identify why one of the four panel members disliked the film. On the recording, Robert started his turn by agreeing with the many positive things that another panelist mentioned in the previous turn about the movie. What he did not like about the movie was later expressed in a rather subtle and implicit manner ('All of that was great. But I found that when the movie ended, it felt a little abrupt to me'). Some candidates may have been listening for more salient markers of dislike (e.g. 'What I don't like about…') or they may have been unfamiliar with the word 'abrupt' and therefore were not able to identify and give this particular reason for Robert not liking the film. 24. Advice to candidates 24.1 Candidates are reminded to proofread their answers carefully. It was rather surprising to see the number of candidates who misspelt high frequency words such as 'turtles' (Q22i) and 'disaster' (Q22ii). Wrong spelling for key words may result in candidates not being awarded the point for an item. 24.2 Idiomatic expressions may be an area that candidates could usefully focus on. The use of idiomatic expressions such as '… fell quite naturally into …' or '…which would have dovetailed well with … ' (Q2) frequently appear in natural spoken texts and becoming familiar with such expressions can help improve one's listening skills. 24.3 As in previous years, candidates are reminded to read the questions carefully. As mentioned in 23.2, partial answers such as 'censorship' would not be deemed acceptable and candidates should pay attention to the context in which the question is set. In this connection, candidates should always re-read their answers and consider whether the answer they have written actually answers the question that has been set. 24.4 Some candidates may need to familiarise themselves with different communication strategies used in spoken interactions. As pointed out in 23.3, the indirect nature in which the speaker expresses his dislike of the movie is an example of hedging which is used to soften the impact of delivering unpleasant information. Similarly, features of spoken interaction such as the use of vague language, dysfluencies and co-constructed meanings between two or more speakers can all potentially negatively influence comprehension if candidates are not exposed to natural spoken language. 24.5 Prospective candidates are recommended to listen to as wide a range of English language texts as possible, to help sharpen their listening skills and expose themselves to a variety of accents, cultures, genres and colloquialisms. It is also strongly recommended that they pay attention to global issues that have currency and relevance as this will facilitate the learning and use of English as an international language. Paper 4 (Speaking) 25. Paper 4 consists of two parts. In Part 1 there are two tasks, Task 1A: Reading Aloud and Task 1B: Recounting an Experience/Presenting an Argument. In Part 2 there is one task: Group Interaction. Part 1: Task 1A Reading Aloud 26. Task 1A: Reading Aloud, was the task where candidates' performance appeared to be the weakest of all the tasks candidates were required to undertake. The two scales for this task are scale (1) Pronunciation, Stress and Intonation and scale (2) Reading Aloud with Meaning. The passages selected included a range of lexis and sentence structures, allowing the accuracy and clarity of pronunciation of individual sounds, word stress, phrasal stress as well as stress and intonation over stretches of text to be assessed reliably. The passages also allowed candidates to demonstrate their ability to read with meaning through employing pitch and tone, varying speed, and breaking text into appropriate 'thought groups'. 27. Less successful candidates in scale (1) frequently experienced problems in articulating individual phonemes such as distinguishing between long and short vowel sounds, omission of final consonant sounds, as well as problems with pronunciation of consonant clusters. A slow laboured delivery would negatively impact sentence stress, rhythm and connected speech, with weaker candidates often reading the text word by word, with frequent phoneme errors. In terms of scale (2) weaker performances were characterised by a failure to communicate effectively the mood / ideas in the text due to inappropriate thought groups or an overly dramatic rendition inappropriate to the mood of the text and the characters. 28. Those candidates who demonstrated a stronger performance in Task 1A scale (1) were able to produce and sustain a more 'natural' rhythm and sentence stress over longer stretches of text. This incorporated weak forms and other features of connected speech. Such candidates made fewer errors when articulating phonemes and were more accurate when confronted with less frequently used lexis. In terms of scale (2) these candidates could show a very high level of sensitivity to the text expressing connections across longer stretches of the text. Stronger candidates expressed a deeper understanding of the mood of the text and of the characters and the characters' attitudes. Such candidates could express more subtle, nuanced meaning by effectively manipulating speed, pausing, volume, pitch and tone, beyond a simple differentiation between narration and dialogue. 29. To help candidates prepare for Task 1A with regard to scale (1) Pronunciation, Stress and Intonation, candidates are recommended to develop an awareness of their own weaknesses in relation to those common issues highlighted above. In particular, candidates are recommended to avoid over-articulating every sound and to consider incorporating features of connected speech to improve the pace / fluency. With regard to scale (2) Reading Aloud with Meaning, candidates are recommended to start with a closer reading to develop an understanding of the tone / mood of the text by looking at the setting, characters, details and word choices. Listening to good models of reading aloud may help candidates understand how to read clues within the text such as punctuation, referencing and word choices. Part 1: Task 1B Recounting an Experience/Presenting an Argument 30. The prompts for Task 1B reflected a range of issues, topics and themes relevant to contemporary life in Hong Kong or to education matters in general. Candidates were asked to either recount an experience or present an argument using their own language resources to produce a coherent and cohesive response to the prompt. The two scales for Task 1B are scale (3) Grammatical and Lexical Accuracy and Range, and scale (4) Organisation and Cohesion. The scales assess the candidates' ability to organise ideas and demonstrate lexico-grammatical range and accuracy in spontaneous or semi-spontaneous spoken English. 31. In Task 1B, candidates seemed to perform relatively well in both scales of assessment. With less successful candidates in Task 1B scale (3), candidates produced frequent errors in both simple and, when attempted, in more complex structures. In addition, such candidates produced a more limited range of vocabulary to express their ideas resulting in a repetition of lexis and / or a lack of ability to paraphrase any gaps in their lexicon. Ultimately, this resulted in a lack of precision in their responses. In terms of scale (4) weaker performances involved either an incoherent discourse resulting in confusion for the listener or a limited development of ideas. Such candidates produced short responses with a lack of relevant ideas with which to develop their response. Weaker candidates also relied on a more restricted range of connectives such as high frequency connectives such as 'and', 'so' and 'then'. 32. Those candidates who demonstrated a stronger performance in Task 1B appeared to work from brief notes or bullet points with a general outline of their ideas rather than a prepared 'script'. Stronger performances in Task 1B scale (3) incorporated a wider range of grammatical structures and lexis with a greater degree of accuracy. In terms of grammar, this would involve more complex verb forms such as continuous or perfect tenses, modal verbs and appropriate use of active and passive forms. They incorporated more complex clauses such as embedded clauses to express more complex ideas. In terms of lexis, stronger performances incorporated a wider range of lexis to add greater precision to the ideas. 33. Those candidates who demonstrated a stronger performance in Task 1B scale (4) were able to structure their responses with less overt, formulaic signposting. They were able to incorporate a wider range of strategies to help the listener follow the flow of the discourse. This involved some overt organising phrases ('It cannot be denied that…', 'This was a significant point in my life because…') along with less overt strategies such as parallel structures and pronoun referencing, and the development of lexical chains. Their response would often involve referring back to and adding to their previous statements ('similarly', 'yet this was not the case', 'at the same time') in order to develop the ideas further. 34. To help candidates to prepare for Task 1B with regard to scale (3) Grammatical and Lexical Accuracy and Range, candidates should develop an awareness of their own inaccuracies and deficiencies in their lexico-grammatical range in order to improve in these areas. With regard to scale (4) Organisation and Cohesion, candidates should avoid just listing out their ideas when presenting an argument and instead consider the complexity of arguments and counter-arguments or consider the elements of a narrative arc when recounting an experience. Candidates must be conscious of the time allowance for completing both Tasks 1A and 1B. Candidates have 5 minutes in total to complete both tasks. Therefore, candidates should be mindful of how much can realistically be said in Task 1B in a period of approximately two to three minutes, and plan for the time accordingly. Part 2: Group Interaction 35. Generally, this discussion task was well handled, with candidates achieving greatest success on Task 2 of the three components of the assessment. Candidates generally demonstrated an acceptable ability to participate in a collaborative, professional discussion. The two scales for Part 2 are scale (5) Interacting with Peers and scale (6) Discussing Educational Matters with Peers. 36. The overall impression of the weaker candidates in Part 2 was a general lack of engagement and confidence with the topic involving limited frequency of contributions and producing more limited contributions in terms of development of their ideas and opinions. In terms of scale (5) this would involve contributions that were tangential to the discussion focus of the group. Such candidates appeared to lack active listening skills and the conversational skills required to interact effectively with the other group members to develop or build on the ideas of others. Such a lack of engagement was often characterised by sequential turn-taking with little collaborative professional exchange or 'genuine' interaction and as such the exchanges appeared more mechanical and superficial. In terms of scale (6) weaker candidates lacked the professional lexis and the ability to express clear, precise and focused contributions. 37. Those candidates who demonstrated a stronger performance in Part 2 scale (5) were able to demonstrate a more engaged and meaningful exchange with the other candidates. This would involve a wider range of 'discourse moves' such as making claims and suggestions; asking for and constructively exploring the views of others; facilitating collaboration by accepting and conceding others' views; and demonstrating an ability to keep the discussion focused. These candidates were able to more sensitively encourage any quiet members of the group to contribute or develop the ideas of others as well as seek clarification from others when contributions were ambiguous. 38. In terms of scale (6), stronger candidates were able to draw on their understanding of language learning and teaching in order to produce professional reflection and insight into the education-related, school-based issues, plans or projects under discussion. They possessed a familiarity with and an understanding of more precise lexis related to language learning and teaching which resulted in candidates justifying their ideas with relevant pedagogical reasoning in order to ensure that discussions were meaningful and focused on practical outcomes. 39. To help candidates prepare for Part 2, they are encouraged to practise meaningful professional exchange and dialogue discussing learning and teaching issues with their colleagues as well as reflecting on their own learning and teaching experience and knowledge. Candidates should demonstrate more 'naturalistic' interaction by considering the functional language needed to produce such discourse moves. Candidates are advised to avoid producing lengthy 'monologues' and are advised to listen closely to the other group members' ideas and to incorporate these into their own contributions. Candidates should not be afraid to revisit ideas expressed earlier in the discussion if it is useful to do so and are encouraged to seek clarification from group members should any points raised be unclear. Paper 5 (Classroom Language Assessment) 2 40. A total of 454 candidates were assessed between November 2023 and April 2024, with 93.4% of candidates attaining Level 3 or above. Candidates were graded on four scales of performance: (1) Grammatical and Lexical Accuracy and Range; (2) Pronunciation, Stress and Intonation; (3) Language of Interaction; and (4) Language of Instruction. Comments on candidates' performance on each of the four scales are given below. 41. Grammatical and Lexical Accuracy and Range 41.1 Grammatical and lexical competence of candidates was generally adequate for maintaining effective communication in the English classroom. The majority of candidates demonstrated an acceptable range of grammatical structures and vocabulary with reasonable accuracy. There were incidences of syntactic errors and inappropriate lexical choices but communication was unimpeded and remained comprehensible on the whole. While the use of complex structures was more prevalent among the more competent candidates, candidates are encouraged to further utilise their linguistic repertoire appropriately to address various communicative purposes, such as paraphrasing, rephrasing and making clarifications with precision and flexibility. This would maximise their students' exposure to a variety of language patterns and lexis. 41.2 In respect of grammar, for the most part, candidates have a good grasp of simple and compound structures. Their use of complex structures involving conditionals, modality, and time clauses was mostly accurate. This enabled them to achieve clarity and coherence in communication. Nevertheless, their ability to employ a wider spectrum of complex structures or to self-correct their grammatical mistakes still varied. The most common mistakes included subjectverb agreement, missing plural endings and wrong/inconsistent use of tenses. The erroneous use of subject-verb inversion in indirect questions remained a challenge for some candidates. Strong candidates spoke fluently and spontaneously in natural-sounding English, demonstrating an extensive vocabulary and a good mixture of syntactic structures such as relative clauses, tense variety and voice. 41.3 With regard to vocabulary, candidates were able to use sufficient vocabulary suited to their students' levels. More competent candidates were adept at applying precise vocabulary choices, utilising appropriate collocations and idiomatic expressions, and paraphrasing their language to convey meaning with clarity and effectiveness. In contrast, weaker candidates tended to use a relatively narrow range of vocabulary mostly based on their prepared set of teaching materials. This affected the level of spontaneity and naturalness in their speech. 42. Pronunciation, Stress and Intonation 42.1 Of the four scales, performance on this scale continued to be the strongest. Overall, candidates manifested the ability to speak with clarity and fluency, with 2 Administered by the Education Bureau, which contributed this section of the Assessment Report. accurate pronunciation of sounds and words and appropriate use of stress and intonation patterns. 42.2 Articulation of individual vowel and consonant sounds was generally accurate, but final consonant sounds (e.g. /k/ as in 'desk', /t/ as in 'right', 'finished' uttered as 'finish' ) and consonant clusters (e.g. 'between', 'front', 'problem') proved to be tricky for some candidates. Confusion over long/short vowels (e.g. /i:/ as in 'feeling', 'read' and 'seat' mispronounced as the short vowel /I/) was also discernible in weaker performances. 42.3 Candidates' speech was characterised by the use of natural-sounding stress and intonation patterns appropriate for conveying the intended meaning. Candidates who exhibited commendable performance had a good command of various prosodic features in connected speech, including pausing, tone and linking features for nuanced expressions of emotion and emphasis, aside from demonstrating excellent pronunciation and enunciation. Their speech was marked by a high level of fluidity and naturalness. However, first language interference remained an issue for less successful candidates, with a small number of them placing undue emphasis on the final syllable of most words or stressing almost every word in a sentence. 43. Language of Interaction 43.1 Candidates, in general, were able to make use of appropriate functional language including eliciting, responding and providing feedback to maintain smooth interaction with their students. The stronger candidates showcased an array of functional language and good sensitivity to students' responses and managed to sustain a natural, spontaneous and meaningful interaction with the class throughout. However, the use of a restricted range of functional language was a typical problem among those who performed less well. 43.2 Competent candidates distinguished themselves by employing a wide repertoire of interactive language to respond to students' answers or to engage them in extended dialogues effectively. They demonstrated an ability to give constructive feedback on students' responses and use a range of prompting and probing questions flexibly to encourage elaborated responses from students. The most outstanding candidates were capable of responding eloquently to students' spontaneous contributions, addressing students' unexpected answers adequately, and paraphrasing or reformulating students' speech wherever appropriate to enhance clarity and thus students' understanding. 43.3 There was a tendency among less successful candidates to use repetitive language and display questions which only required very short and simple answers, reflecting a narrow range of functional language at their disposal. In some cases, interaction lacked spontaneity and appeared to be unnatural as candidates failed to address unanticipated questions or answers from students. Instead, they limited themselves to providing perfunctory feedback or they carried on delivering their prepared lesson. As a result, the quality and quantity of meaningful dialogues in the English classroom was less satisfactory. 44. Language of Instruction 44.1 In general, candidates managed to display clear and appropriate instructional language, in terms of presenting and explaining lesson content, giving instructions on learning activities as well as using signalling devices to signpost different stages of the lesson. Extended explanations or elaborations were found wanting in some lessons of the less competent candidates. 44.2 The instructional language of the more proficient candidates was smooth, spontaneous and natural. Such candidates were capable of delivering detailed explanations or additional information through use of paraphrasing and examples to accommodate the diverse needs of their learners. They used discourse markers effectively, contributing to the natural flow and spontaneity of their instructions. 44.3 Weaker candidates' instructional language was restricted to a limited range or was sometimes ambiguous, especially when explaining some grammatical structures, like conditional clauses, indirect speech, phrasal verbs, etc. In some lessons, the instructional language was mainly confined to the prepared notes on the PowerPoint slides, leading to a lack of spontaneity and brief and unclear explanation/elaboration. Excessive use of 'okay' and 'so' as cohesive devices in classroom communication continued to be commonly observed over longer stretches of speech.	<urn:uuid:d66730f6-81e6-4675-939d-35eee2e48078>	CC-MAIN-2025-05	https://www.hkeaa.edu.hk/DocLibrary/Local/Language_Proficiency_Assessment/2024_LPAE_Assessment_Report_Paper_1_to_5.pdf	2025-01-22T03:58:54+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00347.warc.gz	828,281,946	8,840	eng_Latn	eng_Latn	0.998253	eng_Latn	0.999091	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1917, 4814, 7304, 10303, 14159, 17552, 20839, 24105, 26844, 30194, 33997, 37456, 40510, 43615, 44989 ]	[ 2.046875, 2.265625 ]	2	0
Amblecote Primary School—Knowledge Organisers Phase: 5/6 Subject: Science Focus: Properties and changes of materials Term: Autumn What I should already know? Knowledge The suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. How shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. Compare and group materials together, according to whether they are solids, liquids or gases. Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C). Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. - Materials have different uses depending on their properties and state (liquid, solid, gas). - Properties include hardness, transparency, electrical and thermal conductivity and attraction to magnets. - Some materials will dissolve in a liquid and form a solution while others are insoluble and form sediment. - Mixtures can be separated by filtering, sieving and evaporation. - Some changes to materials such as dissolving, mixing and changes of state are reversible, but some changes such as burning wood, rusting and mixing vinegar with bicarbonate of soda result in the formation of new materials and these are not reversible. By the end of the unit I should know.. - Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. - Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. - Know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution. - Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. - Demonstrate that dissolving, mixing and changes of state are reversible changes. - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.	<urn:uuid:0af44ff0-0cce-482e-b64c-2e247152c3b6>	CC-MAIN-2025-05	https://www.amblecote.dudley.sch.uk/wp-content/uploads/2021/10/Year-5-and-Year-6-Science.-Properties-of-Materials.pdf	2025-01-22T05:40:13+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00348.warc.gz	659,673,488	494	eng_Latn	eng_Latn	0.996617	eng_Latn	0.996617	[ "eng_Latn" ]	false	docling	[ 2565 ]	[ 4.03125 ]	1	0
Each developer must account for every tree he or she cuts down. If we haven't come too late to the environment but these trees are not only our salvation, our beauty, our glory but the health of our nation. The environmentalists have woken us to their health benefits. Paying men to cut down trees? Losing their salaries? Making their living by taking our trees? Let them make their living at something else. Are they Americans? Let them go home and work with their own trees. Trees should have UNESCO World Heritage status. The greatest environmental damage to our climate is clear cutting - of Amazon forests and smaller forests like those on Vancouver Island. Clearcutting trees deteriorates our climate and our health. Developers should be forced to compensate for clearcutting by reforestation and carbon taxed for the deprivation to the environment. Not many people have the force of character of Premier Brian Peckford on Crescent West, Qualicum Beach, who insisted on not a tree on his property being touched. Even replanting takes a generation for a tree to regrow but if the B.C. government continues allowing developers to clearcut sites without reforestation this Island will be bald, ruined. A large portion of the tree canopy is on private property. The Town with the help of the province must manage trees on these properties while considering private property rights. We need government to defend BC forests against foreign, US and local exploitation. So called developers and private landowners need to be discouraged by fines. We need green developers only. Although the B.C. government is reviewing how logging occurs on private lands and hopes to have recommendations by this fall. On private land, B.C.'s weak regulations under the Private Managed Forest Land Act give endangered species like the whitebark no protection at all, and private landowners and their developers the right to clearcut our sites and demolish our green canopy. Forest should be the first issue in the French Creek Estates Ltd. sale of one hectare (2.47 acres) of French Creek Estuary Land to Elkay Developments Ltd. of Surrey, BC. on the ocean front is only Phase 1 of Elkay's plans. Their President has stated there are plans for Phase 2 & 3, developing strata lots for 50 or more houses. It's time our politicians protected this ecologically special place. Trees? Wildlife? Shore protection? CanWel Fibre owns approximately 136,000 acres of private timberland, according to its website, much of it in the Elk Valley. Goodbye trees? Goodbye forests? Help! Cecil Bosher	<urn:uuid:1d179869-cb81-44a2-bd0a-03499be6165c>	CC-MAIN-2025-05	https://engage.gov.bc.ca/app/uploads/sites/121/2020/03/Cecil-Bosher-PMFLPR-submission.pdf	2025-01-22T03:19:45+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00346.warc.gz	239,611,396	534	eng_Latn	eng_Latn	0.998451	eng_Latn	0.998451	[ "eng_Latn" ]	false	docling	[ 2581 ]	[ 2.0625 ]	1	0
ELITERACY RECEPTION Summer 1: WHAT WILL YOUR CHILD LEARN THIS HALF TERM? Topic: Superheroes! EMATHEMATICS EUNDERSTANDING THE WORLD EEXPRESSIVE ARTS & DESIGN Texts: In an Emergency, Call the Police, Firefighters, Superhero's Children will: * Make predictions about the story. * Identify rhyming words in poems and write simple stanzas. * Explain what a title, author and illustrator, * Identify the index and glossary I nonfiction books. * Learn new vocabulary from text. * Identify the difference between fiction and non-fiction books. * Answer questions about the story. * Use conjunctions such as: and, because. * Read and write sentences using phonic knowledge. * Use capital letters, finger spaces and full stops when writing sentences. Children will: * Learn about positional language such as on top, under, in between, next to above and below * Learn the concepts long and short * Learn about the differences between height and length. The children will also measure objects using non-standard measurements (cubes) * Practise counting cubes as they measure. * Learn about ordinal numbers and time when recapping the date and the time on the clock. * Learn number recognition through singing number songs and playing maths games. PERSONAL SOCIAL & EMOTIONAL DEVELOPMENT PHYSICAL DEVELOPMENT Children will: * Talk about role models and real life heroes. * Talk about own abilities and know what they are good at. * Continue learning to share resources fairly. * Developing confidence to speak in groups about own opinions and interests. * Learning how to solve problems by being Rational and Reflective. * Understand Zones of Regulation, feelings and emotions and what to do if you are feeling upset. Children will: * Talk about how firefighters and police officers are real life heroes. * Show interest in ways they help our community to keep safe. * Talk about the differences and similarities between real life heroes and superheroes. * Learn about the equipment that the police, firefighters, doctors and nurses use. * Label parts of uniform used by firefighters. Children will: * Create pictures of superheroes. * Use junk modelling to make fire engines, helmets. * Learn new songs and poems about real life heroes. * Develop their colour-mixing techniques to enable them to match the colours they see and want to represent, with step-by-step guidance when appropriate. * Learn about warm and hot colours when creating their fire pictures. * Receive visits from firefighters and nurses. * Role-play superheroes * Learn musical vocabulary (e.g. pitch, rhythm) and move their bodies in different ways as seen on Charanga. COMMUNICATION & LANGUAGE PHONICS SOUNDS Children will: * Learn new vocabulary. * Develop listening and speaking skills through role-play, small world and show and tell activity. * Explain their ideas using because to extend their sentences. * Listen to a story and remember all key events. * Participate in describing events of stories in details. * Learn to debate and give a reasons for answers E.g. Why is one superhero better than the other. Children will: * Learn new set 3 sounds and name letters, using RWI program. * Find initial sounds, middle and end sounds. * Blend and segment words using phonic knowledge. for example, c-a-t * Continue to learn new tricky words and to orally use them in context. * Use name letters to spell words. * Play phonic games and learn new phonic songs. * Practise identifying alien words and real words by reading through phonic knowledge. Children will: * Write all letters correctly. * Use scissors confidently to cut something out. * Practise control over malleable materials. * Move in time with music, e.g. fast or slow movements. * Practise to throw and catch a ball. * Show good control and co-ordination in large and small movements. * Move in different ways using different equipment to jump, crawl and hop.	<urn:uuid:40d6f16c-d54a-46f5-8943-de9760728a61>	CC-MAIN-2024-26	https://www.brooksideprimarysch.co.uk/attachments/download.asp?file=297&type=pdf	2024-06-25T11:08:56+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00134.warc.gz	621,212,572	817	eng_Latn	eng_Latn	0.996023	eng_Latn	0.996023	[ "eng_Latn" ]	false	docling	[ 3911 ]	[ 4.1875 ]	1	0
Lansing Juneteenth Essay Competition Student Scoring Rubric* Category III 9 th & 10 th Grade (500-600 words) CRITERIA Format/Layout (0-5 points) 1. Essay is 500-600 words. 2. Essay is in 12 pt or 14 pt Times New Roman or Arial font. 3. Essay is double-spaced. Introduction (0-10 points) 1. Essay has a title. 2. The introduction is effective and well developed and presents the main idea. 3. The subject is introduced and basic information about how you structured the essay is provided in a clear and logical order. Body of the Essay (0-10 points) 1. The body follows a clear and logical order as presented in your introduction. 2. Your resources and facts support the details for each point or idea. 3. Your essay is well developed and stays on the topic. 4. The details and ideas used to support the essay topic are specific and show your original thinking. 5. Quotation marks (" ") are used when quoting someone else's writing. 6. You included the author's name as well as where the information you used came from and the proper reference for your source (book, magazine, website, film, etc.) Conclusion (0-5 points) Conclusion is effective and brief. You restate your thesis, summarize your main points, and comment on your point of view. Grammar and Spelling (0-5 points) Your grammar, spelling, and punctuation are correct. (Points are subtracted for grammar mistakes like sentence fragments and a subject and verb that do not agree.) *This rubric is the same one the judges will use to evaluate your essay. How many points do you think you've earned? Score your essay to compare with the judges' evaluations.	<urn:uuid:0a5f9c0e-da87-4631-a389-9e70203905cc>	CC-MAIN-2024-26	https://www.lansingjuneteenthcelebration.org/_files/ugd/3abb81_b67019342c944daaaf39ca0fa426ac76.pdf	2024-06-25T11:35:44+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00133.warc.gz	755,800,998	369	eng_Latn	eng_Latn	0.997963	eng_Latn	0.997963	[ "eng_Latn" ]	false	docling	[ 1629 ]	[ 2.75 ]	8	0
Q1: What are the indicators of healthy waterbodies? Wildlife and Plants 2. Abundant birds, wading birds and waterfowl present, including swans 1. Abundant and diverse wildlife in and around water 3. Abundant and diverse vegetation 5. Healthy fishery, including minnows; that provides good fishing opportunities 4. Little or no aquatic vegetation (weeds in water) 6. Natural shoreline with good wildlife habitat 8. Macroinvertebrates (bugs) present 7. Amphibians present 9. No Eurasian watermilfoil or other invasive species present 10. Native species thrive Water Quality 2. No odor 1. Lack of algae; not slimy 3. Unpolluted 5. Good water temperatures (not too warm) 4. Good water clarity 6. Nice water color 8. Fishable and swimmable (meeting standards) 7. Non-oily or greasy Physical Aspects of Waterbodies 1. Not clogged with leaves 2. Bottom is not mucky 4. No trash in or along water 3. Deep 5. Nice aesthetics 7. No sedimentation 6. Less streambank or shoreline erosion; shorelines are vegetated 8. No direct stormwater runoff reaching waterbody 10. No stagnant water, streams are flowing 9. Not as much flooding 11. Less flashy 13. Good oxygen levels in water 12. Stable water levels in lakes Public Enjoyment and Practices 2. People enjoying swimming; good swimming beach 1. Visible public use 3. Includes access for walking and hiking 4. Peaceful 5. Sustainably used by people 7. Year-round access to lakes (due to consistent water levels) 6. Residents keep yard fertilizers out of lake Q2: What concerns do you have regarding the waterbodies in your community? Effects of Individuals 2. Too many motorboats 1. Too much trash 3. Too much pet waste 5. Too much groundwater consumption 4. Runoff from yards and streets 6. Lack of infiltration or diversion in lawns 7. Lack of sense of responsibility and respect/lack of attention from residents and businesses Development/Infrastructure 2. Lightrail – encroachment in wetlands 1. Salt use 3. Stormwater runoff without filtration or treatment, more treatment ponds needed 5. Chemical and pollutant inputs from runoff 4. Concentration of impervious surfaces 6. Modifications to waterbodies due to development 7. Runoff from older commercial/industrial areas 9. Effects of housing developments 8. Construction site erosion 10. Leaks and spills from railroads 12. Effects of dredging 11. Aging infrastructure Biology 2. Non-natural shorelines 1. Too many weeds 3. Aquatic invasive species, including rough fish 5. Too much algae 4. Terrestrial invasive species 6. Too many geese 8. Lack of buffers 7. Lack of wildlife diversity 9. Fish consumption advisories 10. Loss of thousands of ash trees in watershed Physical/Chemical Aspects of Waterbodies 1. Lack of public access and well maintained access 2. Non-consistent water levels 4. Streambank erosion 3. Sediment build-up 5. Increased rainfall events 7. Low water clarity 6. Too much total phosphorus, including internal loading 8. Low water levels on Medicine Lake 10. Flooding 9. Bassett Creek south of Glenwood is "terrible" 11. Groundwater quality and quantity in wells in Medicine Lake 12. Abundance of cattails in ponds resulting in flooding problems Q2: What concerns do you have regarding the waterbodies in your community? Funding/Governance/Societal 2. Commitment from all 9 cities 1. Lack of funding 3. Lack of education 5. 4. Not enough benefit to not enough people (projects?) 6. Apathy of public; need to change behavior, actions, habitats of residents Need better prioritization of projects 7. Not enough projects in Northwood Lake subwatershed 9. Need better sources of information 8. Lack of city-implemented projects like raingardens 10. Need more tax incentives for better projects 12. Need more land acquisition for flood easements 11. Expectations that water quality problems can be solved quickly with a silver bullet 13. Balance management of recreational lakes vs. scenic ponds 14. Pond management before lake management 16. Need to fully study effects of Medicine Lake's possible water level manipulation on the floodplain, water quality, water temperatures, and overall lake health 15. Balancing habitat with recreation Q3: What are the barriers to improving water quality? Physical 2. Flooding 1. Poorly drained soils 3. Lack of space for water quality projects 4. Zebra mussels 5. Too many weeds Government 1. Lack of funding and resources 3. Time 2. Lack of education and knowledge 4. Lower priority for decision makers 6. Lack of consensus and common ground on what it takes to improve water quality 5. Science of water quality is still young 7. Government inefficiency 9. Push for development 8. Inability to identify the problem and install correct project in correct location 10. Government agency restrictions 11. Not being willing to dredge Public 2. Angry residents 1. Too many motorboats 3. Unwillingness to change, self interests 5. Property rights 4. Disconnection of public from natural resources 6. Stigma of environmental issues, in general 7. Public unwilling to give more funding Q4: How can we address the barriers to improving water quality? Information and Education 2. 1. More education, information, outreach to residents 3. Educational signage Education of children; involve schools 4. Public service announcements 6. Sponsorship by companies that make water-related products (boats, motors, etc) 5. Neighborhood outreach 7. Newsletters 9. Citizen monitoring programs (CAMP, WHEP) 8. City celebrations 10. National Night Out as a venue for education and outreach 12. Labeling stormdrains 11. Consistent message among watershed organizations 13. Focused volunteer efforts; organize stakeholder volunteer group 14. City Park and Rec programs focused on water; summer camps 15. Coordinated clean ups among all cities 17. All 9 cities working together on education and outreach 16. Use natural constituencies and existing groups 18. Sponsor events linking water quality to water use 20. Install paths near projects 19. Show visual impacts 21. More trails along creek 22. Start Bassett Creek Farmers Market near creek Government 2. Be a watershed management organization; not a watershed district 1. Streamline permitting; more uniform regulations 3. Transparency of actual costs 5. Need more scientific proof of negative impacts 4. Look regionally vs. jurisdictionally 6. Reward good behavior 7. Provide small grants	<urn:uuid:34373ce6-1d91-49ba-a673-f95948bdbb43>	CC-MAIN-2024-26	https://www.bassettcreekwmo.org/application/files/5714/4676/6444/Small_Group_Mtgs_Results.pdf	2024-06-25T11:51:34+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00131.warc.gz	583,780,619	1,509	eng_Latn	eng_Latn	0.988979	eng_Latn	0.989473	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1503, 3178, 5055, 6399 ]	[ 3.171875 ]	2	0
Eastman School Symphony Orchestra Rebecca Bryant Novak, Yonatan Dvir, and Serena Reuten, conductors Morgan Chalmers, Aliceyn Covington, Alina Liebschner, and Lea Helsel, horns Friday, April 19, 2024 Kodak Hall at Eastman Theatre 7:30 PM ~ PROGRAM ~ Eastman School Symphony Orchestra Rebecca Bryant Novak, Yonatan Dvir, and Serena Reuten, conductors Short Ride in a Fast Machine (1986) John Adams (b. 1947) Rebecca Bryant Novak, conductor Konzertstück for Four Horns, Op. 86 (1849) II. Romanze: Ziemlich langsam 4' Robert Schumann (1810-1856) 19' I. Lebhaft III. Sehr lebhaft Morgan Chalmers, Aliceyn Covington, Alina Liebschner, and Lea Helsel, horns Yonatan Dvir, conductor ~ INTERMISSION ~ D'un matin de printemps, LB 41C (1918) D'n soir triste, LB 40C (1917-1918) Rebecca Bryant Novak, conductor Lili Boulanger (1893-1918) 5' Lili Boulanger 12' D'un soir triste was provided by the Edwin A. Fleisher Collection of Orchestral Music at the Free Library of Philadelphia. The Nutcracker: Suite No. 1, Op. 71A (1891-1892) II. Character Dances: Piotr Ilyich Tchaikovsky (1840-1893) 22' I. Overture a) March c) Russian Dance: Trepak b) Dance of the Sugar Plum Fairy e) Chinese Dance III. Waltz of the Flowers f) Dance of the Mirlitons (Reed Pipes) Serena Reuten, conductor ~ PROGRAM NOTES ~ Short Ride in a Fast Machine Premiered in 1986, John Adams' Short Ride in a Fast Machine has long been a calling card of sunny West Coast minimalism. Its opening is iconic – a single bar of woodblock, which will serve as a relentless metronome for the rest of the piece. Adams nods to the tradition the brass fanfare – in the piece's title and its content - but with none of the ceremony and gravitas usually associated with that genre. Instead, Short Ride lives up to its name and takes the listener on an exhilarating and visceral musical journey. Konzertstück for Four Horns, Op. 86 Among the 'standard repertoire' concerti regularly performed today, Robert Schumann's Konzertstück (read: Concert Piece) stands as a chimeric anomaly. The piece is structured in three movements - defying the midnineteenth century notion of a single-movement 'concert piece' - while still being shorter than a traditional concerto. Its thematic cyclicity predates many compositional trends in concerto writing. However, the most unique element of Schumann's Konzertstück is that it is written for not one, but four valve horn soloists. This unique instrumentation, which was uncommon for the Romantic era, is reminiscent of baroque Sinofnie Concertanti and Concerti Grossi, in which the juxtaposition between soloist and ensemble was more blurry. The valve horn (Ge: Ventilhorn) was a fairly new instrument during Schumann's lifetime; a signiﬁ cant upgrade from the natural horn, which could only play a limited amount of notes in a certain key, and had to often rely on switching crooks for transpositions. The earliest report of this new instrument date back to 1815, in Breslau, though we know that the use of the valve horn would not be standardized until the end of the century, with composers such as Johannes Brahms (1833-1897) still opting to employ the use of natural horns throughout their lifetime. Schumann's decision to write a concerto for four valve horns has without a doubt contributed greatly to the popularization of the instrument by showing its versatility and brilliant virtuosity. The work opens with two striking chords by the orchestra, followed by a valiant opening statement by the solo quartet. Following, the opening 'Lebhaft' (lively) movement unfolds the same triplet-laden motif. The following movement, aptly titled 'Romanze', follows a song-like structure, displaying the lyrical qualities of the soloists with long, drawn melodic lines and poignant counterpoint. A brief trumpet fanfare announces the beginning of the third movement, 'Sehr Lebhaft' (very lively), played without pause from the previous 'Romanze'. This movement is by far the most virtuosic, with all four horn parts containing demanding lines with frequent arpeggiations, leaps, and register changes. D'un matin de printemps D'un soir triste Born to a musical family, Lili Boulanger was the ﬁ rst woman to win the prestigious Prix de Rome. A talented and proliﬁ c composer, Boulanger's life was tragically cut short in 1918, when she died at the age of 24 after a lifetime of poor health. D'un Matin de Printemps and D'un Soir Triste were some of her ﬁ nal works. Both show a keen balance between classical formal structures and complex 20th century chromaticism, demonstrating the skill of a highly trained composer – no surprise, as Boulanger's father won the Prix de Rome a generation before her. D'un Matin de Printemps (Of A Spring Morning) evokes the freshness of spring, but never becomes saccharine or cliched. The piece begins with a soft, buzzing energy from violins and ﬂ ute, then alternates between light and shadow, clarity and ambiguity – both structurally and harmonically. As the piece comes to a close, the opening theme bursts into bloom with a dramatic treatment from the full orchestra. D'un Soir Triste (Of A Sad Evening) demonstrates an extraordinary level of compositional and emotional maturity. The last work Boulanger was able to complete in her own hand, the score is replete with markings such as "sad," "heavy," and "funereal." At times, the piece can have a fantasia-like quality of shifting moods and sound qualities, but beneath the surface, it maintains a highly structured form. Like D'un Matin de Printemps, D'un Soir Triste relies on the increasingly complex presentation of its initial theme, which she alters to great coloristic effect throughout the piece, ﬁ nally concluding with a majestic, if tragic, ﬁ nal statement. Ms. Bryant Novak's performance of Lili Boulanger's D'un soir triste is dedicated to all women whose musical voices have been diminished - including Cara Kizer, Amanda Stewart, and many others - with hope that they will ultimately be restored and celebrated. The Nutcracker: Suite No. 1, Op. 71A, The Nutcracker Suite was written about nine months prior to the full ballet in 1892, Tchaikovsky's third ballet after Swan Lake (1876) and Sleeping Beauty (1889), and displays some of Tchaikovsky's most innovative orchestral writing. Adapted from ETA Hoffman's tale of The Nutcracker and the Mouse King the ﬁ rst act is mainly plot-driven, focusing on the main character – a young girl named Clara – and the events of a Christmas party in her family home. She receives a Nutcracker as a gift for Christmas and when she sneaks down to check on it later at midnight, she discovers that she is magically shrinking as mice ﬁ ll the room. The Nutcracker comes to life and engages in a ﬁ erce battle with the Mouse King, before Clara distracts the Mouse King by throwing her shoe at him and giving the Nutcracker enough time to fatally stab the Mouse King. The Nutcracker then turns into a human prince and leads Clara towards a snowy forest as they enter his magical kingdom. Now set in the magical kingdom, Tchaikovsky expands the story in the second act of the ballet to include the character dances presented in the Suite that gives dancers the opportunity to showcase their virtuosity and versatility. The suite opens with the Overture from the beginning of the ballet (usually played before the rise of the curtain) which is scored for orchestra without low strings and brass, setting a very light and airy atmosphere for the beginning of the ballet. The next movements are a series of character dances, starting with the march from the ﬁ rst act of the ballet that usually introduces the shenanigans of the young children. The Dance of the Sugar Plum Fairy is iconic for its use of the celesta, which is featured prominently throughout the movement. The strings accompany with a very regular pizzicato or staccato rhythm that is reminiscent of the ticking of a music box, adding to the doll-like choreography of the solo dancer. The Russian Dance Trepak is a male solo dance usually featuring acrobatic leaps and repeating turns with the quick tempo reﬂ ecting the athleticism and power of the dancer. (The full suite includes another movement called Arabian Dance which will not be performed in this concert.) The Chinese Dance offers many possibilities for choreography, often displaying angular movements and other non-traditional ballet gestures. The movement features the ﬂ utes and piccolo that play virtuosic ﬂ ourishes in dialogue with pizzicato strings. The Dance of the Mirlitons features the ﬂ utes again and the english horn, but this time transitions to a very menacing middle section played by the brass and percussion. The ﬁ nal movement is Waltz of the Flowers, which displays the virtuosic capabilities of the harp at the beginning before transitioning to a vibrant waltz with many variations in orchestration. This big group dance comes near the ﬁ nal conclusion of the whole ballet, ending with a ﬁ nal jubilant ﬁ nish! – Serena Reuten ~ MEET THE ARTISTS ~ The Bells N' Roses (Morgan Chalmers, Aliceyn Covington, Alina Liebschner, Lea Helsel) is a French horn quartet comprised of the junior class at the Eastman School of Music. The quartet formed in 2022, and has performed at venues such as the George Eastman House, Eastman at Washington Square, and the Honeoye Falls Historical Society. They have been featured in multiple Eastman Horn Choir concerts, and have performed for many notable ﬁ gures such as Frøydis Ree Wekre, William VerMeulen, and Nathaniel Silberschlag, in masterclasses at Eastman. The Bells N' Roses study with Professor Peter Kurau and receive weekly coachings from Professor Maura Corvington. Morgan Chalmers (First Horn) is from Clarence, New York, and is a member of several ensembles at Eastman including Brass Guild, Horn Choir, and Bells N' Roses. She currently holds the position of Third Horn with the Binghamton Philharmonic Orchestra and Principal Horn with the Clarence Summer Orchestra. Chalmers also frequently subs with the Rochester Philharmonic Orchestra and the Buffalo Philharmonic Orchestra. Aliceyn Covington (Second Horn) is from Blairsville, Georgia and has been playing the french horn for 10 years. She is currently performing as a sublist musician with the Cayuga Chamber Orchestra and the Orchestra of the Southern Finger Lakes. Last summer, Covington participated as a fellow at the Norfolk Chamber Music Festival and will spend this summer at the National Music Festival and the Berlin Opera Academy. Alina Liebschner (Third Horn) is from Pearland, Texas. She has performed at the Mid Europe Festival in Schladming, Austria as a part of the World Youth Wind Orchestra Project in 2022, and was a featured artist at the Schwarzwälder Horntage Festival in Staufen, Germany in 2023. This summer Liebschner will serve as a Student Ambassador to Havana, Cuba, with the CAYO Organization as well as perform with the Opera Academy in Berlin for the OpernFest. Lea Helsel (Fourth Horn) is from Pittsburgh, Pennsylvania. Outside of Bells N' Roses, she is a member of the Eastman Brass Guild, Eastman Horn Choir, and the Alvum Animo Brass Quintet. As a freelancer, Helsel frequently subs with orchestras such as the Rochester Philharmonic Orchestra, Wheeling Symphony, and the Pittsburgh Ballet Theater Orchestra. This summer, she will be touring Europe with the Boston Philharmonic Youth Orchestra. The Bells N' Roses would like to give a special thank you to the enormous support of their professors Peter Kurau and Maura Corvington. ~ PERSONNEL ~ Eastman School Symphony Orchestra Violin I Simon Cheng, concertmaster Ingrid Buschkopf Soﬁ a Grimes Victoria Zhao Olivia Walberger Liliana Mahave Leena Hocutt Duarte Kellen Mikesell Chloe Hyun Kristina Kaye Lauren Edwards Claire Chen Violoncello Felix Harkness, principal Catalina Wooldridge Clara Schultz Ryan Post Anika Grieve Audrey Cherwinski Ariun-enerel Gantumur Haozheng Sun Maggie Slap Ethan Hess Joseph Yang Pyotr Alvarado Violin II Kaylynn Li, principal Amelia Posner-Hess Hagan Tran Sanne Zwikker Nicole Cheng Erica Lin Karen Wang Ellen Kim Sedona Kmen Madison Oh Kaitlyn McLaughlin Miyako Cornelius Tiara Lai Viola Israel Anselme, principal Brynn Cogger Vivienne Lucier Hide Shiotsu Keon Sagara Matthew Vu Mack Jones Wyeth Minami Double Bass Liz Young, principal Nathan Kim Gregory Galand Austin Beck Samantha Liu Annaliese White Flute Julia Benitez-Nelson Alexander Day Kaja Hammerschmidt Maya Stock Oboe Lewis Painter Sihan Qi Josh So Clarinet Kevin Jin Harrison Kim Eliza Reimold Bassoon Roan Alonzo Noah Eastman Colin Gentry Ryan Zych Horn Amelia Caruk Andrew Foster Aaron Fulton Aby Stumpf Jennelle Williams Sam Wood Claire Zhao Trumpet Ted Ekstrand Seth Henderson Kirk Morrison Eve Shanks Yue Zhang Trombone Andrew Bianchi Darren Brady Charley Hibschweiler Matous Rybka Tuba Andrew Sieradzki Timpani Lexi Kunz Lucy Chugh Percussion Kai Gray Izaiah Gonzales Ben Landon Harp Sunshine Quan Keyboard Veniamin Blokh For the most up to date information on Eastman concerts and events, scan this code to visit our online calendar.	<urn:uuid:db76a88e-4c64-48c3-afbe-589cbc14701b>	CC-MAIN-2024-26	https://www.esm.rochester.edu/uploads/ESSO_4-19-24_consecutive.pdf	2024-06-25T11:46:45+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00137.warc.gz	655,904,008	3,147	eng_Latn	eng_Latn	0.695693	eng_Latn	0.991134	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1295, 6535, 11589, 13177 ]	[ 2.0625 ]	1	0
E ENGLISH YEAR THREE (3) AUTUMN ONE – WHAT WILL YOUR CHILD LEARN THIS HALF TERM? EMATHEMATICS ESCIENCE Key Question: What makes character behave the way they do? Texts: Cinder boy and the Firework Makers' Daughter This term, children will focus on writing to entertain. They will explore why character behave in different ways and empathise with them. They will compare and contrast characters. They will begin to use compound sentences in order to expand their ideas. Children will generate ideas for stories through the use of word banks and dictionaries. They will begin to re-read and edit their work. RELIGIOUS EDUCATION Key Question: What do people believe about God? Key Focus: Number and place value Children will focus on number and place value. They will: - add and subtract numbers mentally, including a 3-digit number and ones, (tens, hundreds) -add numbers with up to 3 digits, using formal written methods of columnar addition. -solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction -estimate the answer to a calculation. PSHE Key Question: Mental Health Children will identify beliefs about God that are held by Christians, how they describe God along with symbols associated with Christianity. They will learn explore the influence believing in God has on the lives of believers. Children will explore the fact that many people do not believe in God. They will reflect on their own questions and ideas about God in light of their learning. They will learn about what Jesus taught his followers about forgiveness and how He used parables to teach people how to live with each other. The children will be learning about British Values, in particular, 'Democracy'. They will learn how to use and apply the 6Rs: being resilient, responsible, resourceful, rational, respectful and reflective to their daily lives. They will explore how to use the strategies from the Zones of Regulations as coping and calming techniques. Pupils will explore how a growth mindset impacts their growth and development, as well as, their mental health and well-being. MUSIC: - Using voices and body parts to create melodies and rhythms. ICT: - Improvise and compose music. - Appreciate a wide range of live and recorded music. Begin to understand the history of music. - Key Question: "We are what we eat," is there any truth in this statement? Children will learn that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. They will learn how labels on food products can help us to make the right food choices. They will learn about the salt and sugar contents in foods by reading labels. Children will learn that humans and some other animals have skeletons and muscles for support, protection and movement. They will carry out simple experiments. ART & DESIGN Key Focus: Stephen Wiltshire Children will study and discuss the drawings of buildings by Stephen Wiltshire a renowned artist. They will use photographs taken to help them create more detailed sketches of one of the London Landmarks. They will compare their sketch to the photograph and be able to make further drafts to improve their initial sketch. They will apply sketching techniques taught and practiced. Children will analyse work of Stephen Wiltshire and say what they like or dislike about it. - Understand how computers are connected to the internet. - Use internet safely and appropriately. - Knowing the opportunities the computer offers for communicating and working with the outside world. EGEOGRAPHY Key Question: If London Landmarks could speak what would they say? Children will learn about the significance of historical and modern London landmarks. They will learn vocabulary and facts related to London landmarks. They will identify the physical and human features surrounding these landmarks. Children will use compass directions, locational language and directional language to explain the location and route of some landmarks. They will make observations about where the landmarks are located and why. PHYSICAL EDUCATION Key Focus: Gymnastics The children will know the importance of strength and flexibility for physical activity and explain why it is important to warm up and cool down. They will develop a range of skills relating to gymnastics and will use these to develop their competitive and team skills.	<urn:uuid:55d89d5e-a7f8-4c43-8a82-75f8f06c1107>	CC-MAIN-2024-26	https://www.brooksideprimarysch.co.uk/attachments/download.asp?file=384&type=pdf	2024-06-25T11:15:59+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00131.warc.gz	599,951,169	882	eng_Latn	eng_Latn	0.998574	eng_Latn	0.998574	[ "eng_Latn" ]	false	docling	[ 4499 ]	[ 3.953125 ]	1	0
Mains Practice Question Case Study Shradha Sharma is a senior civil servant in the Ministry of Environment, Forests and Climate Change. She has been working for the past 20 years and has a reputation for being honest, competent, and impartial. Her department has been tasked with granting environmental clearances to a large corporation that wants to build a new factory in a forest area. Shradha Sharma knows that the project could have serious environmental impacts, including deforestation, loss of biodiversity, and pollution. She also knows that the corporation has a history of flouting environmental norms and regulations in other parts of the country. Shradha Sharma is under intense pressure from the corporation to grant the clearance, as it would create thousands of jobs and bring in large investments. On the other hand, she is also under pressure from environmental activists and NGOs who are urging her to reject the clearance, citing the potential environmental and social costs. Shradha Sharma is facing dilemma between her duty as a public servant to promote development and create jobs, and her duty to protect the environment and safeguard the interests of the local communities. She has to decide whether to grant or reject the environmental clearance, and her decision will have farreaching consequences. Q. What factors should Ms. Sharma consider in making her decision? What are the possible solutions to this ethical dilemma, and what are the trade-offs involved in each solution? 17 Feb, 2023 GS Paper 4 Case Studies Approach Start your answer by briefly explaining the case. Discuss about various stakeholders and ethical issues & dilemmas involved in the case. Discuss the decision-making factors, possible solutions and tradeoffs involved in the case. Conclude accordingly. Introduction The case revolves around Shradha Sharma, a senior civil servant working in the Ministry of Environment, Forest and Climate Change, where she is tasked with granting environment clearance to large corporation for setting up a factory. Further she faces pressure from both corporate and climate activist, thereby creating ethical dilemma for Shradha, whether to accept or reject the proposal. Body Stakeholders Involved: Shradha Sharma, senior civil servant The corporation, The local community, Environmental activists and NGOs, Society at large, Ministry of Environment, Forest and Climate Change. Ethical Issues Involved: Conflict of interest: Ms. Sharma is under intense pressure from the corporation to grant the clearance, which raises concerns about conflict of interest. Transparency and fairness: The decision to grant environmental clearance must be transparent and fair, with an open and participatory decision-making process. Social justice: The project's potential impact on the local communities raises ethical questions about social justice and the rights of indigenous communities. Integrity and honesty: Ms. Sharma has a reputation for being honest, competent, and impartial, which raises ethical questions about the importance of integrity and honesty in public service. Factors should Ms. Sharma consider in making her decision: Environmental impact: Ms. Sharma should evaluate the potential environmental impacts of the project, including deforestation, loss of biodiversity, and pollution. She should also consider the long-term ecological consequences of the project, as well as the impact on local communities. Social impact: She should assess the impact of the project on the local communities, including the displacement of people and disruption of their livelihoods. Corporate track record: Ms. Sharma should investigate the past record of the corporation regarding environmental norms and regulations in other parts of the country. If the corporation has a history of flouting rules, it may not be a good candidate for a new project in a sensitive ecological zone. Economic benefits: Ms. Sharma should also consider the potential economic benefits of the project, such as job creation, and the amount of investment that the corporation is willing to bring to the region. She should also consider the impact of the project on the local economy and the broader social and economic development of the region. Legal obligations: Ms. Sharma must comply with the laws and regulations of her department and the country. She should ensure that the corporation meets all legal requirements before granting environmental clearance. Possible solutions to this ethical dilemma include the following: Grant the Environmental Clearance with Conditions: Ms. Sharma could grant the environmental clearance but impose stringent conditions on the corporation to minimize the environmental impact of the project. The conditions could include compensatory afforestation, pollution control measures, and social welfare measures for the local communities. Trade-offs: Trade-offs involved in this situation include the possibility of the corporation not fulfilling the conditions, leading to long-term environmental damage. It may also harm the reputation of the department if the project fails to meet environmental norms and regulations. Reject the Environmental Clearance: Ms. Sharma could reject the environmental clearance, citing the potential environmental and social costs of the project. This decision would protect the environment and safeguard the interests of the local communities. Trade-offs: Trade-offs involved in this solution include the loss of potential economic benefits, such as job creation and investment. It may also result in legal challenges from the corporation, and it may negatively impact the image of the department as being antidevelopment. Seek Expert Opinion: Ms. Sharma could seek expert opinion from ecologists, environmentalists, and other relevant stakeholders like Environmental activist, NGOs and local community and further leverage environmental impact assessment to make an informed decision. This approach would involve engaging with all stakeholders and weighing all the options before making a decision. Trade-offs: If the environmental impact assessment report suggest that there is Powered by TCPDF (www.tcpdf.org) degradation of environment then the corporation would be encouraged to identify an alternative location for the factory that would not cause significant environmental damage or harm local communities. If the environmental impact assessment report grant approval for the project and suggest that there would be no or very little harm to the environment, then the clearance should be given as it would generate employment and increase the economic output of that area. Conclusion Ms. Sharma should go with the last solution that is to seek expert opinion by involving all stakeholders and follow proper rules and regulations, while taking everyone in confidence that her decision is in the public interest and aligned with her duty as a public servant to balance the competing interests of economic development and environmental protection. 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A Quick guide to WHAT IS MATH SOLVER? Created by @miss_aird MATH solver Microsoft Math Solver app provides help with a variety of problems including arithmetic, algebra, trigonometry, calculus, statistics, and other topics using an advanced AI powered math solver. Simply write a problem on screen or use the camera to snap a math photo. Math Solver instantly recognizes the problem and helps you to solve it. SOLVE EQUATIONS STEP-BY-STEP EXPLANATIONS After opening Math Solver, you can use the selection tool to capture the math equation you want to solve or enter it using the math keyboard. After selecting the equation, click 'Solve' to get solution. Math Solver provides instant solutions and goes a step beyond, with step-by-step guidance using various problemsolving methods. To view steps, select the problemsolving method and click 'Show solution steps' ✏️ Write an equation on screen as you naturally do on paper 📷 Scan printed or handwritten math problems WHERE CAN I USE MATH SOLVER? Get step-by-step explanations, see how to solve problems and show your work Get definitions for mathematical concepts GRAPH PROBLEMS Scan and plot x-y data tables for linear/non-linear functions. Instantly graph any equation to visualize the function and understand the relationship between variables. Get interactive Step-by-Step explanations & Graphing calculator. PRACTICE, PRACTICE, PRACTICE Search for additional learning materials, such as related worksheets and video tutorials based on the equation solved.	<urn:uuid:ee73bf2d-2efb-4064-a40a-36bac7520ce2>	CC-MAIN-2024-26	https://edudownloads.azureedge.net/msdownloads/Microsoft-Math-Solver-Quick-Guide.pdf	2024-06-25T10:47:50+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00133.warc.gz	197,752,352	316	eng_Latn	eng_Latn	0.995426	eng_Latn	0.995426	[ "eng_Latn" ]	false	docling	[ 1531 ]	[ 2.21875 ]	2	0
HIP DYSPLASIA IN LARGE DOG BREEDS What is Hip Dysplasia Susceptibility Basic information Warning signs and Treatment options By: Katherine Berry Girl Scout Troop 41706 Omaha, Nebraska What is Hip Dysplasia? Hip dysplasia can happen when a dog's hip joints develop abnormally, causing the ball and socket of the joint to move abnormally relative to one another. Permanent osteoarthritis develops in the joints and can cause chronic pain for dogs. The first signs you may notice if your dog has hip dysplasia include reluctance and difficulty getting up, moving, running, jumping, and playing. Basic Information About 16% of dogs have hip dysplasia Genetics and environmental factors can cause hip dysplasia Hip dysplasia causes chronic pain for dogs, the pain can worsen in cold, wet conditions Hip Dysplasia can develop in both puppies and older dogs What makes large dog breeds more susceptible to hip dysplasia? Lifestyle factors such as improper weight and an unbalanced diet can cause dogs to get hip dysplasia. However, the excessive growth rate of large dog breeds make them more susceptible to hip dysplasia than smaller breeds. Warning Signs and Treatment Options Signs that your dog might show if they have hip dysplasia are acute pain after exercise, reluctance to jump, walk, climb steps, move, and play, scuffing their feet when walking, moving their hind legs together, and muscle wasting in their hind legs. Glucosamine and chondroitin supplements are frequently recommended for prevention and treatment of pain and inflammation associated with hip dysplasia. For young dogs with hip dysplasia, medications and surgical interventions are an option for treatment. For older dogs, medications, physical therapy, and pain relief are options for treatment. Sources Hip Dysplasia In Dogs: Causes, Symptoms, and Treatment, American Kennel Club. https://www.akc.org/expert-advice/health/hip-dysplasiain-dogs/ Llera R, Hunter T, Ward E. Hip Dysplasia in Dogs: VCA Hospitals. https://vcahospitals. com/know-your-pet/hipdysplasia-in-dogs Loder, Randall T., and Rory J. Todhunter. "The Demographics of Canine Hip Dysplasia in the United States and Canada." Journal of Veterinary Medicine, Hindawi, 12 Mar. 2017, www.hindawi.com/journals/jvm/2017/5723476/.	<urn:uuid:0df39b5d-00cd-4208-bfd0-a7e4920db352>	CC-MAIN-2024-26	https://grrin.org/wp-content/uploads/2024/04/Hip-Dysplasia.pdf	2024-06-25T10:50:46+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00136.warc.gz	250,497,272	536	eng_Latn	eng_Latn	0.995577	eng_Latn	0.995863	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 858, 2276 ]	[ 2.203125 ]	1	0
Number: Mathematics: * I can use negative numbers in context, and calculate intervals across zero. * I can round any whole number to a required degree of accuracy and solve problems which require answers to be rounded. * I can solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts. * I can use common factors to simplify fractions. * I can solve problems involving the calculation of percentages. * I can multiply 1-digit numbers with up to two decimal places by whole numbers. * I can perform mental calculations, including with mixed operations. * I can divide numbers up to 4-digits by a 2-digit whole number using formal written methods of long division and interpret remainder in various ways. * I use my knowledge of order of operations to carry out calculations involving all four operations. * I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. * I can multiply simple pairs of proper fractions, writing the answer in its simplest form. * I can divide proper fractions by whole numbers. * I can associate a fraction with division and calculate decimal fraction equivalents. * I can express missing number problems algebraically. * I can find pairs of numbers that satisfy number sentences involving two unknowns. Measurement and Geometry: * I can recognise, describe and build simple 3D shapes, including their nets. * I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons. * I can illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter. * I can read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and visa versa, using decimal notation to up to 3 decimal places. * I can calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units. * I can interpret and construct pie charts and line graphs and use these to solve problems Whinmoor St Paul's C E Primary School End of Year Expectations: Year 6 This booklet provides information for parents/carers on the end of year expectations for children in our school. The National Curriculum outlines these expectations as being the minimum requirements your child should meet each year. All of the objectives will be focused on throughout the year as part of your child's lessons. Any extra support you can provide in helping your child to achieve these expectations is greatly valued. If you have any queries regarding these expectations or would like support in knowing how to help your child with these, please see the class teacher. Reading: Word Reading: * I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. * I use my combined knowledge of phonemes and word deriviations to pronounce words correctly, e.g. arachnophobia. * I attempt the pronunciation of unfamiliar words drawing on my prior knowledge of similar looking words. * I can read fluently, using punctuation to inform meaning. Comprehension: * I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each. * I can read books that are structured in different ways. * I can recognise texts that contain features from more than one text type. * I can evaluate how effectively texts are structured and presented. * I can read non-fiction texts to help with my learning. * I read accurately and check that I understand. * I can recommend books to others and give reasons for my recommendation. * I can identify themes in texts. * I can identify and discuss the conventions in different text types. * I can identify the key points in a text. * I can recite a range of poems by heart, e.g. narrative verse, sonnet. * I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. Writing: Spelling: * I can form verbs with prefixes. * I can convert nouns or adjectives into verbs by adding a suffix. * I understand the rules for adding prefixes and suffixes. * I can spell words with silent letters. * I can distinguish between homophones. * I can spell the commonly mis-spelt words from the Y5/6 word list. * I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary. * I can use a thesaurus. * I can use a range of spelling strategies. Handwriting: * I can choose a style of handwriting to use when given a choice. * I can choose the handwriting that is best suited for a task. Composition: * I can identify the audience and purpose of the writing. * I can choose the appropriate form and register for the audience and purpose of the writing. * I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. * I use a range of sentence starters to create specific effects. * I can use developed noun phrases to add detail to sentences. * I use the passive voice to present information with a different emphasis. * I use commas to mark phrases and clauses. * I can sustain and develop ideas logically in narrative and nonnarrative writing. * I can use character, dialogue and action to advance events in narrative writing. * I can summarise a text, conveying key information in writing. Sentence structure: * I can use the passive voice. * I vary sentence structure depending whether formal or informal. Text structure: * I can use a variety of organisational and presentational devices correct to the text type. * I write in paragraphs which can clearly signal a change in subject, time, place or event. Punctuation: * I can use the semi-colon, colon and dash. * I can use the colon to introduce a list and semi-colon within lists. * I can use a hyphen to avoid ambiguity.	<urn:uuid:97178657-700f-424a-b525-02ca886bd8c4>	CC-MAIN-2024-26	https://whinmoorstpauls.co.uk/wp-content/uploads/2020/12/End-of-Year-Expectations-6.pdf	2024-06-25T11:37:48+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00132.warc.gz	561,998,518	1,265	eng_Latn	eng_Latn	0.998973	eng_Latn	0.999036	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2918, 6256 ]	[ 4.1875 ]	22	0
Summer Reading Assignment for British Literature and AP English Literature and Composition Mead Hall Episcopal School; Mrs. Mary Dickey Read the novel Jane Eyre by Charlotte Bronte and complete the following study guide questions. Answer the questions in complete sentences using no sources other than the novel and your own brain. (That means no Spark Notes, Cliff Notes, etc. That would be cheating.) I will take up this assignment on the first day of school for your first grade. Ch. 1-10: 1. Briefly identify each of the following characters: Mrs. Reed, John Reed, Bessie, Helen Burns, Mr. Brocklehurst, Miss Temple, Jane Eyre. 2.Describe the conditions at Lowood School. 3. Why do the conditions at Lowood improve? What does Jane gain from her 8 years there? Ch. 11-20: 4. Describe Mr. Rochester. Why do you think Jane is attracted to him? 5. What strange sound does Jane hear at Thornfield, and who or what does she think is responsible? 6. Explain how Jane saves Rochester's life. 7. Who is Mason, and what does his relationship to Rochester seem to be? 8. How does the author create a sense of suspense, tension, and uncertainty in this section of the book? Ch. 21-27: 9. Describe the events that occur when Jane revisits Gateshead. What are Jane's feelings towards Mrs. Reed now? Why? 10. When Jane returns to Thornfield, what revelation does Rochester make to her? Did you find this surprising? 11. Who is Bertha, and how does Jane find out about her? Ch. 28-35: 12. Name and briefly describe the members of the Rivers family. How does Jane come to be with them? 13. What question does St. John ask Jane? What is her answer, and why? Ch. 36-38: 14. What has happened at Thornfield in Jane's absence? 15. How has Rochester changed? Has the relationship between Rochester and Jane changed? Explain. 16. How does the novel conclude? Did you find the ending satisfactory? Why, or why not?	<urn:uuid:04a6e9af-430b-4ab5-9518-e7da09a6684b>	CC-MAIN-2024-26	https://www.meadhallschool.org/wp-content/uploads/2020/12/1943.pdf	2024-06-25T11:11:25+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00135.warc.gz	751,089,633	449	eng_Latn	eng_Latn	0.997083	eng_Latn	0.997083	[ "eng_Latn" ]	false	docling	[ 1907 ]	[ 3.140625 ]	3	0
Study Questions for Edith Hamilton's Mythology Read the listed sections and answer the questions in complete sentences.This is due the first day of class for a quiz grade. The Gods: 1. Who were the Titans? Name the 9 of them. 2. What was Zeus' weapon? 3. Of what was Hera protector? 4. What symbol did Neptune/Poseidon possess? 5. What did Pluto's helmet do? 6. How was Athena "born"? 7. What was the name of Athena's temple, and what does the name mean? 8. Who was the god of truth? 9. Where was the god of truth's oracle? 10. What were the three forms of Artemis? 11. Of what was Venus/Aphrodite the goddess? 12. Where did Venus/Aprhodite come from? 13. Who was the only ugly god? 14. What were the Vestals? 15. What were the distinctive signs of Mercury/Hermes? 16. Who was the god of war? 17. What was the bird of the god of war? 18. Who was represented as blindfolded? 19. Who was the goddess of the rainbow? 20. Who was the god of wine? 21. Who had goat hoofs and horns? 22. Identify the following: A. Tartarus B. Erebus C. Charon D. Elysian Fields E. Styx F. Satyrs G. Centaurs H. Gorgons I. Sirens J. Furies The Two Great Gods of Earth: 1. How do Demeter and Dionysus differ from the other gods? 2. Who is Demeter's daughter, and what happens to her? 3. Who are the Maenads? 4. What is contradictory about Dionysus? The Earliest Heroes: 1. Why was Prometheus chained to a rock? 2. Who was punishing him? 3. What did Io turn into? 4. Who had 100 eyes? 5. Who told Argus a story to put him to sleep? 6. What two bodies of water are named for Io? 7. Who was Io's famous descendant? 8. What made Zeus fall in love with Europa? 9. What did Zeus change himself into? 10. Where did Zeus take Europa? 11. Name Europa's two sons by Zeus. 12. How many men did Odysseus have with him? 13. Why couldn't the men get out of Polyphemus' cave? 14. How did the men get Polyphemus to go to sleep? 15. What did the men do with the hot spike? 16. How did the men get out of the cave? 17. With whom did Polyphemus later fall in love? 18. What happened to Acis? 19. Who was Demeter's daughter? 20. What happened when she tried to pick the Narcissus? 21. What punishment did Hera give to Echo? 22. Who killed Hyacinth? 23. With what did he kill him? 24. When did Aphrodite first see Adonis? 25. What other goddess was in love with Adonis? 26. What killed Adonis? Cupid and Psyche: 1. Briefly summarize the tale of Cupid and Psyche in a paragraph. Eight Brief Tales of Lovers: 1. Why couldn't Pyramus and Thisbe marry? 2. How did they talk with one another? 3. Why did Pyramus think Thisbe was dead? 4. What turned the mulberries red? 5. What did Orpheus protect the Argonauts from? 6. How did Eurydice die? 7. Why did Eurydice have to return to Hades? 8. Where was Orpheus buried? 9. Whose son was Ceyx? 10. Who was Alcyone's father? 11. Who did Iris go to see? 12. Who was Morpheus? 13. What were Ceyx and Alcyone turned into? 14. Who was Pygmalion? 15. Who was Galatea? 16. Which goddess made the statue come alive? 17. Which two gods visited Baucis and Philemon? 18. What did they give the gods to eat? 19. What did they turn into at the time of their deaths? 20. Which goddess fell in love with Endymion? 21. Which god was in love with Daphne? 22. What tree did her father turn her into? 23. What did Artemis change Arethusa into? 24. A wooden cup thrown into the Alpheus will reappear where? The Trojan War and The Fall of Troy: 1. What did Aphrodite promise to give Paris if he chose her the most beautiful of the goddesses? 2. Who became king of Sparta? 3. Whom did Paris kidnap and take to Troy? 4. How did Odysseus try to avoid going to Troy? 5. What did Agamemnon do to make the wind stop blowing? 6. What caused the plague on the Greek army? 7. Which goddess insisted that the city of Troy be defeated? 8. Did Zeus support the Greeks or the Trojans? 9. What did Achilles do to Hector's dead body? 10. How had Achilles' mother made him invulnerable to injury? 11. How did Paris kill Achilles? 12. Who killed Paris, and with what weapon? 13. Why did the Trojans think the horse had appeared? 14. Who is Astyanax, and what happened to him?	<urn:uuid:11ef7ff8-89fe-451d-96c3-1961dc5d06e3>	CC-MAIN-2024-26	https://www.meadhallschool.org/wp-content/uploads/2024/05/AP-Lit_Edith-Hamiltons-Mythology.pdf	2024-06-25T11:46:02+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00137.warc.gz	765,370,154	1,157	eng_Latn	eng_Latn	0.999155	eng_Latn	0.999438	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1287, 3393, 4146 ]	[ 3.34375 ]	3	0
Percent Calculations (C) Calculate the percent or value requested. 1. What percent of 760 is 646? 2. What percent of 50 is 13? 3. What percent of 1,000 is 410? 4. What percent of 400 is 124? 5. What percent of 600 is 492? 6. What percent of 300 is 174? 7. What percent of 570 is 57? 8. What percent of 550 is 264? 9. What percent of 640 is 480? 10. What percent of 320 is 48? Math-Drills.com	<urn:uuid:18232657-b575-42dd-bbea-219311683e0a>	CC-MAIN-2024-26	https://math-drills.com/percentsworksheets/percents_calculate_rate_allpercents_regular_wholenumbers_003qp.1417720251.pdf	2024-06-25T12:04:48+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00133.warc.gz	347,133,972	130	eng_Latn	eng_Latn	0.969131	eng_Latn	0.969131	[ "eng_Latn" ]	false	docling	[ 403 ]	[ 3.34375 ]	106	0
Urea cycle disorder (UCD) At a Glance Urea cycle disorders are a group of genetic conditions that fall under the broad category of metabolic disorders. The urea cycle is a biochemical process that occurs in the liver. Through this process, body waste from the metabolism of protein (in the form of nitrogen) is removed from the blood and converted to a compound called urea. There are eight enzymes that complete this process, and normally the urea is transferred into the urine and removed from the body. However, in urea cycle disorders, one of the enzymes in the cycle is deficient. Without the proper enzymes, the process can't be completed, and nitrogen accumulates in the blood in the form of ammonia, a highly toxic substance. The accumulation of ammonia in the blood is called hyperammonemia. Hyperammonemia is especially toxic to the brain and can cause brain damage, coma or death. UCDs are caused by a genetic mutation. Some children are diagnosed as children because they show symptoms. Other children are diagnosed as infants through new- born screening (NBS). Children diagnosed by NBS may receive treatment before they first experience symptoms. Learn more about features of UCDs (NOTE: not all people with UCDs will have all of these features). Types of UCDs There are six different types UCDs, one for each enzyme in the urea cycle: * NAGS (N-acetyl glutamate synthetase ) deficiency * OTC (ornithine transcarbamylase) defciency * CPS 1 (carbamoyl phosphate synthe- tase) deficiency * CTLN1 (Citrullinemia type 1, ASD or ASL deficiency * ARG deficiency (hyperargininemia) * ALD (Argininosuccinic Aciduria, ASA, ASL or AL) deficiency There are also two enzyme transporter deficiencies, which are often considered UCDs: * HHH Syndrome (ORNT deficiency) * CTLN2 (Citrullinemia Type II or Citrin deficiency) Things to Think About 1. Medical / Dietary Needs What you need to know Treatment of UCDs usually involves finding the right balance of dietary protein intake- enough so that the individual has the protein building blocks necessary for their cells to grow and develop, but not so much that it overwhelms the broken urea cycle. * They may need to eat a special diet and some may need the help of a feeding tube to make sure they get the nutrition they need. * Further, because illness can cause stress on the metabolic system, they need to avoid being exposed to people who are sick, and if they get sick they need to take extra precautions. * There are also medications that can help keep ammonia levels low. * Some children with UCDs have had or may be recommended to have a liver transplant. * These children often no longer need to follow a special diet, but may be on medications for their transplant. Not every child with a UCD requires treatment. What you can do Teachers of students with UCDs find that parents are an excellent resource when it comes to understanding the child's treatment. * Ask parents if their child is on any medications, and consult with the nurse and parents about how medications should be administered at school. * If the student uses a feeding tube, ask the student's parents, the student and the school nurse to tell you more about what it's like to use a feeding tube. * Ask the parents if the student has any dietary restrictions and how they would like to manage school meals. * Ask parents if and how they'd like to be notified about student illnesses. If your student is not on any treatment, ask parents how you can help make sure the child stays healthy 2. Education Supports Many children with UCD's have no intellectual disability. It is important to have high expectations for all children who have UCDs. What you need to know * A child with a UCD may have developmental delays or cognitive deficits due to higher than normal levels of ammonia in the brain o They may have on going problems with chronic or occasional high ammonia levels o They may have had a hyperammonemic episode earlier in life o The learning issues may become more apparent if the child's ammonia level rises. * Specific challenge areas o Most children regain prior levels of function after a hyperammonemic episode. o Deficits in working memory, attention and fine motor coordination. o Your student may have difficulty in areas that are different than what is shown here o Many children with UCDs take longer to develop social and self-care skills. What you can do * Ask the parents about concerns about their child's academic performance * If there is regression in a child's abilities, discuss this with the child's parents * Make sure that the child receives a developmental evaluation when appropriate 3. Behavioral and Sensory Support What you need to know UCDs show up differently in different children. Some children have no behavior or sensory impacts, while others have behaviors that mimic autism or Attention Deficit Hyperactivity Disorder (ADHD) and need similar sensory support. What you can do Talk to parents about any special accommodations or needs that their child may need. 4. Physical Activity, Trips and Events What you need to know Students with UCDs can go on field trips and participate in school events along with the other students. They may need additional supports or accommodations to do so. Students with UCDs may not be as active or agile as other students. It is good to encourage children to be active and to make accommodations if physical activity is difficult or uncomfortable. What you can do Talk to the student's parents about how they would like to handle field trips: * If the student is on a restricted diet, they may need to bring along food that they can eat. The child may need to be watched to make sure he or she doesn't eat restricted food. * Make sure that school staff has a copy of the child's emergency plan on hand at the event. * If the child uses a feeding tube, a parent or aide may need to accompany the child. 5. School Absences and Fatigue: What you need to know Children with UCDs need to avoid illnesses, and may need to stay home when other students are ill. If a student with a UCD gets a virus, he or she may need to stay home and take extra precautions to get well. If a student experiences a hyperammonemic episode, they will need to be hospitalized for one or more weeks. For all these reasons, a child with a UCD may be absent from school frequently or for extended periods of time. What you can do Good communication is key when helping a child with a UCD who is absent from school. Talk to parents about what you can do to support the child during an absence. They may benefit from a home visit by a teacher or utilizing online technology to be present in class from home. 6. Emergency Plan Considerations: What you need to know Hyperammonemia is a major concern for children with UCDs. Symptoms of hyperammonemia can vary from child to child. Parents of children who have hyperammonemic episodes are often able to tell early on when their child is staring to have an episode. Some common symptoms of hyperammonemia include: * Feeling fatigued or listless * Staring or 'zoning out' * Nausea or vomiting * Losing touch with reality, hallucinating * Eyes rolling back into the head, 'glassy-eyed' look * Being unusually irritable or uncooperative If you see these symptoms in your student, call 911 and contact parents and the school nurse. What you can do It's a good idea to be prepared and know how to respond to a hyperammonemic episode before it occurs, even if your student has never had one. Because hyperammonemia looks different in every child, it's important to talk to parents and school nursing staff about signs to watch for. Make sure you understand what to do if you think a student may be having a hyperammonemic episode. 7. Resources An Educator's Guide to UCDs From the New England Consortium of Metabolic Programs, has been created for teachers to help support children with UCD at school. The guide includes information about UCDs, new research on the most common learning challenges in UCD, guidance for educators on what they can do to help, and a guide to create a communication plan for parents and teachers. The New England Metabolic Consortium Brings together healthcare professionals at all levels involved in identifying and treating individuals with metabolic disorders. The goals of the Consortium are to disseminate information, collaborate in the development of social support programs and educational materials, support organizations for parents and adults with metabolic disorders, provide training for students in medicine and related fields, jointly develop and conduct research projects, and establish uniform treatment protocols for individuals with metabolic disorders. The National Urea Cycle Disorders Foundation (NUCDF) The National Urea Cycle Disorders Foundation is a non-profit organization dedicated to the identification, treatment and cure of urea cycle disorders. NUCDF is a nationally-recognized resource of information and education for families and healthcare professionals. Our organization was formed in 1988 by a handful of parents whose children were affected. The Foundation is operated and supported by the volunteer efforts of families with children suffering from UCDs and is a supportive network of families, friends, and medical professionals. Copyright, revised May 2020; New England Regional Genetics Network / Institute on Disability www.gemssforschools.org Genetics Home Reference Consumer-friendly information about human genetics from the U.S. National Library of Medicine Although there are other variations in this group, we're including the most common: NAGS (N-acetyl glutamate synthetase) deficiency https://ghr.nlm.nih.gov/condition/n-acetylglutamate-synthase-deficiency CPS 1 (carbamoyl phosphate synthe-tase) deficiency https://ghr.nlm.nih.gov/condition/carbamoyl-phosphate-synthetase-i-deficiency OTC (ornithine transcarbamylase) deficiency https://ghr.nlm.nih.gov/condition/ornithine-transcarbamylase-deficiency CTLN1 (Citrullinemia type 1, ASD or ASL) deficiency https://ghr.nlm.nih.gov/condition/citrullinemia ALD (Argininosuccinic Aciduria, ASA, ASL or AL) deficiency https://ghr.nlm.nih.gov/condition/argininosuccinic-aciduria ARG (hyperargininemia) deficiency https://ghr.nlm.nih.gov/condition/arginase-deficiency Note: This printable version does not include the information found under the green button marked "Transitions" on the website. Those general pages may be printed separately. 8. Meet a Child with UCD Ashley's Anniversary! GEMSS would like to thank Ashley and her mother for their generosity in sharing this story with us. You have made the site come to life with the addition of your thoughts and feelings. Thank you so much! Fourteen years ago, Ashley was an infant who developed the hiccups, wasn't eating, and her body temperature became alarmingly low. After a workup and emergency transfer to Boston's Children's Hospital, she was diagnosed with ASA (Argininosuccinic Acidemia) which is a Urea Cycle Disorder. Eventually, Ashley had an NG feeding tube (nasogastric) and then a Mickey button (Gtube) to help her eat her special diet. She also developed seizures at that time. When she was 4 years old, she had a liver transplant and has just celebrated her 10- year anniversary of getting her new liver! Her health is much improved since the transplant. Ashley is a very lovable, talkative teenager who will 'talk your ear off' according to her mother Dina! Since she is immune-depressed and can very easily get sick, Ashley is in a small class in seventh grade to eliminate exposure to germs. For example, if she gets a common cold, she may be out of school for 5 days. Her school team and nurse know her well and help communicate any health issues immediately to Dina so they can determine next steps. Her teachers and family are helping her learn to read social cues of others, and helping her do well in school due to her learning issues. She does her homework every night but likes her mother to sit right beside her when she does it. As they think of transition to the next grade, they are considering the idea of moving her into larger classes. She gets speech therapy at school to help her with expressing herself and developing social skills. Ashley loves her family members and also young children. She has a special spot in her heart for her two grandmothers. Dina's advice is for parents to trust their instincts and detect issues early. She says that the teachers and school administrators are very understanding of Ashley's health needs and even her frequent absences. Dina says that Ashley no longer has ASA and that they identify more with children and families who have had a liver transplant. "We have had smooth sailing for the past 10 years since the transplant," says Dina and that is a wonderful reason to celebrate this young woman's anniversary!	<urn:uuid:9a137717-8995-421d-bd00-1e6fd0b43cd6>	CC-MAIN-2024-26	https://www.negenetics.org/sites/default/files/media/2021-05/printable-ucd.pdf	2024-06-25T12:34:12+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00137.warc.gz	785,714,775	2,770	eng_Latn	eng_Latn	0.948744	eng_Latn	0.998505	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1829, 3556, 5294, 7139, 9493, 10552, 12458, 12959 ]	[ 3.203125 ]	2	0
Connect 4 Addition dice game: 2 - 4 players How to play: 4. 1. Roll two dice 2. Add the numbers together 3. Colour in the answer The first player to get four in a row wins the game!	<urn:uuid:997eebbb-1391-49cb-897a-164e73a07905>	CC-MAIN-2024-26	https://www.everettsd.org/cms/lib/WA01920133/Centricity/Domain/4138/Connect%204%20Addition.pdf	2024-06-25T11:25:23+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00133.warc.gz	676,293,109	54	eng_Latn	eng_Latn	0.999296	eng_Latn	0.999296	[ "eng_Latn" ]	false	docling	[ 185 ]	[ 2.4375 ]	1	0
The Big Picture – Bridging Gender Gap drishtiias.com/printpdf/gender-gap-women-issues-problems-solution-lok-sabha-rajya-sabha-discussion Watch Video At: https://youtu.be/tk5HS6xo-pg Every year on March 8, the world observes International Women's Day. The purpose is to reflect on the progress made by women in different fields, to celebrate the acts of courage and determination by ordinary women who have played an extraordinary role in the history and to call for action to bring about the necessary change towards gender equality. This year, theme is: "Think equal, build smart, innovate for change". Drishti Input: Key Findings From International Labour Organisation's (ILO) Report, 2019: (A Quantum leap for gender equality: For a better future of work for all) 1.3 billion women were in work in 2018 as compared to 2 billion men – a less than two per cent improvement in last 27 years. Women's pay is 20 per cent lower than men's, as a global average. Women remain underrepresented at the top, a situation that has changed very little in the last 30 years. Less than one-third of managers are women. This is despite the fact that women are likely to be better educated than their male counterparts. Education is not the main reason for lower employment rates and lower pay of women, but rather women do not receive the same dividends for education as men. Motherhood Leadership Penalty: Only 25 percent of managers with children under six years of age are women. Women's share rises to 31 per cent for managers without young children. In India, women make up about 10.2 percent of managers with children under the age of six and 16.3 percent with no children. In contrast, 89.8 percent managers with children under six years of age are men while this percentage is 83.7 for men with no children. In the last 20 years, the amount of time that women spent on unpaid care and domestic work has hardly fallen, and that of men's has increased by just eight minutes a day. At this pace of change, it will take more than 200 years to achieve equality in time spent in unpaid care work. Reasons For Persistent Gender Gap Primary responsibility of taking care of family and bringing up the child is still on the women. Now-a-days, quiet a number of women can be seen in 'Arts' Field but even the same number is missing in 'Science' field. The reason is that girls are not conditioned for mathematics, physics and chemistry. The women are mostly deemed fit for "pink collar jobs" only, such as teachers, nurses, receptionist, baby sitter, lecturer etc. which have been stereotyped for women. This denies them opportunities in other fields. Many women due to family pressures have to retreat from work force. Companies are interested in hiring more number of young women because it has been generally seen that the work and the family environment, marriage and maternity generally forces a married woman for resignation. Women receive lower amount of wages compared to men for the same work. Suggestions To Bridge Gender Gap Apart from providing education to women, they need to be provided with all kinds of opportunities and skills without any discrimination or stereotyping. The health and safety of women should be given priority to enable them to participate in public life efficiently. The disparity in pay structure for women for same work and skill set needs to be closed at all levels. Women should be given the right to decide the size of their family i.e. number of and spacing between children. Further, all women need to be made aware about contraception. Support from the society, family and corporate is required to create a soothing working environment for a woman. A working couple needs to spend part of their income on domestic arrangements; otherwise the woman will get marginalized. The family of a woman needs to understand that she is pursuing a particular job as her passion, not just to earn some income. Also, life of the child needs to be planned by couple in advance so that s/he does not suffer. Now-a-days, companies do not want to lose their efficient employees. They are generally ready to provide much necessary break (maternity leave) to women. Countries need to work with society and its adolescent population to identify gaps which are limiting women's access in any field and should try to bridge those gaps. Evidence shows that women make better decisions. Therefore, their participation in top decision making bodies at corporate as well as at democratic level needs to be boosted. Change in the mindset is required to bridge the gaps in gender equality. Apart from family and workplace support, use of technology is required to maintain work-life balance. For further reading see the link below: Global Gender Gap Report-2018	<urn:uuid:a0870825-b52a-420c-af3e-a7d2f22cb1fd>	CC-MAIN-2024-26	https://www.drishtiias.com/pdf/1596370679-gender-gap-women-issues-problems-solution-lok-sabha-rajya-sabha-discussion.pdf	2024-06-25T13:30:16+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00143.warc.gz	644,268,460	986	eng_Latn	eng_Latn	0.994948	eng_Latn	0.998774	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 773, 3184, 4775 ]	[ 2.234375 ]	1	0
Rochester Climate Vulnerability Assessment Infrastructure \| Transportation In 50 years, Rochester may experience… Potential implications to transportation infrastructure: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) DID YOU KNOW? The City offers approx. 64 lane miles of on-street bicycle facilities and an addition 140 miles are planned for. Pace Bike Share City Program was also launched in July 2017, with 340 bikes spread across 46 stations throughout the. Strengths & Potential Opportunities * Available technical ability & know-how expertise to harden/strengthen roadway infrastructure. * Majority of bike and pedestrian network is new and in good conditions. * State of repair is good for many bridges – high & sufficient redundancies in place. * Decreased use of salt and chemicals on roadways and bridges (i.e., snow and ice removal, etc.). * Bike/pedestrian network might be used more; biking season maybe increased/prolonged with less extreme cold days. * Redundancy in place for detours - minimize disruption for all modes (car, transit, freight, bike, etc.) in emergency/evacuation events. * Loss of pavement integrity due to prolonged heat exposure. * More freeze-thaw conditions, causing frost heaves and potholes on road and bridge surfaces. * Increased cooling demand for public transportation facilities (stations, bus depots, maintenance facilities, etc.) * More frequent or severe flooding of roads and the potential for road washout. * Reduced navigability at port and airport. * Debris and foreign object damages to rail tracks, rail signals, communication equipment, etc. Rochester Harbor and Carousel Festival (Harborfest) takes place every June to celebrate the city's port and harbor area "where the mighty Genesee meets Lake Ontario." Vulnerabilities * Increased localized flooding. * Inadequate ventilation of bus/public transit stations/shelters to help cool passenger down while waiting. * Increased risk of heat exposure and heat-related illness for public transportation passengers. * Uncertainty about resources needed for winter storm response (More ice? More snow?). * Increased risk and damage to highways, roadways, bridges, and bike/pedestrian paths as a result of more frequent extreme storm events (microburst, extreme t-storms, ice storms, etc.) – making certain areas impassible or inaccessible. A robust network of roadways, highways, and bridges, help connect neighborhoods across the City of Rochester. Rochester Climate Vulnerability Assessment Infrastructure \| Energy/Utilities In 50 years, Rochester may experience… Potential implications to energy/utilities infrastructure: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) * Increased stress on power grid due to higher cooling demand. * Increased risk for more brownouts and blackouts due to increasing electric demand. * Stress on transmission line (instability) due to more freezethaw conditions. * Disruption of fuel transportation due to damage infrastructure (flooding, damaged pipelines, etc.). * Damage to communication system due to electrical voltage spikes during extreme weather events. Eastman Business Park is a 1,200-acre research & development (R&D) and manufacturing campus - one of the major economic resources in Rochester. The Park has private utilities, and onsite water and wastewater management system. Solarize the Flower City 2016 offered discounted solar installations for the duration of the campaign, which launched in March 2016 and concludes in September 2016. The goals for the campaign are to have 250 new installations under contract by the end of the program with 2,450 kW of solar power installed. Strengths & Potential Opportunities Vulnerabilities * Telecommunication and energy systems have adaptive capacity already built-in. * Demand-response program is available for larger customers to reduce energy consumption. * Piloting battery storage. * Residential energy programs (smart thermostats, etc.) available – utility can control and adjust to prevent overload, brownouts, and blackouts. * Reduced demand for heating, less stress on generation capacity with less extreme cold days. * Increased stress and risk of brownouts or blackouts, especially when power transformers are close to capacity and compounded by increased temperatures. * Increased stress on transmission line (instability) due to more freezethaw conditions (potentially more ice than snow). * Increased risk of power outages, delay or service disruption with more frequent extreme weather events. * Safety risk for maintenance workers. With a grant from the New York State Energy Research and Development Authority (NYSERDA), the City of Rochester has installed 24 electric vehicle charging stations at public parking lots and garages throughout the City. Rochester Climate Vulnerability Assessment Infrastructure \| Water In 50 years, Rochester may experience… Potential implications to water infrastructure: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) The Genesee River is an economic and ecological lifeline for the City of Rochester. It also offers recreational opportunities such as biking, hiking, and paddling, which are well enjoyed by residents and visitors. Strengths & Potential Opportunities * Good systems in place for dams during emergency overflow. * Great redundancy system in place for water supplies. * Available technology to modify wastewater treatment process. * With existing water conservation measures, only permitted to take so much water from nearby lakes. * Reduced spring runoff volumes due to decreased snow pack & spring melt - reduced contamination of water bodies * Increased algal blooms due to warmer temperatures, affecting water supply quality. * Increased water demand for irrigation, especially with more frequent drought. * Potential sanitary sewers and stormwater management systems overflow, pollutant run-offs – risk for water quality and recreational activities at risk * Increased risk of mold growth in buildings and structures due to more frequent rain and/or flooding events. * Increased risk of overcapacity of flood-protection infrastructure due to potential increase in flood flow. The City of Rochester's primary water supply is from Canadice Lake and Hemlock Lake, located approximately 28 miles south of Rochester in Livingston and Ontario Counties. Water from these lakes is treated at the Hemlock Water Filtration Plant and then transmitted to the City using a system of tunnels, conduits, and reservoirs. Vulnerabilities * Several dams in Monroe County (including Court Street Dam, Cobb Hill Reservoir Dam, and Highland Park Reservoir Dam in Rochester) are classified as "high hazard." * Flooding already experienced at water treatment plant during heavy rains. * Increased winter rainfall and snowmelt due to warmer winter temperatures, causing peak flows to occur earlier in the season. Rochester Climate Vulnerability Assessment Infrastructure \| Buildings & Facilities In 50 years, Rochester may experience… Potential implications to buildings and facilities: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) Strengths & Potential Opportunities * Zoning Code – on-site infiltration requirements, limited impervious coverage. * Reduced maintenance needs and cost for snow-related issues. * Increased internal temperatures in buildings and homes without adequate ventilation, causing heat stress and other heat-related illness. * Seepage and flooding due to intense rainfall and extreme storm events, causing physical damages to building materials and equipment, especially if critical systems and equipment are located in the lower levels or basement of buildings and homes. * Accelerated deterioration of building exteriors due to weathering, erosion, and/or inundation. * Increased risk of treefall and debris during extreme storm events impacts to gardens and lawns. Vulnerabilities * Buildings or homes without adequate ventilation - heat stress and other heat-related illness, especially for vulnerable populations (elderly, young children, pregnant women, etc.). * Increased risk of ice damming due to more freeze-thaw cycles. * Increased risk of mold growth with more frequent rain and/or flooding. * Increased safety risks for employees to commute, service disruption, and product delivery delay due to more frequent extreme weather events. Rochester Climate Vulnerability Assessment Natural Resources In 50 years, Rochester may experience… Potential implications to environmental resources, natural habitat, and recreational and open space: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) Through the Cool Sweep program, the City helps residents who have limited opportunities to find relief from summer heat. The changing climate and its potential implications may shift migration and habitat of certain species, causing cascading impacts on other species. Strengths & Potential Opportunities * Health of trees surrounding the water bodies and waterways is critical to determine sensitivity. * Completed an Urban Forest Master Plan in 2012. * Majority of parks are well-suited and have capacity for increased users. * Increased visitation and use of park facilities, especially cooling facilities (i.e. spray parks) are available (and popular) during hot days. * Increased risk of wildfire due to more extreme temperature days combined with periods of drought. * Shift in migration/ranges of certain species, resulting cascading impacts on other species. * Increased risk of pests, invasive and/or pathogens species, potentially stress and/or outcompete native species over time. * Increased turbidity to waterbodies and reservoirs due to runoff from more frequent heavy rainfalls. * Increased risk of flooding and water damage to park facilities. Vulnerabilities * Candice and Hemlock Lakes have limits on how much water can be pumped. * Due to topography, Hemlock Lake is more likely exposed to microbursts; increased risk of shoreline erosion along Lake Ontario and severe flash flooding events. * Certain tree species (maple, beech, birch) may not be able to survive with increased days of extreme temperatures. * Declined winter recreation/tourism and any snow-dependent activities. * Potential sediment issues in canal/river with increased heavy rain events (affecting water quality). Rochester Climate Vulnerability Assessment Socioeconomic In 50 years, Rochester may experience… Potential implications to public health, economy, cultural resources, and social/human services: * Warmer winters and even hotter summers. * More than 30 days with temperature at or above 90°F annually. * Increase in short-duration drought during summer season. * More and longer heatwave occurrence. * About 10% increase in average annual rainfall volume. * 2-3 times more frequent extreme weather events (microbursts, extreme thunderstorms, ice storms, wind storms, etc.) DID YOU KNOW? Health and safety risks are major concerns for outdoor workers during extreme temperature days and storm events. * Health and safety concerns during extreme hot/cold and extreme storm events. * Increased stress on emergency service provider's infrastructure and capacity to (efficiently) provide services. * Low-income residents are more likely to experience poor air quality and lack of ventilation in older buildings due to lack of financial resources for remediation. * Increased risk and exposure to harmful diseases (such as Lyme disease and West Nile Virus) due to longer breeding season and expands range of pests such as ticks and mosquitoes. * Impact to winter tourism due to shorter winter season and/or warmer winters. Strengths & Potential Opportunities Vulnerabilities * Existing healthcare facilities and services have high capacity for potential increase in service demands. * Emergency plan in place for potential disease outbreaks (by County Public Health Department). * Longer construction season and/or other outdoor work with warmer temperatures. * Agricultural benefits with longer growing season - new job opportunities, increased revenue, and new farms. * More workers and business opportunities from other region moving to Rochester due to more temperate weather conditions. * Fewer homeless seek shelter services when not below freezing. * Increased risk of heat exposure, heat-related illness, as well as respiratory-related illness. * More frequent combined sewer overflow due to more frequent heavy rains, unsafe for swimming in lakes. * Late harvest and reduced yields - shortage of fruit and vegetable supplies * Increased risk of pollutant runoff, risk of pesticides entering the food chain - implications for the safety, distribution, and consumption. * Individuals with disabilities or language barrier may be disproportionally affected - unable to access evacuation routes, understanding or receiving warnings of impending danger, limited ability to communicate their needs. The City of Rochester is economically, racially, and ethnically diverse. Community engagement is therefore critical for successful and effective implementation of the City's climate planning efforts.	<urn:uuid:d9e011f2-0ebe-48f5-b826-833079869df7>	CC-MAIN-2024-26	https://cityofrochester.gov/WorkArea/DownloadAsset.aspx?id=21474854341	2024-06-25T11:56:45+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00139.warc.gz	145,314,929	2,852	eng_Latn	eng_Latn	0.994876	eng_Latn	0.995065	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2793, 5449, 7880, 9678, 11973, 14782 ]	[ 2.09375 ]	2	0
Etudes in the Style of the Masters: A Journey in Homage and Growth The Jazz Vibraphone Book: Etudes in the Style of the Masters by June Skinner Sawyers 4.2 out of 5 Language: English File size: 1776 KB Text-to-Speech: Enabled Screen Reader: Supported Word Wise: Enabled Print length: 60 pages Etudes in the style of the masters is an artistic practice that involves creating imitative works based on the styles of renowned artists. This practice is not merely about copying or replicating, but rather about paying homage to the masters and absorbing their techniques and aesthetics. It is a journey of growth and transformation, where artists seek to expand their artistic horizons, refine their skills, and discover their own unique voices. The Essence of Homage Homage is a form of tribute and respect paid to those who have come before. In the context of art, etudes in the style of the masters serve as a testament to the enduring influence and significance of artistic predecessors. It is an acknowledgment of the masters' contributions to the art world and a celebration of their artistic vision. By imitating the techniques and aesthetics of the masters, artists pay homage to their talent and craftsmanship. They demonstrate an understanding of the masters' artistic language and a deep appreciation for their artistic legacy. Through homage, artists connect with the past and honor the traditions that have shaped the art world. Fostering Technical Prowess Etudes in the style of the masters provide an excellent opportunity for artists to refine their technical skills. By studying the works of the masters and attempting to replicate their techniques, artists gain a deeper understanding of perspective, composition, color theory, and brushwork. The process of imitation forces artists to pay attention to details and to execute their brushstrokes with precision. Over time, this practice helps them develop a stronger foundation in drawing, painting, and other artistic techniques. As their technical skills improve, artists gain greater control over their materials and are able to express themselves more effectively. Expanding Artistic Horizons Beyond technical growth, etudes in the style of the masters also help artists expand their artistic horizons. By studying the works of different masters from various periods and cultures, artists are exposed to a wider range of artistic styles and approaches. This exposure allows artists to appreciate the diversity of artistic expression and to identify elements and techniques that they may wish to incorporate into their own work. It broadens their artistic vocabulary and helps them develop a more eclectic and informed artistic style. Inspiring Personal Growth Etudes in the style of the masters can also be a catalyst for personal growth. By immersing themselves in the works of the masters and attempting to channel their artistic vision, artists gain a deeper understanding of their own artistic identities. Through the process of imitation, artists discover their strengths and weaknesses. They learn what they are capable of and what they still need to work on. This self-discovery process can lead to a greater sense of confidence and a clearer direction for their own artistic journey. Challenges and Considerations While etudes in the style of the masters offer numerous benefits, there are also some challenges and considerations to keep in mind: Avoid Imitation for Imitation's Sake: It is important to remember that etudes in the style of the masters are not about creating perfect copies. The goal is to learn and grow as an artist, not to simply replicate the work of others. Find Your Own Voice: While it is valuable to study the masters, it is equally important to find your own unique voice as an artist. Use the techniques and aesthetics of the masters as a foundation, but do not be afraid to experiment and create something new. Respect Copyright Laws: It is important to be respectful of copyright laws when creating etudes in the style of the masters. Do not sell or profit from works that are direct copies of copyrighted material. Etudes in the style of the masters is a transformative artistic practice that offers numerous benefits for artists. It is a journey of homage, growth, and self-discovery. By studying and imitating the works of the masters, artists can refine their technical skills, expand their artistic horizons, and inspire their own personal growth. While there are challenges to consider, the rewards of this practice can be immense for those who are willing to embrace the process with a spirit of respect, learning, and creativity. 4.2 out of 5 Language: English File size: 1776 KB Text-to-Speech: Enabled Screen Reader: Supported Word Wise: Enabled Print length: 60 pages Unscientific America: 11. Harris and Chomsky In this chapter of "Unscientiﬁc America," Chris Mooney and Sheril Kirshenbaum explore the relationship between science and politics, focusing on... The Ultimate Flight Attendant Essential Guide: A Comprehensive Handbook for Aspiring and Current Flight Attendants If you're passionate about travel, meeting new people, and providing exceptional customer service, then a career as a ﬂight attendant may be the perfect ﬁt for you. 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English: We are readers and writers We will be using 'talk for writing' to learn the story of "Katie Morag Delivers the Mail", focussing on punctuation and story language. We will retell the story in our words. We will write in sentences using capital letters, full stops, question marks and exclamation marks. We will use our phonic knowledge to spell new words. We will be looking at a non-fiction book focussing on the language used and using descriptive writing to write about island life. Geography We are Geographers We will be comparing maps, looking at our school, our local area and the world. We will be identifying human features and physical features within a location or country. We will be looking at a small Scottish island and comparing it to Frome. Music: We are listeners We will find and keep a steady beat when listening and improvising. We will play or clap simple rhythmic patterns using long and short sounds. We will clap four-beat rhythms, creating long and short sounds. We will improvise using one, two or three notes, using F, G and A. Science: We are scientists We will be learning about plants. We will be able to describe and compare plants, seeds and bulbs. We will understand which part of the plants we eat and what they are called. We will be able to order the life cycle of a strawberry plant. Physical Education: We are gymnasts and game players In gymnastics sessions, we will be able to perform basic gymnastic shapes. We will be able to perform rocket, star and moon jumps and different rolls. We will be able to sequence shapes, balances and jumps. In outdoor ball games sessions, we will learn: how you can move into a space in a game; how you can pass the ball to someone in a space; how you can pass and move and follow an opponent in a game. We will learn to work together as a team to score. Visitors and trips: We will have a visit from Mrs Kennedy who will share some Scottish artefacts with us. Badgers and Rabbits Term 4 Katie Morag: An Island home. Home Challenge: Our Challenge will be to create our own treasure map. We need to include some physical and human features. Maths: We are mathematicians We will be reading, writing, comparing number to 50. We will be able to talk about numbers and understand what the digits represent and how to make the numbers using tens and ones. We will be learning about length, height, weight and volume. We will be measuring using non-standard units and learning how to use a ruler, scales and measuring cylinders. We will be able to compare height, length, mass and compacity and solve problems. Art We are Artists As artists we will be looking at colour families and how different colours compliment each other. We will be appreciating art work from different artists, including Scottish landscape painter Samuel Peploe, and recreating their work. We will be using different mixed media to create our own landscape pictures. Computing: We are digital animators We will be creating an animated e-book. We will use drawing tools to create pictures. We will be able to add animations and sounds to pages. We will be able to save our work and understand how to make changes. We will share our ebooks on the class story book display board in Purplemash. RE: We are thinkers We will be answering the question, "Who is God to the Jews?". We will understand how Judaism began and talk about the main beliefs. We will talk about the Ten Commandments and explain the rules that Jews believe God wants us to live by. We will talk about an agreement Jewish people make with God and begin to explain why this is important.	<urn:uuid:a7f2be6a-6cd7-428c-b0a6-8903d8f9f3f1>	CC-MAIN-2024-26	https://www.hayesdownschool.co.uk/wp-content/uploads/2024/03/Y1T4_CurricMap-Katie-Morag.pdf	2024-06-25T11:12:02+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00143.warc.gz	695,513,889	787	eng_Latn	eng_Latn	0.999357	eng_Latn	0.999357	[ "eng_Latn" ]	false	docling	[ 3644 ]	[ 4.0625 ]	1	0
E ENGLISH Key Focus: Writing to persuade * Identifying and analysing the structural features of a range of persuasive texts * Looking at how emotive language can be used to persuade * To plan and write a persuasive leaflet * To plan and write a persuasive letter * Compare and analyse a balanced argument * To analyse, plan write and perform a persuasive speech Grammar * Modal verbs * Advanced punctuation including parenthesis, colons and semi colons * Using the passive voice * Using connectives for contrast and comparison * Rhetorical questions RELIGIOUS EDUCATION Key Focus: Christianity and Humanists: Non-Religious people * Look at differing opinions * Identify and explore what happens when our values conflict * Demonstrate an understanding of what matters to Christians and Humanists EMATHEMATICS Key Focus: Children will be able to: * Know and identify the properties of 2D and 3D shapes * To identify nets of any 3d shape * Identify the properties of angles and lines. * Use protractors to measure and draw angles accurately. * Calculate missing measurements on a straight angle and a right angle. * To identify missing angles in a quadrilateral or triangle * Use simple algebraic formulas to find missing values * Solve SATS style questions PSHE Key Focus: * Understanding the importance of the UN Children's Rights. * To understand the importance of the zones of regulation and how would they regulate their emotions. * To understand the importance of road safety * To understand the safety in the home and how this links with the 6'Rs and safeguarding * To understand the importance of physical Health & Fitness * To understand the importance of healthy Eating ESCIENCE Key Focus: Evolution and Inheritance The children will look at the Scientific ideas of evolution and inheritance. They will: * Identify key vocabulary and concepts related to Evolution and Inheritance * Recognise that characteristics are passed from parents to offspring. * Identify the key ideas of the theory of evolution. * Explore how Mary Anning contributed to our understanding of fossils. * Explain how a chosen animal has adapted to its habitat. * Learn about and understand the importance of Charles Darwin. EHistory Key Focus: World War 2 In History we will be continuing to study WW2 and in particular how war affected children. We will also look at the after effects of the war and its impact today. To achieve this, we will: * explain how the war affected the lives of children in different countries * Know the impact the war had on everyday life; be able to explain why food rationing was introduced Explain peoples' suffering during the war and their courage and resilience. * To be able to understand the importance of the end of the war and how families were reunited * Know areas of conflict in the world today and that this impacting on children's lives. * Debate whether there is peace in the world today and whether things are better today than they were at the time of the Second World War PHYSICAL EDUCATION Key Focus: Games – Hockey Children will learn: * the principles of attack and defence * Finding and using space * Changing speed and direction * Marking and covering * watching the ball and following through * Explain what they accomplished and how things can be improved next time.	<urn:uuid:344bea2f-5b1c-437a-8815-4e8601d97ea1>	CC-MAIN-2024-26	https://www.brooksideprimarysch.co.uk/attachments/download.asp?file=237&type=pdf	2024-06-25T12:47:04+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00148.warc.gz	599,577,795	699	eng_Latn	eng_Latn	0.995973	eng_Latn	0.995973	[ "eng_Latn" ]	false	docling	[ 3332 ]	[ 3.984375 ]	1	0
Implementing Strategies to Reduce LGBTQ+ Adolescent Suicide (RLAS) Bullying Policy Guidance & Resources January 2020 PROGRESSIVE DISCIPLINE Bullying behavior can take many forms and can vary dramatically in how serious it is and what impact it has on the targeted individual and other students. Accordingly, there is no one response to bullying. Therefore, a flexible disciplinary schema needs to be put in place that is progressive, avoids removing students from the educational environment as much as possible, and treats more than just the behavior. In the New Mexico Administrative Code (NMAC) 6.12.7, "Progressive Discipline" is defined as disciplinary action other than suspension or expulsion from school that is designed to correct and address the basic causes of a student's specific misbehavior while retaining the student in class or in school. The actions categorized under progressive discipline may also draw on restorative practices to repair the harm done to relationships and other students from the student's misbehavior, and may include: a. Meeting with the student and the student's parents/guardians b. Reflective activities, such as requiring the student to write an essay about the student's misbehavior c. Counseling d. Anger management e. Health counseling or intervention f. Mental health counseling g. Participation in skill-building and resolution activities, such as social-emotional cognitive skills building, resolution circles and restorative conferencing h. Community service i. In-school detention or suspension, which may take place during lunchtime, after school or during weekends. Consequences should be designed to: a. Appropriately correct the bullying behavior b. Prevent another occurrence of bullying or retaliation c. Protect the target of the bullying d. Be flexible so that, in application, the consequences can be unique to the individual incident and varied in method and severity based on: i. The nature of the incident ii. The developmental age of the student who is bullying iii. Any history of problem behavior from the student who is bullying iv. For cyberbullying incidents, use the least restrictive means necessary to address the interference with the student's ability to participate in or benefit from the services, activities or privileges provided by the school Pacific Institute for Research and Evaluation \| 851 University Blvd SE, Suite 101 \| Albuquerque, NM 87106 \| (505) 244-3099 \| www.pire.org Why Progressive Discipline? Moving Away from Zero Tolerance Policies * Although originally intended as a response to serious offenses to ensure safe and healthy schools, in recent years zero tolerance policies have been applied broadly to include minor offenses (e.g., talking back to school personnel, bringing over the counter or prescription drugs on school grounds without a doctor's note, and coming to school out of uniform). 1 * School zero tolerance policies typically do not specify rehabilitative or supportive services to help students change their behavior in positive ways. Research has demonstrated that zero tolerance policies can lead to harmful effects on individuals, lead to higher rates of exclusionary disciplinary action, and are not associated with improved school safety and academics. 2 * Ultimately, this disproportionate way of looking at school discipline plays a major role in perpetuating the school-to-prison pipeline. The "school-to-prison pipeline," or "school pushout," refers to a national trend in which school policies and practices are directly and indirectly pushing students out of school and on a pathway to prison. Zero tolerance policies in schools often funnel students into this pipeline. * Students of color, students with disabilities, and LGBTQ+ students are overly represented in the schoolto-prison pipeline. Why Conflict Resolution and Peer Mediation are not Appropriate for Addressing Bullying Conflict resolution and peer mediation are common strategies for resolving issues between students. Because of this, schools may use these methods to address bullying problems. However, such strategies can reinforce bullying dynamics and lead to unintended consequences. * Bullying is not a conflict; it is a form of victimization. Like those who experience child abuse or domestic violence, children who are bullied are victimized. * Using mediation to address bullying may send the wrong message to students--for example, "You are both partly right and partly wrong," or "We need to work out this conflict between the two of you." The message to a child who is bullied should be, "No one deserves to be bullied, and we will do everything we can to stop it." The message for children who bully should be, "Your behavior is inappropriate and you must stop it." * Mediation may be very upsetting to a child who has been bullied. Facing the child who bullied may make the child who was bullied feel worse. * There is no evidence that conflict resolution or peer mediation stops bullying. Restorative Practices/Restorative Discipline: One Approach to Progressive Discipline Restorative practices build community and promote healthy relationships among educators and students in order to teach the social-emotional and conflict-resolution skills necessary to reduce conflict. Restorative practices are one approach under the umbrella of progressive discipline. One guide to implementing this approach is the School-Wide Restorative Practices: Step by Step. ADDITIONAL RESOURCES ON DISCIPLINE Citizens Campaign: School Discipline Best Practices TeachHub.com provided by the K-12 Teacher Alliance The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates. By Lorraine Stutzman Amstutz and Judy H. Mullet, 2015 References 2 American Psychological Association (2008). Are Zero Tolerance Policies Effective in the Schools? An evidentiary Review and Recommendations. American Psychologist, 63, 852-862. 1 National Education Association (2008). 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Rokeby Primary School and Nursery EYFS Curriculum Introduction Our ethos At Rokeby, our Early Years Team passionately believes that the early years of a child's life is the heart-beat and basis for all of their future learning. As practitioners, we know it is our role to ensure that we provide strong foundations and solid building blocks so that our children are fully prepared for the next stage in their learning journey. Knowing and being clear about what we want our children to learn, how we want to deliver their learning, what our children achieve and how to build upon it are key to Early Years' teaching and learning in our setting. At Rokeby, we are committed to providing a rich, inspiring play-based environment to give children opportunities to explore, experiment, investigate and make discoveries, alongside high quality teaching and learning. We know, for this to happen successfully, as practitioners, we need to be highly skilled and effective in supporting our children's thinking and learning. We are committed to the further professional development of all our staff to ensure that our curriculum and practice continue to thrive and grow. In forming our Rokeby Early Years' curriculum, we have taken time to understand what is statutory and what is advice using the Early Years Statutory Framework 2021 and the Early Learning Goals 2021 to outline what we want our Rokeby children to be able to do across all areas of learning and how we intend to support our children in developing their characteristics of effective teaching and learning across the Foundation Stage. We have used our values, beliefs, principles and expertise, including our understanding of child development, to inform and lead our thinking about what is best for our children at Rokeby. We have considered what it is like to be a child in our setting, what skills and knowledge we want our children to take into key stage 1 and how ready they will be for their next stage of learning. Our curriculum is clear, sequential and progressive. Using the knowledge and skills we have outlined, provides us with a means to make robust professional judgements about a child's progress towards their expected outcomes, guiding us to make informed formative and summative assessments of our children. It contains what we need to plan and target our children's learning across the different areas, to track milestones and progress and to ensure that our Rokeby children are ready for their next stage in their Rokeby learning journey. Rokeby Primary School and Nursery EYFS Curriculum Characteristics of Effective Teaching and Learning Our ethos At Rokeby, we recognise that when planning our curriculum, we need to bear in mind the different starting points and interests of our Early Years children and the different rates at which they learn and develop new skills, knowledge and concepts. To ensure that we adapt our practice to help all children to make rapid progress from their starting points we carefully consider and develop our children's characteristics of effective teaching and learning as follows: - Playing and Exploring: Providing a range of opportunities and experiences to help and encourage our children to explore, investigate and try things out - Creating and Thinking Critically: Valuing our children's ideas, supporting them to develop them further, to make connections and to find ways to do things - Active Learning: Encouraging our children to concentrate, persevere when they encounter problems and enjoy what they achieve Our intent Rokeby Primary School and Nursery EYFS Curriculum In Nursery, I am learning: - Words mean things - Simple story language - What different words mean Communication & Language Our ethos At Rokeby, we recognise that many of our children enter our Early Years with knowledge and skills in Communication and Language that are lower than what is typical for their age. To enable our children to make rapid progress from their starting points we: - Provide a language rich environment where songs, rhymes, words and stories are given high priority - Actively seek opportunities to talk with our Nursery and Reception children - Model how to be a good speaker and listener - Value and support the various ways, both verbal and non-verbal, that our children use to communicate their experiences, thoughts, ideas and needs - Provide our children with reasons to talk, places to talk, words to use and an eager listener to speak with Our intent Listening, Attention and Understanding Knowledge we want our children to develop In Reception, I am learning: - Some words can have more than one meaning - Different words can mean the same thing - That who, what, when and where are question words - More complex story language - That who, what, when, where, how and why are question words Skills we want our children to develop In Nursery, I am learning to: - Listen when someone is talking to me - Recall some elements of a story - Listen with interest to stories and rhymes - Respond to stories and rhymes - Understand and answer questions such as who, what, when and where - Follow simple instructions - Concentrate for short periods of time - Listen and join in with repetitive phrases and with actions in stories - Listen and join in with a conversation - Listen and join in with rhymes In Reception, I am learning to: - Listen carefully in a range of situations - Retell a story that I have heard in the correct sequence - Listen attentively to stories and ask questions about them - Predict what might happen next in a story - Understand and answer higher level questions such as how and why - Follow instructions of increasing difficulty involving several ideas or actions - Sustain my interest and concentration for longer periods - Respond to stories by making comments about what I hear - Start and maintain conversations - Listen and join in with a range of rhymes and poems In Nursery, I am learning: - We take turns to speak Speaking Knowledge we want our children to develop In Reception, I am learning: - My voice can be used in different ways - When it is my turn to speak and when to listen - I can use I, you, he, she, we and they instead of people's names - The volume and intonation of my voice has different effects on the listener - Which pronouns to use in my speech Skills we want our children to develop In Nursery, I am learning to: - Use new words when I talk - Give my ideas - Join words together to speak in phrases and short sentences - Use describing words and pronouns - Take part in one to one and small group discussions - Talk about what is happening, what has happened and what might happen - Talk about actions, experiences and events - Recall and retell parts of a story - Recite well-known songs and rhymes - Ask simple questions - Use the language of time In Reception, I am learning to: - Use new words in different contexts - Describe and explain my ideas - Talk in full sentences - Give opinions, reasons and explanations - Discuss things in larger groups, such as whole class - Use the correct tenses when I talk about present, past and future events - Talk about and describe how I feel about my experiences - Retell stories and create my own narratives - Create new versions of well-known songs and rhymes - Ask a range of questions - Use conjunctions when I talk about ideas and events Implementation Our Early Years staff recognise that the ability to listen, understand and speak is fundamental to learning across all areas of child development. Adults in our Foundation Stage: - Teach the skills of being a good listener through use of the Lola the Leopard materials, a class listening dog, star listener awards and anticipation games - Employ strategies including Makaton, reduced language levels, and the match and add technique to develop children's understanding of words in the early stages of language acquisition - Use aided language mats, word mats, vocabulary cards and staff lanyards as tools to develop and extend children's language - Adapt the language that we use to individual children's needs and to help to move them on towards their next steps - Use the Time to Talk programme incorporating the Wellcomm Language screening tool so that early intervention can be targeted towards children's specific language needs and enable them to make progress in their areas of difficulty - Provide "Rhyme a Day" sessions in Nursery so that children experience a wide range of rhymes and develop a love of rhymes - Implement World Nursery Rhyme Week including a shared Nursery Rhyme Picnic where we promote the importance of Rokeby families sharing rhymes at home - Deliver Chatter Matters Week focusing on enhancing children's receptive and expressive communication skills through language rich activities with their Nursery and Reception children - Plan and deliver frequent opportunities for talk, rhymes, singing and sharing of stories - Display vocabulary within the learning environment as visual prompts for adults and children when we are teaching new words - Encourage children to talk about what they are doing, what they have done, what they have learnt and what they are proud of - Use Show and Tell as a vehicle for children to talk about their interests and treasured possessions - Provide stimulating small world resources to entice children to retell stories they have heard or create their own stories - Set up discovery tables to stimulate curiosity, to encourage children to observe growth and change, and to encourage them to ask and answer questions - Promote opportunities for a range of imaginative play through the provision of inspiring, well-resourced role play areas - Ensure that there are always opportunities for domestic play, where children can explore and build upon vocabulary that is familiar to them - Provide a running commentary as children play, helping to scaffold their thinking, repeating and enhancing their ideas to build their language skills - Provide opportunities for children to take part in one-to-one, small group and larger group discussions - Ask questions that require children to explain, describe, give opinions, express their feelings and predict - Repeat back children's talk, modelling correct use of grammar, especially verb tenses - Help children to understand and follow instructions of increasing difficulty through a range of activities including games, craft and food activities - Use questioning or sustained shared thinking to support children to give explanations - Encourage children to join in with repetitive phrases in stories and to use story language - Show interest in hearing about our children's experiences - Use visuals and drama to help children to talk about stories they have heard and to sequence and retell stories Impact By the end of the Foundation Stage, our Rokeby children can: - Listen carefully and with interest - Use different parts of speech when talking to others - Understand and use a range of words - Give their opinions and give reasons - Ask questions in order to find things out or to clarify their understanding - Share their ideas and express their feelings - - Take part in group discussions Retell a story or event in the correct sequence - Describe and explain things - Speak in full sentences - Take turns in a conversation - Uses tenses and conjunctions with modelling and support from adults Rokeby Primary School and Nursery EYFS Curriculum Personal, Social and Emotional Development Our ethos At Rokeby, we recognise that there are differences in the experiences and opportunities that our Early Years' children bring when they enter our setting and that some of our children come from vulnerable families. To enable our children to make rapid progress in their personal, social and emotional development we: - Ensure that we know and understand our children's family contexts and take swift action to support families if we know they are experiencing difficulties - Take time to get to know our children as individuals so we can utilise their interests to engage them in their play and learning - Enrich our curriculum by offering opportunities and experiences that some of our vulnerable children might not otherwise get - Value our children's uniqueness and adapt learning to their different learning styles - Help our children to feel a sense of belonging to our Rokeby family - Forge strong relationships with our children so that they feel safe and cared for - Nurture and build our children's confidence and self-esteem so that they believe in themselves and their capabilities - Help our children to learn to make choices about the activities they engage in, the materials that they use and the friendships that they make so they can grow into resilient, independent learners - Set clear rules and establish routines so that our children know what is expected - Praise our children's efforts and achievements - Model and explain behaviour and feelings using scripts that each child can start to understand - Promote and share in our children's happiness, enjoyment and enthusiasm - Wait for what I want - Understand that my actions and words can sometimes affect other children and adults - Follow simple instructions In Nursery, I am learning: - I am unique In Reception, I am learning: - We are all unique - The names of the adults that look after me - What good sharing means - The names of some of my peers - The names of adults in our Early Years and other key members of school Skills we want our children to develop In Nursery, I am learning to: - Join in with others when I play - Ask other children to play with me - Select who I want to play with - Share and take turns with adult support - Understand what other children might need or want to do - Listen and respond to what other children say or do during play In Reception, I am learning to: - Play cooperatively with a range of my peers - Ask questions of my friends as part of our play - Make friendships - Share and take turns independently - Think about how other children feel when I make choices as part of play - Take account of other children's ideas as we play - What good sharing and turn taking is - The names of my classmates - Wait for what I want and control some of my impulses - Talk about how my behaviour and words can affect other children and adults - Follow instructions that involve several ideas or actions Managing self Knowledge we want our children to develop In Nursery, I am learning: - I need to wash my hands to protect myself and others from germs In Reception, I am learning: - I need to wash my hands well and to use the toilet - There is a difference between right and wrong - Rules help to keep me safe - Rules help to keep me and others safe - Some foods are healthy, and others are less healthy - What are right and wrong choices - It is important to make healthy food choices Skills we want our children to develop In Nursery, I am learning to: - Try new things with encouragement and support - Try a different way to do something - Keep trying when things are not easy - Follow the Nursery rules - Recognise when I need to use the potty or toilet - Choose between right and wrong - Put on and take off some items of clothing such as my coat, shoes, wellies or an apron - Recognise which foods are healthy for me In Reception, I am learning to: - Try new things independently - Explore different ways to do things and to take risks - Show resilience and perseverance when tackling challenges - Talk about the reasons for rules and follow them independently - Manage going to the toilet independently - Talk about what is right and wrong and make the correct choices - Dress and undress when needed such as moving from indoor to outdoor play or taking part in P.E - Recognise and talk about why I need healthy choices of food Building relationships Knowledge we want our children to develop - Implementation Our Early Years staff recognise that children learn best when they feel happy, healthy, safe, supported and valued. Adults in our Foundation Stage: - Get to know our children and their families through home visits, taster sessions, visits to other pre-school settings and conversations with the children themselves, their families and other professionals that may be involved to help us to build the best picture of each child's care and development - Gather information about the children's families, interests and hobbies on our All About Me pages and use the information to know what motivates our children - Use stories and resources such as The Colour Monster, Cuddle Bear and the Worry Monster to give high priority to children's mental health and well-being - Understand and build upon children's prior skills and knowledge using the Achievements at Home pages that families complete - - Provide time and space for children to relax or reflect such as Cosy Corners Provide activities such as Cosmic Yoga, dance and Brain Gym to help children to focus or to take sensory breaks - Read stories about friendships and show children ways to be a good friend - Listen to our children and respond to what they need and how they feel - Treat children respectfully, fairly and consistently - Use the 3D PSHE curriculum to teach personal, social and emotional skills and knowledge - Plan and deliver Global Virtues Week to raise the profile of Fundamental British Values and to focus on demonstrating these values - Implement planned opportunities to develop children's spiritual, moral, social and cultural development Use stories, role play and discussions to help our children know what acceptable behaviour is, to know differences between right from wrong, to teach them ways to keep safe, to help them to understand the consequences of behaviour choices and to follow rules - Teach the skills of being a good citizen, both through planned use of resources and through role modelling as part of the children's play - Use visual aids to teach understanding of routines such as visual timetables and Now and Next boards - Display and refer to rules within the learning environment as visual prompts and reminders for children - Use Class Dojo as a vehicle for praising and rewarding children's personal development skills - Teach children the language of feelings so that they are able to talk about how they feel and when they do not feel safe or happy - Set up Circle Time sessions to teach concepts or to deal with incidental issues that may arise from the children's play and learning - Support, teach and encourage children's growing independence in their self-help skills - Teach children to listen to one another's views and to take them into account when they are playing and making decisions together - Build our children's confidence so that they are able to make decisions, take risks and ask for help when needed Impact By the end of the Foundation Stage, our Rokeby children can: - Form caring, friendly, positive relationships with others - Keep on trying when challenges occur - Share resources and equipment and take turns - Pay attention to different things - Understand and talk about their feelings - Wait for their turn or for what they want - Follow rules and be responsible for their behaviour - Follow instructions - Make compromises or negotiate with others to resolve any conflicts - Manage simple risks and keep themselves safe - Dress and undress independently - Manage their own personal hygiene Physical Development Our ethos At Rokeby, we recognise that our children have a strong, natural desire to be active and that many of our children are keen outdoor learners. We understand that by nurturing and developing this enthusiasm and need, we can build the foundation skills for other areas of our children's learning. To enable this to happen we: - Promote opportunities for improving our children's core body strength which will lead to the development of healthy bodies and socially and emotionally happy children - Provide a variety of activities to develop our children's fine motor skills which will support the development of their hand-eye coordination and prepare them for development of their literacy skills at a later stage - Provide opportunities for our children to learn to negotiate spaces of different sizes - Help to build our children's confidence in their large and small-scale movements - Help to build our children's stamina, strength, balance and coordination - Support our children to practise and improve their control using a range of tools - Encourage independence by teaching our children to make safe and healthy choices Fine motor skills Knowledge we want our children to develop In Nursery, I am learning: - My fingers and thumbs help me to hold and manipulate things - Which fingers form a tripod grip - My wrists and fingers need to be strong to manipulate objects In Reception, I am learning: - My fingers can form different grips - How to position my fingers in a tripod grip - My wrists and fingers must be strong to manipulate objects and tools Skills we want our children to develop In Nursery, I am learning to: - Use one-handed tools safely - Start to hold writing tools in a tripod grip - - Draw lines and circles Draw an image of my face - Copy some letters, such as those in my name In Reception, I am learning to: - Use a range of small tools safely and effectively - Retrace lines and draw simple shapes - Consistently hold and control writing tools using a tripod grip - Draw an image of my head, body and limbs - Form recognisable letters correctly Implementation Our Early Years staff recognise that children need physical activity for a healthy and happy lifestyle. Adults in our Foundation Stage: - Teach children ways to move on the large outdoor equipment safely and confidently - Provide outdoor play equipment such as wheeled vehicles, wheelbarrows, scooters, balance bikes, a go kart and stepping blocks to develop children's balance and upper body strength - Encourage our children to try different ways of travelling on, over, around, under and through apparatus - Provide stimulating resources in Finger Gym areas and use Dough Disco activities so that children can develop their wrist and finger strength - Teach weekly P.E lessons to our Reception children - Provide small apparatus such as balls, beanbags and quoits for children to practise the skills of throwing, kicking and catching - Teach children how to land safely when jumping off apparatus - Make cones, tunnels and cubes available for children to practise negotiating space and avoiding obstacles - Provide scarves and ribbon wands for children to practise making lines, circles and shapes using gross motor movements - Equip graphics and creative areas with a wide range of mark making equipment & tools that support the development of muscle control and dexterity - Use Cosmic Yoga, yoga, Go Noodle and/or Brain Gym activities to help children to develop their strength, coordination, balance and stamina - Use the nip, flip, grip technique to teach children to hold writing tools in a tripod grip Impact By the end of the Foundation Stage, our Rokeby children can: - Negotiate space and obstacles safely - Demonstrate strength and stamina - Move confidently and energetically in a range of ways - Demonstrate balance, control and coordination - Hold a writing tool in a tripod grip - Control and manipulate a variety of tools - Draw with a degree of accuracy Literacy Our ethos At Rokeby, we recognise that many of our children live in homes where they experience little exposure to books or sharing of stories. Baseline assessments show us that most of our children arrive at Nursery unfamiliar with nursery rhymes. Many of our Rokeby Early Years children have not been encouraged to explore making marks. To enable our children to make rapid progress from their starting points in Literacy we: - Enrich our curriculum by offering opportunities and experiences to bring books to life - Ensure that we immerse our children in books, words, songs, rhymes and rhythms - Pass on our love of books, stories and reading to the children - Foster a love of books through the sharing of stories and non-fiction and by talking together about texts - Ensure that our children listen to a story each day - Encourage our children to look at books and to read for pleasure - Ensure that our Nursery children experience rhymes each day - Nurture and build our children's confidence and self-esteem so that they will see themselves as emerging readers and writers - Actively teach the skills of being a reader and writer - Ensure that our Early Years' rooms are immersed in print - Value and encourage the different ways that our children choose to make marks - Provide a range of writing tools and materials that are attractive and easily accessible - Give our children reasons to write and praise and celebrate their efforts In Nursery, I am learning: - What print is - That letters make sounds - That print carries meaning In Nursery, I am learning to: - Listen for different sounds - Copy sounds that I hear - Talk about and compare the different sounds that I hear - Join in with songs, rhythms and action rhymes - Listen for words that rhyme - Play with sounds and rhymes - Clap syllables in words - Recognise familiar signs such as environmental print - Recognise words that start with the same sound - Recognise familiar words such as my own name - Hold a book the right way up and turn the pages in order Skills we want our children to develop In Nursery, I am learning to: - Listen and respond to stories and rhymes using words and actions - Talk about key events in a story or rhyme that I know well - Talk about books I like - Join in with repetitive phrases in a story or rhyme - Use some vocabulary from the text when I talk about a story - Act out stories and rhymes that are familiar to me - Tell familiar stories through role play - Suggest how a story might end In Reception, I am learning to: - Give my opinions and ideas about stories and rhymes that are read to me - Anticipate key events in a story or rhyme - Talk about books I like and dislike and say why - Talk about events, characters and setting in stories - Use vocabulary from texts in a range of contexts - Retell stories using vocabulary from books that I am familiar with - Tell my own stories using vocabulary from books I know well - Make up my own endings to stories Word reading Knowledge we want our children to develop In Reception, I am learning: - That print is read from the top to the bottom of a page - That letters and combinations of letters make sounds - That print carries meaning and is read from left to right Skills we want our children to develop In Reception, I am learning to: - Say the correct sound for each letter of the alphabet - Copy a simple rhythm - Identify the initial, medial and final phonemes in words - Sing or say the names of the letters of the alphabet - Continue a rhyming string - Match letter shapes to their sounds (graphemes to phonemes) - Recognise at least ten digraphs in words - Segment the sounds in regular words and blend them together - Hear and say the initial sounds in words - Read some tricky words (common exception words) - Read and understand simple sentences Writing Knowledge we want our children to develop In Reception, I am learning: - That we write from the top to the bottom of a page - That letters and combinations of letters make sounds - That we write from left to right - How to position my fingers consistently in a tripod grip when writing - That there are capital and lower-case letters - That spaces are needed between words when I write - That there should be the same number of words on the paper as in my spoken sentence In Nursery, I am learning: - What print looks like - That letters make sounds - That print carries meaning - That I should hold writing tools in a tripod grip - That print can come in different sizes and types - That writing is made up of letters and words - That what I say can be written down Implementation Our Early Years staff recognise that children need to have a love of books and the skills of decoding and understanding texts to become keen, capable readers. Adults in our Foundation Stage: - Plan and use key texts, including Power of Reading books, as themes for play and learning opportunities - Plan and teach daily interactive phonics sessions using high quality resources such as Mr Tig Tog the Dog to explore rhythm, rhyme, alliteration, sound discrimination, segmenting and blending in a way that meaningfully engages the children - Use Letters and Sounds and Jolly Phonics to ensure systematic, progressive teaching of phonics skills and knowledge - Provide attractive, cosy, inviting book areas where children can choose to read for pleasure - Place relevant texts in different areas of the provision to stimulate children's ideas and to enable them to make connections in their learning - Ensure that book areas are well stocked with a range of fiction and non-fiction texts and other resources such as puppets or small world toys - Model expression and intonation when reading aloud to children - Ensure that the books in our book areas are relevant to the theme of learning and are changed on a regular basis - Talk to children about their favourite books and rhymes - Set up stimulating small world activities linked to books that the children have read - Listen to children read, offering strategies to support them and praising their efforts when they are decoding texts - Use opportunities to take children to see live performances of texts, such as visits to Warwick Arts Centre - Provide question prompt cards inside the story bags to support families in helping children to talk about books - Promote reading at home by providing story bags containing books and puppets for families to share together - Put feedback forms into story bags so families can share what their children have said and learnt about the stories - - Teach the skills of handling books and book language Teach common exception words - Provide inspiring role play areas linked to texts that the children have heard - Praise and encourage children's independent use of books - Draw children's attention to new words in texts and explain their meaning - Plan engaging activities throughout Book Week including dressing up days and competitions - Support children to recall and use repetitive phrases and key story vocabulary when they act out stories - Plan stimulating activities linked to Roald Dahl Day - Hold shared learning sessions such as the Nursery Rhyme Picnic during World Nursery Rhyme Week where we promote the importance of our families sharing rhymes with their children - Encourage children to share their Book Trust packs at home with their families - Use the Dandelion Reading Scheme so that our Reception children have access to books that cover the phonics knowledge that they have been taught - Invite members of the community into our setting to read to children and to share books together - Use pictures to help children to recall, sequence and retell stories that have become familiar to them - Encourage children to use our puppet theatre and puppets to retell familiar stories as they play - Create photo books with children Our Early Years staff recognise that children need to be taught compositional and transcriptional skills to enable them to become fluent writers at a later stage. Staff recognise that children need to develop a love of writing for mark making activities to take place. Adults in our Foundation Stage: - Nurture children's enthusiasm to write - Provide tactile opportunities for children to explore mark making such as trays containing rice, cornflour, glitter, Gellibaff, shaving foam and sand - Provide a range of writing tools including pens, pencils, crayons, chalks, pastels, paint, paint dabbers, graphite and charcoal - Offer different surfaces for children to write on such as paper, whiteboards, chalkboards, easels and clipboards - Provide resources to develop children's recognition of graphemes such as magnetic letters to use on whiteboards and easels, letter moulds to use in the sand, - Offer a range of resources in our graphics areas such as postcards, jotter pads, post-it notes, greetings cards and envelopes letter shapes to use with playdough and letter tiles, jigsaws and mats to use in the outdoor area - Exploit fun, seasonal opportunities to encourage writing such as mark making in the snow - Provide finger exercises, Dough Disco and Finger Gym activities to develop children's finger muscles and strength for writing - Provide resources such as the paint wheelies and decorating brushes to allow children to explore making marks on a larger scale - Provide pencil mazes, lines and letters to trace, writing patterns and dot to dots for children to practise pencil control skills - Provide name cards for children to trace over and copy the letters in their name - Use the nip, flip, grip technique to teach children to hold writing tools in a tripod grip - Teach weekly handwriting sessions to our Reception children - Use activities such as Scrimble, Daily Doodle and Squiggle Whilst You Wiggle to develop gross motor and fine motor writing skills - Allow children to use graphics packages on the interactive whiteboard to explore large scale letter formation - Model compositional and secretarial skills through direct teaching including shared and guided writing - Help children to see connections between reading and writing - Help children to rehearse what they want to write by saying their sentences aloud - Provide word mats and cards to encourage children to use new vocabulary in their writing - Teach children how to segment and blend using a range of resources and techniques including sound buttons, robot talk and online games - Provide children with reasons to write and audiences to write for such as letters to Father Christmas and making Christmas, Easter & Mother's Day cards - Incorporate opportunities for writing into role play areas and other relevant parts of the provision Impact By the end of the Foundation Stage, our Rokeby children can: - Link graphemes with their corresponding phonemes - Segment and blend phonetically regular words - Read some common exception words - Read from left to right and top to bottom of a page - Retell stories that they have heard - Use vocabulary from books in their play and learning - Predict what might happen in a story - Consistently use a tripod grip - Hold and control a range of writing tools - Form letters correctly using anti-clockwise movements and retracing vertical lines - Use their growing phonic knowledge to spell words - Say what they want to write - Write simple, readable sentences, including spaces between words Mathematics Our ethos At Rokeby, we recognise that many of our children live in homes where they experience very little exposure to early mathematical concepts such as number rhymes, counting activities and opportunities to develop their early mathematical interest and curiosity, for example, looking for and talking about numbers within their home environment. Our baseline assessments show us that most of our children are now arriving at Nursery saying number names in random order and lacking understanding and use of early mathematical language, such as the language of colour, size and shape which are fundamental to sorting, matching and comparing activities. Many of our Rokeby Early Years children have not been encouraged to explore shape, space, measures and pattern within the home. To enable our children to make rapid progress from their starting points in Mathematics we: - Ensure that we immerse our children in songs, rhymes and stories that develop opportunities for teaching counting and number skills - Ensure that our children have opportunities to take part in maths activities each day - Enrich our curriculum by offering opportunities and experiences to use mathematics within the real world, including at home - Encourage our children to show interest and take part in number challenges in order to practise, rehearse and apply the skills and knowledge that we teach - Nurture and build our children's confidence and self-esteem so that they will see themselves as emerging mathematicians - Ask questions that encourage our children to think logically so that they can begin to make connections and solve problems - Teach mathematical vocabulary and support children to use it accurately within their play and learning - Ensure that our Early Years' rooms contain many examples of number in the environment - Value and encourage the different ways that our children choose to investigate numbers, shape, space and measures - Provide a range of resources and materials that are attractive and easily accessible as part of our continuous provision - Support our children to try out their mathematical ideas, explain what they are doing, make connections and remember things - Give our children reasons to want to explore number and number characteristics and celebrate their efforts - Praise our children when they persevere with problem solving, take risks or try to check things out - Give our children stimulating and varied opportunities to develop their spatial reasoning skills through activities focused on shape, space and measures Our intent Number Knowledge we want our children to develop - In Nursery, I am learning: - The names of numbers when counting In Reception, I am learning: - That objects can be sorted according to a criteria - The correct order of numbers when counting - How many are in a small group without having to count (subitising to 3) - That, when I count, the last number is the quantity - That I can arrange objects in different ways and the quantity is the same - That I can say how many are in a group by looking - That I can sort objects into different groups according to different criteria - When to stop when counting out from a larger group - That anything can be counted - That a quantity can be made up in different ways - The pairs that make up a given number - How many are in a larger group without having to count (subitising to 5) - That estimating is making a sensible guess about how many there are Skills we want our children to develop In Nursery, I am learning to: - Sort, match and compare objects for a given criteria - Count a set of objects by saying one number name for each object - Put objects into groups - Count in the correct numerical sequence - Recognise that the quantity stays the same however objects are arranged - Count an irregular arrangement of objects - Recognise quantities to 3 without counting (subitising) - Use number names to say how many objects are in a group - Read numerals from 1 to 5 - Use number names in rhymes - Recognise when there are more objects in a group - Use number names in songs - Recognise when there are fewer objects in a group - Use the language of quantity such as more, lots, not many and the same In Reception, I am learning to: - Sort, match and compare objects according to my own criteria - Count out objects from a larger group - Partition a number - Count actions or objects that cannot be moved - Estimate how many objects I can see in a group and check by counting - Count all the objects in two groups to find the total - Recognise quantities to 5 without counting (subitising) - Match numerals to a group to show how many there are - Read numerals to 10 - Use number facts to at least 5 to solve mathematical problems - Add two single digit numbers - Recall number bonds and doubles facts - Subtract two single digit numbers - Use the language of addition and subtraction Numerical patterns Knowledge we want our children to develop In Nursery, I am learning: - That patterns are repeated - That patterns follow a sequence - That patterns can be continued - That symbols (numerals) represent quantities - That less is fewer than another amount - That more means greater than another amount - What the same means - What different means In Reception, I am learning: - That number patterns repeat according to rules - That odds and evens are examples of number sequences - That I can create my own patterns - That numbers can be represented using one or more digits - That subtraction involves taking amounts away - That addition is combining two sets together - That doubling is two sets of the same quantity - That addition is the opposite of subtraction and halving is the opposite of doubling Skills we want our children to develop In Nursery, I am learning to: - Notice patterns in the environment - Count in sequence to ten - Copy and continue a simple a pattern - Count forwards and backwards - Compare quantities - Recognise numerals - Recognise when two quantities are the same - Recognise when one group has more than another - Recognise when two quantities are different - Recognise when one group has fewer/less - Recognise that quantities change if things are taken away - Recognise that quantities change if things are added In Reception, I am learning to: - Notice and describe patterns in the environment and in number - Count in sequence beyond twenty - Copy, continue and create simple patterns - Count on and back from a given number - Use mathematical language to compare the quantities to ten - Read, sequence and form numerals - Share a group of objects and split a group of objects in half - Say how many more there are when comparing quantities in two groups - Identify odd and even amounts - Say how many less there are when comparing quantities in two groups - Use addition and subtraction facts to solve problems - Recognise that doubling is two sets with the same quantities in each Implementation Our Early Years staff recognise that children need to have a love of number and secure skills in counting, comparing, subitising and understanding numbers and number patterns to provide them with the foundations to excel and become keen, capable mathematicians. We also recognise that children need frequent opportunities to practise and develop their early knowledge and understanding of shape, space and measures as the basis for future mathematical learning. Adults in our Foundation Stage: - Plan and use stories, videos, songs and rhymes as opportunities to develop mathematical thinking skills and knowledge - Provide frequent opportunities for children to count objects, pictures and actions to develop and embed early counting skills - Plan and teach interactive maths sessions using high quality resources including Power Maths in Reception class, to meaningfully engage the children - Use NumTums in Nursery and Number Blocks in Reception for direct teaching of number skills - Use practical and pictorial resources as part of our systematic, progressive teaching of early mathematical skills and knowledge - Use interactive ICT games to support and motivate children's mathematical thinking (for example, use of the Topmarks website and Bud's Number Garden) - Place vocabulary and number cards in different areas of the provision to stimulate children's ideas, to enable them to make connections in their learning and to provide visual prompts that are especially helpful for EAL and SEND children - Use aided language mats to support children to use new mathematical vocabulary - Use manipulative objects such as counters, bricks, food or small toys to help children to investigate numbers to ten, explore their characteristics and patterns and organise their counting skills - Provide attractive resources in our maths areas that children can choose to explore independently - Use tens frames and part part whole models to help children to develop secure understanding of numbers to ten and the patterns within them - Ensure that our resources are varied on a regular basis to maintain the children's curiosity and interest - Use resources including dominoes, dice and Numicon to help children learn to subitise - Ensure that some of our activities link to the theme of learning so that children can embed their mathematical understanding alongside other areas of learning - Talk to children about examples of number within the environment and encourage them to spot number, for example, by going on number hunts - Teach and then model the use of correct mathematical vocabulary when talking to and playing with children - Offer strategies to support children to make connections, spot patterns and solve problems and praise their independent efforts - - Set up stimulating mathematical activities as part of our continuous provision Talk to our Nursery and Reception children about what they notice when they are trying out mathematical activities and problems - Utilise activities such as water and sand play for opportunities to develop language and understanding of capacity - Use playdough activities as opportunities to talk about the size, length, shape and colour of things that the children create - Use visual timetables and now and next boards to help develop understanding of time, pattern and sequence - Use pegboards, beads, natural materials and printing activities to help children to explore pattern making, including repeating patterns - Exploit opportunities to use mathematical language as part of cooking and baking activities - Provide scales and balances for children to explore and compare the weight of different objects - Exploit opportunities to teach the language of position and direction when children are engaged in physical movement activities - Incorporate resources into our domestic role play areas that will enable children to think about and practise their mathematical skills as part of their play, for example diaries, calendars, clocks, weighing scales, measuring jugs, kitchen timer, patterned tea towels, placemats, napkins and tablecloths, different sized spoons, bowls, plates and cups, telephones etc. - Promote mathematical learning at home by providing activities and questions on Class Dojo for families to explore together - Differentiate our questioning to challenge children's mathematical thinking at all levels - Maximise opportunities for cross curricular links that enable further mathematical questions to be asked - Encourage our children to explain their thinking and give reasons for their answers - Hold shared learning sessions such as a Maths Breakfast where we promote the importance of our families sharing mathematical activities with their children - Encourage children to try mathematical activities and, when they make mistakes, help to move their learning on so that they are not afraid of making mistakes - Provide advice for families such as our Helping Your Child to Learn at Home in Maths document and How Can You Share in Your Child's Learning at Home leaflet Impact By the end of the Foundation Stage, our Rokeby children can: - Sort and match objects for different criteria - Compare quantities up to ten - Count objects and pictures accurately with one to one correspondence - Understand and use the language greater then, less than and the same - Count verbally beyond twenty - Read, sequence, partition and write numbers - Recognise an amount in different arrangements, subitising up to 5 - Recall number bonds to 5 (and sometimes 10) - Identify and describe number patterns, including odd and even numbers - Recall some doubles facts - Calculate by adding and subtracting numbers - Solve problems and give reasons for their answers - Talk about shape, space and measures using mathematical vocabulary - Share quantities equally Rokeby Primary School and Nursery EYFS Curriculum Understanding the World Our ethos At Rokeby, we recognise that there are many differences in the experiences that our Early Years' children have had by the time they enter our setting and that our children from vulnerable families may not have had access to such a broad, stimulating range of opportunities as those of their peers. To enable our children to make rapid progress in their understanding of the world we: - Enrich our curriculum by offering opportunities and experiences that some of our vulnerable children might not otherwise get, in line with our Rokeby Promise - Utilise opportunities for our children to learn and investigate first-hand - Take time to get to know our children's interests so we can capitalise upon what they are naturally keen to explore - Arrange visits and visiting people to broaden children's knowledge and understanding of their world - - Use the local environment as a key opportunity for extending children's learning Read children stories, poems and rhymes from a range of cultures and societies - Use a range of non-fiction texts to extend children's knowledge and understanding about specific aspects of their world - Make regular use of opportunities to enrich and broaden children's vocabulary about the world around them Skills we want our children to develop In Nursery, I am learning to: - Understand how I have changed since being a baby - Use simple language of time such as now, next, then, later - Compare what I could do as a baby with what I can do now - Talk about mine and my family's past and present experiences - Recognise that things were different in the past - Talk about people I know and the jobs they do - Understand about the past through stories and books In Reception, I am learning to: - Understand and describe how I have changed since being a baby - Use more complex language of time such as today, tomorrow, yesterday - Compare what I and others have learnt to do since being babies - Talk about significant people and events from the past and present - Compare similarities and differences in things past and present - Describe different jobs people do and why they are important - Sequence events in stories from the past In Nursery, I am learning: - Where I live - That mine and my friends' homes can be different - Simple words for some of the geographical features around me - That books and stories can help me to find out about people and places - People from different religions and cultures celebrate in different ways - People belong to different religions and cultures Implementation Our Early Years staff recognise that children need help to develop a good sense of chronology so they can understand and talk about past and present relating to their own lives and relating to similarities and differences in the world in general. Adults in our Foundation Stage: - Teach children to understand and use key vocabulary relating to the passage of time, such as now, next, then, later, today, tomorrow, yesterday - Use stories and books to teach children about settings, characters and events from the past - Use visuals such as Now and Next boards and timetables to help children to understand what has happened, what is happening and what will happen next - Support children to put pictures in the correct order to develop their sequential understanding of events in the stories they have listened to - Listen and capitalise on children's natural desire to talk about their past and present experiences and those of the people around them - Talk about the days of the week, the months of the year and the seasons as part of the children's learning - Ask questions that encourage children to think about similarities and differences between their own and others' experiences - Use any incidental opportunities to help children to learn about what it was like in the past, for example using a child's interest in dinosaurs to learn about prehistoric times - Talk with children and provide opportunities that celebrate and deepen their understanding of annual events such as birthdays, Christmas and Easter - Respond to children's curiosity about topical issues and their questions about events beyond their living memory - Teach children about key figures from the past, such as Guy Fawkes - Teach children about change, for example learning about differences between steam trains and modern rail travel as part of the topic, Journeys - Teach children about the roles of important people in society, including key workers such as members of the fire, police and health services - Use artefacts to help children to learn about changes in objects over time and to explore similarities and differences in these objects between then and now - Help children to understand and compare how they have changed over time, for example, from a baby to now Impact By the end of the Foundation Stage, our Rokeby children can: - Use the language of past, present and future - Talk about their own lives and the lives of people around them - Use a range of other words that relate to time - Talk about the roles of different members of society - Talk about how they have changed over time - Compare similarities and differences between past and present - Understand about some past events and key historical figures through stories they have heard - - Sequence some events in the correct order of time People, Culture and Communities Knowledge we want our children to develop In Reception, I am learning: - The key features of where I live - That life can be different in other countries to life where I live - Words to describe geographical features in this country & other countries - That books, maps & stories can help me to find out about people & places - What is the same and what is different about people from other cultures and traditions - People practise different religions and cultures in this country In Nursery, I am learning to: - Notice the things around me - Talk about where I live - Identify features of my immediate environment - Talk about what my life is like - Find out about people and places from books and stories - Compare my home to my friend's homes In Reception, I am learning to: - Notice detail in the things around me - Talk about life in this country - Describe the features of my immediate environment - Describe life in different countries - Find out about people and places from books, stories and maps - Compare living in this country to living in another country - Talk about ways people from different religions and cultures celebrate - Compare similarities and differences between different religions and cultures Implementation Our Early Years staff recognise the importance of fostering our children's sense of awe and wonder about the world in which they live and their natural fascination about their immediate and the wider environment. They recognise that children need to know about and value other people, their communities and their traditions in this country and beyond so we can live harmoniously together. Adults in our Foundation Stage: - Encourage children to notice and talk about features of their immediate environment - Read stories to children to help them to learn about different people and places - Expand our children's knowledge by capitalising on every opportunity to explore and experience outdoors - Teach children about their local area, for example, by visiting the local greengrocery on Kingsway parade - Use our Barnaby Bear resources to help child to find out about similarities and differences between their lives and life in other countries and places - Help and encourage children to talk about where they live, places they have visited, holidays they have had and countries they may know about - Provide resources such as photographs, films, maps and globes to help children to learn about features of different places - Teach children about features of specific locations, such as the jungle or about Africa through reading and exploring the story, Handa's Surprise - Encourage children to explore creating their own simple picture maps, such as pirate treasure maps - Teach and develop the use of new vocabulary so children can then talk about these geographical features - Teach children to appreciate the beauty of different places and to care about the world in which we live - Capitalise upon unplanned moments to develop children's understanding, for example, when they have visited somewhere for the first time - Take children on visits to other places linked to our themed half termly topics - Help children to learn about different religious and cultural communities through themed activities linked to celebrations such as Diwali and Chinese New Year - Encourage families to explore places with their EYFS children, for example through use of the app 50 Things to Do Before You're Five - Read children stories that help them to understand about other cultures, such as the story of Rama and Sita - Provide real experiences such as tasting food and dressing in clothes from other countries to help broaden children's understanding of other people and cultures Impact By the end of the Foundation Stage, our Rokeby children can: - Describe what they see around them - Compare similarities and differences between places - Talk about features of different places and countries - Say what it is like to live in this country - Use their experiences of books, stories and maps to help them to talk about and compare places - Say what life is like in some other countries - Understand similarities and differences between people's religions and cultures Skills we want our children to develop The Natural World Knowledge we want our children to develop In Nursery, I am learning: - That I have senses to help me to explore things - The names of some plants - The names of different animals - That things grow and change In Reception, I am learning: - What my different senses are - The names and features of some plants - The names and features of different animals - How things grow and change - That there are different types of weather - That there are seasons of the year - That some materials change - The characteristics of different types of weather - The names and characteristics of the four seasons - That some materials change and can change back again Skills we want our children to develop In Nursery, I am learning to: - Use my senses to explore living things - Explore natural materials - Notice things in the natural world around me - Ask questions and talk about the world around me - Recognise changes in the seasons - Notice growth and change - Recognise changes in the weather - Notice changes in materials - Take care of living things In Reception, I am learning to: - Explore living things closely and to draw what I see - Explore and describe natural materials - Notice and describe similarities & differences in things in the natural world - Ask questions, talk about the world around me & compare environments - Describe and contrast seasons of the year - Notice and give reasons for growth and change - Describe weather changes and weather patterns - Notice and describe changes in materials - Talk about ways we can look after the natural world Implementation Our Early Years staff recognise that young children have an instinctive desire to want to explore and that they gain pleasure in finding things out which is how they develop their understanding and knowledge of the natural world. Adults in our Foundation Stage: - Encourage our children to explore and investigate using all their senses - Support and encourage our children to describe what they see and discover - Show interest in what our children want to tell us or ask us - Ask questions that challenge our children to want to find out more - Provide opportunities for our children to experiment and investigate in different areas of our continuous provision - Teach new vocabulary to enable children to expand on their ideas and to deepen and enrich their knowledge and understanding - Use our children's natural curiosity about how and why things work to help them towards new discoveries - Encourage our children to ask questions and try out ideas - Use our children's interest in how things change to support them to make observations - Encourage our children to draw and paint pictures of animals and plants - Take our children on Autumn, Winter, Spring and Summer Welly Walks! - Help our children to notice changes in the natural environment, such as changes in the weather or the changing seasons - Provide opportunities for children to investigate and learn about changing states of matter such as melting ice and snow - Provide opportunities for children to take part in different planting and growing activities - Plan direct teaching of some topics, such as New Life and Change and Minibeasts, so children can learn about living things, changes and life cycles - Provide non-fiction texts in our rooms that encourage children to look at pictures and find out more about living things and the natural world - Make use of supplementary materials such as Andy's Wild Adventures on CBeebies so children can learn about the natural world - Capitalise on unplanned moments for children to talk about living things, such as finding a ladybird or worm in the outdoor area - Teach children about similarities and differences between the natural world around them and contrasting environments, such as the jungle - Set up interest and discovery tables for children to use - Provide vocabulary cards on magnifying glass shapes during investigation activities that promote the skills of being a good scientist, for example, explore, look, think, talk, smell, touch, taste, listen - Provide a range of scientific equipment and materials which offer opportunities for exploration such as bug viewing pots, hand lens and weather instruments - Share in our children's excitement and pleasure in the awe and wonder of our natural world - Provide memorable first-hand experiences that children will recall for times to come, such as incubating and hatching eggs and butterflies Impact By the end of the Foundation Stage, our Rokeby children can: - Observe, notice and make comparisons of the natural world - Draw or paint pictures of plants and animals - Talk about plants and animals - Talk about similarities, differences and change - Talk about some properties of materials and simple changing states of matter - Talk about the weather and the different seasons of the year Rokeby Primary School and Nursery EYFS Curriculum Expressive Arts and Design Our ethos At Rokeby, we recognise that there are many differences in the experiences that our Early Years' children have had by the time they enter our setting. We recognise that some of our children, including our children from vulnerable families, may not have had opportunities to explore and play with a wide range of media and materials or to hear rich, varied use of vocabulary to help develop their imagination, self-expression and creativity. To enable our children to make rapid progress in the area of expressive arts and design we: - Ensure that we offer our children frequent opportunities to explore and experiment with many different media, tools, techniques and materials - - Encourage our children to express their creativity in their own ways Support our children to try out different solutions and to use resources in original, inventive and imaginative ways - Provide different purposes and a broad range of resources that encourage our children to design, make and be creative - Sing many songs and rhymes with our children - Encourage our children to explore creating their own music and dance - Offer our children a rich, varied experience of stories - Make regular use of opportunities to enrich and broaden our children's vocabulary to support them to express themselves - Provide frequent opportunities and a range of stimuli that encourage our children to tell stories and invent their own narratives - Praise and celebrate our children's initiative and uniqueness when responding to and interpreting what they see and hear Our intent Creating with Materials Knowledge we want our children to develop In Nursery, I am learning: - There are different techniques that can be used with materials - There are different types of lines: straight, curved, vertical, horizontal, thin, thick, wavy, curly, jagged, zig zag etc - Materials feel different - Shapes are made from lines that are joined together - Pictures, paintings and models are ways to express my ideas - The names of primary and secondary colours - Designs need to be thought about and planned - Materials can be used to join things - There are different tools I can use to be creative In Reception, I am learning: - Which techniques are best to use with different materials - I can use a range of lines in my creations: straight, curved, vertical, horizontal, thin, thick, wavy, curly, jagged, zig zag etc - Using different textures can add interest to my creations - Lines and shapes can be used to produce drawings and images - 2D representations are flat and 3D representations are solid - About tones and different shades of colours - Designs can be evaluated, altered and improved - Which materials are best for joining different things - What different tools can be used for Skills we want our children to develop In Nursery, I am learning to: - Explore different media and materials Use materials in different ways - Join materials - - Explore different textures - Use a variety of tools safely - Explore colour - Mould and shape materials - Explore using different lines and shapes - Explore different techniques - Build and balance - Use props when I am pretending - Represent my ideas in 2D and 3D - Talk about what I am creating - Try different ways of doing things In Reception, I am learning to: - Explore and combine different media and materials - Choose the most suitable materials for joining things - Choose the most suitable ways of using materials - Use different textures to add interest to my creations - Use a variety of tools safely and with increasing control - Mix colours to make different shades and tones - Mould, shape and cut materials - Join and enclose lines and shapes to create images - Decide which techniques I want to use in my creations - Make structures strong and stable - Use and create my own props for role play - Choose whether to use 2D or 3D forms - Explain how I have created something - Evaluate, change and improve my designs Implementation Our Early Years staff recognise that young children are spontaneous and naturally choose to express themselves. They gain excitement by investigating what they can do with different media and materials and will often naturally try out different ideas as part of their play and exploration. To build upon this natural curiosity and to develop their creativity further, adults in our Foundation Stage: - Provide rich opportunities for children to explore and create in 2D and 3D forms - Offer stimulating resources that allow children to investigate colour, shape, form and design - Provide variety of experiences so that children can explore on large and small scales - Offer a range of materials that children can mould and shape including sand, play dough, clay and salt dough - Teach children different techniques so that our children are aware of different ways to express themselves - Provide sensory materials such as shaving foam, cornflour and Gellibaff for exploring texture - Teach children to handle tools and equipment correctly and safely - Offer vertical surfaces for children to work on, such as easels, so that standing provides greater stability and control of tools they use - Teach children to draw, paint, stick, pull, tear, fold, cut, roll and join when working with different media and materials - Provide initial stimuli and different contexts to prompt our children's ideas - Ask questions that prompt children to add detail to their creations - Teach children key vocabulary so they can talk about the lines, colours and shapes that they use when creating pictures - Ask questions that encourage children to make decisions and choices - Provide opportunities for children to explore different textures through activities such as collage, clay, weaving, loose parts and use of natural materials - Ask questions that encourage our children to review their creations and to think about ways to improve their designs - Provide opportunities for children to investigate materials through construction and food related activities - Support children to combine materials to explore creating different effects - Ensure our construction areas are well stocked with a variety of resources for children to choose ways to join, balance and stack things - Encourage children to make use of available materials and to create their own props to use in their role play - Share our children's creations and help them to talk about processes they have used such as thinking, planning and making - Ensure creative areas are well stocked with easily accessible tools, media and materials for children to choose from - Value and celebrate our children' ideas and encourage their freedom of expression - - Help our children to feel proud of what they create Impact By the end of the Foundation Stage, our Rokeby children can: - Express their creativity using a range of materials - Represent their ideas in 2D and 3D - Explore colour, texture, design, form and function - Use different techniques - Draw different lines and shapes - Hold and control different tools - Mould, shape, cut and join materials - Share their creations and talk about how they have made things - Use props and materials as part of their role play - Being Imaginative and Expressive Knowledge we want our children to develop In Nursery, I am learning: - Simple story language that I can use - Some nursery rhymes - How to start a story - The words to some new songs - Sounds have rhythm, pitch and duration - Sounds can be made in different ways by different things - The names of common percussion instruments In Reception, I am learning: - More complex story language that I can use - A wide range of nursery rhymes - How to start and end stories - The words to many new songs - The rhythm, pitch, duration and beat of music can change - Sounds can be changed and played at different speeds and volumes - The names of a range of musical instruments - I can move my body in different ways - How to play percussion instruments - I can change how I am moving - I can move my body in different ways, at different speeds and levels - How to create different sounds using percussion instruments - My movements can be connected together in a sequence Skills we want our children to develop In Nursery, I am learning to: - Listen and join in with stories - Take turns with others when acting out stories - Act out stories, poems and rhymes that are familiar to me - Respond to performances I see - Join in with familiar rhymes and songs - Tell my own stories through my play - Sing some new songs and rhymes - Explore different sounds I can make - Listen carefully to songs and music and respond to the sounds I hear - Create loud, soft, fast and slow sounds - Move my body in different ways - Share my music making with others - Copy simple dance movements - Express my imagination in simple ways In Reception, I am learning to: - Listen to stories, join in and adapt them to create new narratives - Take turns and improvise when acting out stories with others - Retell and perform familiar stories, poems and rhymes - Say what I like and dislike about performances I have watched - Sing familiar rhymes and songs by heart - Invent stories through my own play and through playing with others - Sing a wide range of songs and rhymes - Explore different sounds and rhythms I can create - Give my opinions and feelings about songs and music I hear - Create sounds of different pitch, tempo and duration - Move my body in different ways and in time to music - Perform music individually and in a group - Copy, adapt and create my own dances - Express my imagination in a range of ways Implementation Our Early Years staff recognise that young children often have a keen interest in expressing themselves through music, song, storytelling and dance. When listening to music, rhymes and songs, we know that many children respond spontaneously by moving to the rhythms and sounds they hear and by humming or singing along. They enjoy exploring sounds they can create with musical instruments. They love to imagine possibilities and tell stories as part of their play and exploration. To build upon these innate desires and to further develop their imagination and expression, adults in our Foundation Stage: - Read a rich range of stories and rhymes to our children - Re-read texts to embed familiarity and to enable our children to recount these stories - Discuss characters, setting and events to help build our children's understanding and knowledge of how stories are told - Help our children to join in with actions to increase pleasure in rhymes and stories - Encourage our children to join in with and recall repetitive phrases in rhymes and stories - Teach new vocabulary so children can understand and use it in their narratives - Support our children to act out familiar stories with their peers - Model storytelling by creating our own stories and sharing them, orally, with our children - Encourage our children to adapt stories they hear by creating their own versions of texts such as We're Going on a Dragon Hunt - Ask questions and encourage our children to invent their own narratives - Listen enthusiastically when children tell us stories and share in their joy and excitement - Provide puppets, small world toys, costumes, masks, props and microphones that children can use when expressing themselves - Sing a wide range of songs and nursery rhymes with our children - Provide opportunities for children to practise songs so they know them by heart and, over time, develop their own repertoires of songs and rhymes - Teach children new songs and rhymes - Plan a range of exciting activities as part of World Nursery Rhyme Week - Ensure children have opportunities to listen to songs and rhymes frequently - Encourage children to perform songs and rhymes together and to one another - Use Musical Express to teach children new songs and new musical knowledge and skills - Provide opportunities for our children to take part in different musical activities including listening, singing, composing and performing - Ensure children listen to music of different types, tempos, beats and rhythms - Provide a range of percussion instruments that children can use to explore and investigate sound in their chosen ways - Use Boogie Beebies to help develop our children's experience and enjoyment of music, song and dance - Encourage children to be expressive and explore moving to music in different ways, such as creating their own dance movements - Encourage our children to use our outdoor stage and equipment to put on their own performances - - Value our children's creativity, imagination and freedom of expression Impact By the end of the Foundation Stage, our Rokeby children can: - Tell stories as part of their play - Sing a range of songs and nursery rhymes - Create narratives by adapting familiar stories they have heard - Perform songs, rhymes, poems, music and dance - Move their body in different ways and, sometimes, in time to music - Create different sounds and rhythms as part of their composing and performing - Act out stories with their peers - - Express their imagination and creativity	<urn:uuid:5c44d7e2-9036-4412-a0ac-c18605aa9b45>	CC-MAIN-2024-26	https://resources.finalsite.net/images/v1631088215/southamcollegecom/itxe81xvwsrooi88xpyf/EYFSCurriculum.pdf	2024-06-25T12:18:46+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00149.warc.gz	435,212,554	15,101	eng_Latn	eng_Latn	0.991557	eng_Latn	0.995494	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 2530, 3563, 5952, 10837, 11446, 13287, 15982, 19536, 20696, 23548, 25006, 28177, 31440, 34971, 38455, 41945, 47014, 47791, 50050, 53748, 57520, 62004, 62406, 65262, 69247, 72155, 75700 ]	[ 4.0625, 4.65625 ]	2	1
Scripts For Parents Teen Gratitude What to say Why? "I noticed you washed all the dishes and did the laundry. Thank you for doing that, it really helped me out." "I'm so grateful for how you helped your younger sister with her homework. I'm sure she really appreciates it as well." "I love you so much. When I go to work so our family can have the things we need and some of your dreams can come true, it makes it all meaningful to me." Acknowledging when your teen is working really hard or goes out of their way to be helpful is a good way to express your gratitude and to increase generosity in your teen. When someone's hard work or contribution is recognized, they are likely to continue that behavior and also be more expressive of gratitude themselves. Small actions like doing the dishes after a meal someone else prepared or warming up someone's car in the winter are also signs of gratitude. It's important for teens to know that parents think of their well-being even when they're not present. It can help them realize how much they matter in their parents' lives. This can spark an appreciation in teens for what adults do in their lives.	<urn:uuid:a0143e4a-9cf8-49b9-a302-3909762ee852>	CC-MAIN-2024-26	https://parentandteen.com/wp-content/uploads/CPTC-gratitude-scripts.pdf	2024-06-25T12:51:30+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00145.warc.gz	394,265,209	239	eng_Latn	eng_Latn	0.998983	eng_Latn	0.998983	[ "eng_Latn" ]	false	docling	[ 1158 ]	[ 2.484375 ]	1	0
4 Facts About Curiosity & Intellectual Humility Curiosity is the act of wanting to know. Adolescence is a developmental period of exploration and discovery. Parents can support curiosity in teens by modeling curiosity in their own life. This modeling reinforces the idea that curiosity is a character strength and skill that everyone can have, and it gives children a safe place to explore new ideas and interests. Curiosity is vital for learning. Curiosity promotes eagerness to ask questions and learn from mistakes. It prompts people to gain more knowledge and spend more time learning about things they don't know about, and better understand the things they do. Curiosity is a skill that anyone can practice and build. Intellectual humility is the willingness to recognize that one's deeply held points of view may not be correct. Intellectual humility helps teens embrace new ideas, information, and overcome the biases and expectations that limit their ability to see the world accurately. Intellectual humility is critical for learning. Intellectual humility is a character strength that allows for growth, curiosity, and open-mindedness, which can allow a person to thrive and learn from others with different points of view.	<urn:uuid:aa25110e-906d-4408-bda4-05384e7fd662>	CC-MAIN-2024-26	https://parentandteen.com/wp-content/uploads/CPTC-Curiosity-IH-Fact-Sheet.pdf	2024-06-25T11:24:43+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865972.21/warc/CC-MAIN-20240625104040-20240625134040-00149.warc.gz	397,247,906	231	eng_Latn	eng_Latn	0.99854	eng_Latn	0.99854	[ "eng_Latn" ]	false	docling	[ 1242 ]	[ 3.59375 ]	1	0
Educating Children and Adults at the Bottom of the Pyramid through Learning Centers HIGHLIGHTS - Learning centers extend education to the bottom of the pyramid by providing new spaces and modes of learning for children and adults. Some substitute for or supplement traditional schools; others introduce new types of education, such as preschool or computer literacy classes. - Centers keep costs low by working out of rented or donated facilities and recruiting and training community members to teach. - Self-directed, computer-assisted, and peer-to-peer learning approaches for older children and adults keep costs down. Development Challenge More than half the children in developing countries lack access to preschool (UNESCO 2013b), leaving millions of them illequipped to learn when they enter primary school (World Bank 2014a). More often than not, these children also come from families where adults are low literate, particularly the women. Adult illiteracy, along with a number of factors like lack of livelihoods, unemployment, gender-disparity and agricultural distress compound poverty at the BoP, which in turn means that education for children is relegated to a lower priority. Schools, in such contexts, are set up and operated because they are required to as per Government stipulation, but they lack larger community ownership and engagement. Business Model Learning centers extend education to the bottom of the pyramid by providing new spaces and modes of learning for children and adults. Some substitute for or supplement traditional schools; others introduce new types of education, such as preschool or computer literacy classes. Most center providers target remote and marginalized communities. Learning centers keep costs low by offering educational programs taught by parateachers—people recruited from the community who are trained to teach standardized educational programs with little supervision. End-users sometimes contribute to course fees, in cash or in kind. Some models intertwine education and community development, teaching marketable skills and supporting Features of the Learning Center Business Model Features of the Learning Center Business Model microenterprises or social initiatives. Models for learning centers take several forms: (i) Public-private partnerships: receiving per-student subsidies from the government as outsourced education providers (ii) Joint ventures with community organizations: for establishing and operating centers (iii) Donor-funded models: supported by donors and development agencies (iv) Market-based models: they charge end-user fees to cover operating expenses, while investors and donors fund capital expenditures Awareness Acceptance Accessibility Implementation: Delivering Value to the Poor Word-of-mouth advocacy is the prime driver, facilitated by high community engagement. IIMPACT enlists women's self-help groups to promote its centers for girls. In India, the Barefoot College convenes community committees to identify out-of-school children and potential teachers for its night schools. Hippocampus conducts demonstration classes and hosts festival-day events. Several centers engage directly with public schools. Agastya and Avanti teach public school students, AIL and Gyan Shala train public school teachers, and Enova promotes its computer centers in schools. CDI's outreach extends to requiring students to apply their learning to local social improvement projects. Centers are embedded within the communities they serve, and tailor their programs to the communities' needs. Providers typically partner or consult with local organizations and employ local people. DAM conducts needs assessments and household surveys before establishing its centers. AIL starts up centers only by community request. Each Enova center adapts its course schedule to local demand. Several providers offer out-of-school children a route back to school, a key community concern. Learning centers' low costs and partnerships enable them to scale up in their target communities. Gyan Shala operates 500 one-room centers which are located within the low income areas that they serve. CDI trains its customers to become center managers. Hippocampus franchises its program to private schools. Enova and CDI leverage broadband to distribute content that would otherwise be unavailable. TARA Akshar uses computers to deliver a unique Hindi literacy program for women in 112 hours over 56 days. Centers tailor their schedules to suit target communities. Examples include evening classes for pastoralist children; short days for students, to reduce opportunity costs for parents; and mobile services such as Agastya's science labs in vans and BRAC's mobile libraries. Affordability Learning centers keep capital and operational expenditures low by using existing facilities, hiring para-teachers, and obtaining contributions from partners. They leverage small, centralized design and management teams to create programs that realize economies of scale. Centers reduce teaching time while expanding self-directed or technologyenabled learning. Enova estimates that its e-learning courses cost 70 percent less than paper-based alternatives. Some providers tailor fees to circumstances. Hippocampus uses a sliding scale based on the size of the community and the income of the household; Enova sets its charges based on age. Centers established through community joint ventures determine fees together with community representatives. Results and Effectiveness Scale and Reach: Several programs have achieved large scale, with some (AIL, BRAC, DAM) adopted nationally. Agastya has 5 million students and 200,000 teachers. BRAC's 2,800 centers have more than 1 million members. CDI operates in 15 countries, where 88,000 students have completed its ICT courses. About half a million people used Enova's centers between 2009 and 2013. Hippocampus expanded from 7 preschool centers in 2010 to 220 centers serving more than 10,000 children in 2015. Centers have been of particular benefit to women and girls, either by targeting female education or by employing large numbers of women as para-teachers, a defining feature of many providers. The TARA Akshar program achieved around 95 percent success rate across eight Indian states, making 130,000 women literate. Enova reports that attending its centers increases women's employment chances by a factor of almost four. Its centers helped more than 9,000 people find jobs, with every $1 invested generating $1.74 in output. Improving outcomes: Several centers have achieved impressive results. Gyan Shala reports that its students outperform peers in public (DFID 2013) and private (Educational Initiatives 2015) schools. External assessment of Hippocampus centers shows consistent improvement in all classes (Evaldesign 2015). Avanti reports that its students performed better than their more affluent peers, with more than 90 percent passing the Indian Institutes of Technology Joint Entrance Examination in 2013/14. An external impact evaluation of CDI showed that 47 percent of its learners found new jobs, with 34 percent increasing their income and 12 percent opening their own business. International Institute of Rural Reconstruction reports that more than 2,800 girls in its programs had started microenterprises by end-2013. An evaluation of DAM centers showed monthly income gains of 60 percent for regular users, many of whom had taken livelihood training (Rahman 2003).	<urn:uuid:ea88c00b-444e-460f-8788-b0ecd85a410c>	CC-MAIN-2018-51	https://endeva.org/wp-content/uploads/2017/06/edu_learningcenters-2-pager-aug.pdf	2018-12-15T15:40:27Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00395.warc.gz	601,327,601	1,422	eng_Latn	eng_Latn	0.997302	eng_Latn	0.997447	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2702, 7511 ]	[ 2.625 ]	1	1
What is myotonic dystrophy? Myotonic dystrophy is a muscle condition that falls under the umbrella term 'muscular dystrophy'. The muscular dystrophies all have three features in common; they are hereditary, they are progressive; and each causes a characteristic, selective pattern of muscle wasting and weakness. Myotonic dystrophy is the most common adult form of muscular dystrophy - thought to affect at least 1 in 8,000 people worldwide. Unlike the other muscular dystrophies, the muscle weakness is accompanied by myotonia (delayed relaxation of muscles after contraction) and by a variety of symptoms that affect parts of the body other than the muscles. Myotonic dystrophy can affect both males and females. Myotonic dystrophy is often abbreviated as DM after its Latin name dystrophia myotonica and is also known as Steinert's disease. There are two forms of myotonic dystrophy, usually referred to as type 1 or DM1 and the rarer type 2 or DM2. Both conditions are genetic disorders but each affects a different gene. In this factsheet: What are the symptoms of myotonic dystrophy? What is the age of onset? How is myotonic dystrophy diagnosed? What causes myotonic dystrophy? How does a person get myotonic dystrophy? Do people with myotonic dystrophy become disabled? What is congenital myotonic dystrophy? What is type 2 myotonic dystrophy (DM2)? Is there any specific treatment? What research is being done? Further information What are the symptoms of myotonic dystrophy? There is a wide range of severity of myotonic dystrophy and symptoms may appear at any time from birth to old age. Some people may only start to show some mild signs as adults and the rate of deterioration is usually slow, with little change over a long period; some people never have significant muscle disability and many live a normal life span. At the other end of the spectrum some babies are born with a severe form of the condition called – congenital myotonic dystrophy. One of the first signs of myotonic dystrophy is often muscle stiffness - delayed relaxation of voluntary muscles after contraction (myotonia). This is often noticed when trying to release the hand from a grip – when shaking hands with somebody for example. However, this is generally less noticeable after the early stages of myotonic dystrophy. The first muscles to be affected by weakness are those of the face, neck, hands, forearms, and feet. The large, weight-bearing muscles of the legs and thighs are much less affected. Myotonic dystrophy can affect the tissues and organs of many body systems in addition to the muscles. The list includes heart problems, cataracts, trouble breathing, adverse reactions to anaesthesia, difficulty swallowing, digestive problems, excessive daytime sleepiness and, in children, learning difficulties. Hormonal problems may also occur including reproductive abnormalities, thyroid dysfunction and diabetes. Consequently myotonic dystrophy may present itself in what one expert has called a "bewildering variety of ways". Note that not everybody with myotonic dystrophy has all of these problems. What is the age of onset? About half of those with the disorder show visible signs by about twenty years of age, but a significant number do not develop clear-cut symptoms until after age fifty. However, when myotonic dystrophy is suspected (because it is present in other members of the family) careful examination may reveal typical abnormalities before obvious symptoms appear. There are also less common forms of myotonic dystrophy with onset in infancy or childhood. The condition tends to be more severe and have an earlier age of onset with each generation in a family. So a grandparent might experience their first mild symptoms at age 60, while their children notice symptoms at 30, and grandchildren may be born with severe symptoms – congenital myotonic dystrophy. How is myotonic dystrophy diagnosed? A physical examination will usually reveal the typical pattern of muscle weakness and wasting and the presence of muscle stiffness (myotonia). In addition, early in the disease process, weakness and wasting of facial, jaw, and neck muscles, and frontal balding of men often give the face a characteristic look. However, as many doctors are unfamiliar with myotonic dystrophy, getting the correct diagnosis can take some time. Complicating the immediate recognition of myotonic dystrophy is the fact that patients frequently first seek medical attention for one of the conditions accompanying muscle involvement. In particular eye problems are what may bring a patient to the doctor's office. Tests that may be done to confirm the diagnosis include a blood test, a muscle biopsy, and an electromyogram (EMG). The most precise diagnosis is made by analysing the DNA in a blood sample as it will look for the specific genetic error that causes DM1 or DM2. What causes myotonic dystrophy? Myotonic dystrophy type 1, the most common type of myotonic dystrophy, is caused by the inheritance of extra DNA code at the end of a gene called 'DMPK'. A three letter DNA code is repeated many hundreds of times instead of the usual number which is less than 38. A molecule called 'RNA' is key to causing myotonic dystrophy. RNA is the carbon copy of DNA that carries genetic messages from the centre of the cell (the nucleus) to the rest of the cell in order to build proteins. In myotonic dystrophy the extra repeats in the RNA copy of the DMPK gene cause it to fold in half into a hairpin shape and get stuck inside the nucleus. This toxic RNA then hooks onto certain proteins inside the nucleus, trapping them in clumps. The proteins held in these clumps are then unable to perform their normal functions. For example, the protein known as 'MBNL1', which has a crucial role in ensuring that the genetic information in certain genes is properly assembled, is trapped by the toxic RNA. Determining which proteins are held and what effect this has on the body is very complex and has taken many years to unravel. This complex mechanism explains how a single genetic change can affect many different processes in the body. Generally the more repeats a person has, the younger they are when symptoms are noticed and the more severe their condition is. Although individuals with a similar repeat count may be quite differently affected. Severely affected children born with symptoms may have several thousands of repeats. The number of repeats tends to increase in each generation of a family, resulting in the increasing severity that was mentioned above. This phenomenon is known by geneticists as 'anticipation'. Please read below to find out what causes myotonic dystrophy type 2 (DM2). How does a person get myotonic dystrophy? Myotonic dystrophy is inherited in an 'autosomal dominant' pattern. This means that only one myotonic dystrophy gene inherited from either the father or mother, is required to cause the condition. On average half of the children of a person with myotonic dystrophy will have the condition. Both men and women are equally likely to be affected and to pass on the disorder, but affected women are more likely to have a severely affected child. Very few cases of myotonic dystrophy occur 'out of the blue'. Almost always, one parent proves to be affected, often very mildly. Some parents (or grandparents) prove to carry a very slight genetic change that will never give them symptoms. Relatives of people with myotonic dystrophy can have genetic testing on a blood sample to find out whether they have the condition and the risk of passing it on to their children, but this should always be done as part of genetic counselling. Genetic testing of healthy young children is not recommended. Do people with myotonic dystrophy become disabled? The course of myotonic dystrophy varies too widely, even in the same family, to permit a general statement about its effects. On the one hand, there are people with the disorder whose symptoms are so mild they hardly know anything is wrong. Whatever muscle weakness they experience is something they take for granted and adapt to. In some cases, the only symptom may be a cataract. Nevertheless these people do indeed have myotonic dystrophy and can transmit a serious case of the condition to their children. For the most part, weakness and wasting slowly progress to the point of some disability, moving beyond the muscles originally involved to those of the shoulders, hips, and thighs. As a rule, disability rarely becomes severe until fifteen to twenty years after the onset of symptoms. The older a person is when muscle weakness is first noticed, the slower is the progression and the less serious the consequences. What is congenital myotonic dystrophy? Congenital myotonic dystrophy is the early childhood form of myotonic dystrophy. As the name indicates, it is present at birth, almost invariably in infants whose mothers are so mildly affected by myotonic dystrophy that they are unaware of it. Congenital myotonic dystrophy is a rare variant of the disease with striking differences from the form it takes among adults. In the newborn period, an affected infant is profoundly weak and floppy, has difficulty with sucking and swallowing, and may have trouble breathing. Respiratory problems may continue after the birth, and can be very severe and life threatening, especially if the baby is premature. Once the neonatal period (28 days after birth) has passed, the respiratory problems tend to improve. Parents, family and carers should be aware that these children often have facial weakness which makes it difficult to make facial expressions – it doesn't mean the child is unresponsive. This may improve with time. Older children tend to have poor motivation and concentration and are easily tired. The motor and intellectual milestones tend to be delayed in a child with congenital myotonic dystrophy. Speech therapy can help with speech difficulties and a stimulating environment can help with learning and development. Feeding difficulties are common and input from a range of professionals will be needed to manage this. Special bottles, food supplements, tube feeding (nasogastric tube) and/or IV drips may be needed at different stages. Some children have a squint, and very occasionally children may have impaired vision. Children commonly have club feet (talipes). This can be helped by physiotherapy but if severe corrective surgery will be required. The development of control over the bladder and bowel are sometimes delayed and problems with constipation may persist. Generally, the condition improves through the early years but deteriorates during late childhood and adolescence, when the 'adult' features of the disease gradually emerge. Congenital myotonic dystrophy can vary considerably in severity from child to child but sadly, congenital myotonic dystrophy can be fatal, especially in the early weeks of life. However, a child who lives beyond his or her first birthday is likely to live to become an adult. What is type 2 myotonic dystrophy (DM2) Type 2 myotonic dystrophy, also sometimes called 'PROMM' (proximal myotonic myopathy), is only found in adults, with an age of onset generally between 30 and 60 years. People with DM2 do not usually have the same kind of facial muscle weakness or swallowing problems that are often seen in DM1. Weakness usually affects the muscles closest to the trunk particularly the thighs, and for many patients this is the most disabling feature later in life. It is quite common for DM2 patients to experience muscle pain. In common with DM1 patients, DM2 patients may experience cataracts, heart problems and diabetes. DM2 is caused by the inheritance of extra pieces of repeated DNA in the 'CNBP' gene (also known as 'ZNF9') - a different gene to that causing DM1. In DM2 a four letter DNA code is repeated many hundreds of times instead of the usual number which is 26 or fewer. Unlike DM1, it appears that 'anticipation' (repeat count increasing with each successive generation) is not a feature of DM2. The extra DNA repeats inherited by DM2 patients are thought to cause the symptoms of the disease in a similar way to those inherited in DM1 (described above). Generally DM2 is thought to be much less prevalent than DM1 but this appears to vary in different populations, for example DM2 is thought to be almost as common as DM1 in Germany. Is there any specific treatment? No specific treatment has yet been found for the muscle weakness and wasting in myotonic dystrophy, although ankle and leg braces can help to support muscles as weakness progresses. There are also medications that can relieve the myotonia. Heart problems, cataracts, and other abnormalities associated with the disease can also be treated. Exercise, including range of motion, strengthening and aerobic exercise, is important for the management of myotonic dystrophy. This helps to maintain strength in the muscles for as long as possible and also keep the cardiovascular system healthy. Range of motion exercises are important in maintaining joint function and may play a role in reducing pain that is caused by muscular imbalance or tightness. Since people with myotonic dystrophy often have heart problems, any exercise programme should be undertaken under the guidance of a physiotherapist or other medical professional. Please see the link at the bottom of the page for more information about physiotherapy for myotonic dystrophy. What research is being done? Ever since scientists started to understand how the DNA change in people with myotonic dystrophy was exerting its effect in the late 1990s, they have been searching for potential treatments that could stop the chain of events that leads to the symptoms of myotonic dystrophy. There are several strategies that are being researched to specifically block the toxic RNA that is present in the cells of people with myotonic dystrophy (please see 'What causes myotonic dystrophy' above). The aim is to either destroy the toxic RNA, or stop it interacting with proteins. One approach is to use small pieces of genetic material called 'antisense oligonucleotides' (AONs) which bind to the toxic RNA and stop it interacting with proteins. Other types of AONs destroy the abnormal RNA. AONs have been shown to reverse some of the symptoms of myotonic dystrophy in a mouse model of myotonic dystrophy. The AONs are similar to those currently being tested in clinical trials for Duchenne muscular dystrophy. In this case the AONs act in a different way – called exon skipping – but the results of the clinical trials are looking promising and importantly the AONs appear to be safe, which bodes well for a clinical trial of this approach for myotonic dystrophy in the future. Before this can happen myotonic dystrophy researchers are testing different types of AONs to find the best one to take forward to clinical trial. Scientists have also been searching for other types of molecules that could disrupt the interaction between the toxic RNA and proteins. In 2011 researchers in Spain showed that small pieces of protein which are called 'peptides' were effective in a mouse model of myotonic dystrophy. More recently, researchers in the US have had success with 'small molecules'. Most of the drugs currently on the market are considered 'small molecules' so this strategy may result in a drug that is cheaper and easier to make (than AONs or peptides), and which may get into targeted tissues more easily. Small molecules can also be modified so that they can be taken as oral drugs rather than being injected. The researchers have screened large collections of potential drugs – modified versions of known drugs like antibiotics for example – and found those that are effective against the toxic RNA. One new compound, known as 2H-4-CA, is the most potent compound known to date that improves signs of myotonic dystrophy in cells grown in the laboratory. The next step will be to test this compound in an animal model of myotonic dystrophy. A major hurdle for any therapy for myotonic dystrophy will be to deliver the drug as widely throughout the body as possible. This will be necessary to treat the wide range of symptoms that affect many different parts of the body including the muscles, heart, eyes and brain. We don't know yet what approach is most likely to result in an effective, safe treatment, but it is promising that several lines of attack are coming forward. The research is initially focussing on type 1 myotonic dystrophy but it is expected that if any of these potential treatments are successful they could be modified and applied to DM2. NOTE: Research is moving forward at a fast pace, so this research summary may not be up-to-date at the time of reading. Feel free to contact MDA's Scientific Communications Officer for an update on the latest developments - email@example.com Further information Clinical trials – your questions answered http://www.mda.org.au/trials/index2.asp Physiotherapy guidelines for myotonic dystrophy http://www.myotonic.org/node/69 You can get regular updates by becoming a friend of the MDA Facebook page (www.facebook.com/MDA.MuscularDystrophyAustralia) or follow our Scientific Communications Officer on Twitter (@kelvidge). For further information on any of the areas discussed above, please contact MDA on (03) 9320 9555, email firstname.lastname@example.org or visit The Home of MDA – www.mda.org.au.	<urn:uuid:48c8560c-91cc-4878-8acb-8675d9a9cc25>	CC-MAIN-2018-51	http://old.mda.org.au/Disorders/Dystrophies/Myotonic%20Dystrophy.pdf	2018-12-15T17:27:52Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00397.warc.gz	194,722,975	3,609	eng_Latn	eng_Latn	0.998756	eng_Latn	0.998923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1970, 4880, 7741, 11046, 14942, 17487 ]	[ 2.3125 ]	1	0
Class 24+25 Torque and Rotational Inertia 1 A revolving door – effect of the physical distance from the axis of rotation A force is applied to a revolving door that rotates about its center: A < B Rank these situations based on the magnitude of the torque experienced by the door, from largest to smallest. 1. B > A 2. B = A 3. B < A A revolving door – effect of the direction of force (components view) Axis of rotation Axis of rotation The force component (Fcosθ) that acts along a line that passes through the axis of rotation does nothing. 3 5 Torque Torque is the rotational equivalence of force. So, a net torque will cause an object to rotate with an angular acceleration. Because all rotational motions have an axis of rotation, a torque must be defined about a rotational axis. A torque is a force applied to a point on an object about the axis of rotation. 2 The size of a torque depends on (1) the size of the force applied and (2) its perpendicular distance from the axis of rotation (which depends both on the direction of the force plus its physical distance from the axis of rotation). A revolving door – effect of the direction of force A force is applied to a revolving door that rotates about its center: Rank the above two situations based on the magnitude of the torque experienced by the door, from largest to smallest. 1. D > A 2. D = A 3. D < A 4 6 Force F acting at a perpendicular distance of rsinθ from the axis of rotation. Notice that rsinθ encompasses the effects of both the physical distance and direction of F. Perpendicular force Fsinθ acting at a distance of r from the axis of rotation. A revolving door – Components vs. perpendicular distance view r θ r sin θ Component view Perpendicular distance view r Torque In short, torque is a vector with magnitude given by: τ = r F where θ θ sin is the angle between r and F. Unit (SI): Nm The direction of a torque (counterclockwise or clockwise) is determined by the direction of rotation the torque will cause an object to adopt from rest. r 7 Torque due to the weight of an extended object For an extended object (i.e., one whose mass is distributed over a volume in space), the torque due to its weight (mg) is that due to a force equal to mg acting downward at its center of mass. 9 Rotational Inertia or Moment of Inertia The rotational equivalence of mass is moment of inertial, I. It accounts for how the mass of an extended object is distributed relative to the axis of rotation. For a point mass m connected to the axis of rotation by a massless rod with length r, I = mr 2 . Axis of rotation If the mass is distributed at different distances from the rotation axis, the moment of inertia can be hard to calculate. The expressions for I for several standard shapes are listed on the next page. 11 m Example: Torque on a rod Find the torque applied by the string on the rod shown below. τ string = LF T sin φ Direction: anticlockwise 8 Net torque acting on the rod in Example 1 So, there are actually two torques acting on the rod about the hinge (labeled axis of rotation in the figure), one from the tension in the string, τ FT , and one from the rod's own weight, τ : mg The net torque acting on the rod is a sum of the two torques: = 10 τ τ FT + τ mg The parallel axis theorem If you know the rotational inertia of an object of mass m when it rotates about an axis that passes through its center of mass, the object's rotational inertia when it rotates about a parallel axis a distance h away is: Take a ring with radius R and mass M as an example: I = MR 2 I = MR 2 + MR 2 = 2 MR 2 Newton's First Law for Rotation An object at rest tends to remain at rest, and an object that is spinning tends to spin with a constant angular velocity, unless (1) it is acted on by a nonzero net torque or (2) there is a change in the way the object's mass is distributed. Based on Δω/Δt = α = τ net / I, if either τ net is nonzero or if I is changing with time, ω is changing with time. Hinge Force A hinge force (a vector), F H , generally exists at the hinge (usually the axis of rotation) of an hinged object at equilibrium The figure below shows the hinge force (decomposed into x and y components) for the hinged rod discussed before. By appropriately using the requirements ΣF = 0 and Στ = 0, we can determine both components of F H . mg 13 15 17 Newton's Second Law for Rotation τ The equation, α = ∑ v v I is the rotational equivalent of . = ∑ v v F ma Torque plays the role of force. Rotational inertia plays the role of mass. Angular acceleration plays the role of the acceleration. Equilibrium For an object to remain in equilibrium, two conditions must be met. (1) The object must have no net force: = ∑ v 0 F (2) and no net torque: about any rotational axis. τ = ∑ v 0 Example 1: Model of our lower arm This is a model of our lower arm, with the elbow being the hinge. An equilibrium example 14 16 18 Example 1: Model of our lower arm Draw a free-body diagram for a horizontal rod that is hinged at one end. The rod is held horizontal by an upward force applied by a spring scale ¼ of the way along the rod. Find the reading on the scale (F S ) and the hinge force (F H ) in terms of mg, the weight of the rod if the rod is at equilibrium. Let F H be the hinge force, and we decompose it into F H,x and FH,y along the x and y direction, respectively. 19 Example 1: Model of our lower arm To find the hinge force, we can applied ΣF x = 0 and ΣF y = 0 to the system. This negative sign means that the hinge force is actually pointing down, i.e., directed opposite to what is drawn for F Hy in the picture. 21 Example 3 An A-shaped ladder The drawing shows an A-shaped ladder. Both sides of the ladder are equal in length. This ladder is standing on a frictionless horizontal surface, and only the crossbar (which has a negligible mass) of the "A" keeps the ladder from collapsing. The ladder is uniform and has a mass of 14.0 kg. Determine the tension in the crossbar of the ladder. Solution Due to the symmetry of the ladder, the weight of the ladder can be taken to be acting equally at the mid-point of each side of the ladder. In addition, due to the symmetry of the problem, it is sufficient to consider only one side of the ladder. In writing the explicit terms for Στ = 0, we choose the axis of rotation to be at the vertex of the ladder, perpendicular to the plane facing us. Example 1: Model of our lower arm To solve for F S , we can use ________, calculated about any rotational axis, EXCEPT for the one that passes through the point where F S is applied because this choice will make the torque coming from F S go to zero (since r for that torque would be zero) and cause F S to be eliminated from the equation. τ = ∑ v 0 Among the different possible choices for the rotational axis, we choose the one that passes through the hinge, with the advantage being that the unknown hinge force will get eliminated from the equation. Let's define clockwise to be positive, and assume that F S is upward and the rod has length L. S F 2 Moving the spring scale What, if anything, happens when the spring scale is moved farther away from the hinge? To maintain equilibrium: 1. The magnitude of the spring-scale force increases. 2. The magnitude of the spring-scale force decreases. 3. The magnitude of the downward hinge force increases. 4. The magnitude of the downward hinge force decreases. 5. Both 1 and 3 6. Both 1 and 4 7. Both 2 and 3 8. Both 2 and 4 9. None of the above. = 20 22	<urn:uuid:aba25c19-a80f-4c24-81bf-184318589c17>	CC-MAIN-2018-51	http://physics.bu.edu/~okctsui/PY105%20Lecture_notes/Notes/class24+25_Torque+Rotation+Equilibrium.pdf	2018-12-15T16:05:11Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00395.warc.gz	222,341,423	1,864	eng_Latn	eng_Latn	0.995	eng_Latn	0.996371	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1774, 3326, 5056, 7670 ]	[ 2.5625 ]	1	0
THE HOMEWORK HASSLE Your dog ate your homework. You don't have a dog? Maybe the neighbor's dog did it. The neighbor doesn't have a dog? Well, what kind of animal did eat your homework?! Was it a wombat, escaped from the local zoo? A gnu, on vacation from the travelling circus? Tell your teacher! Challenge: Create a skit that explains what happened to your homework. The story must include you (the student), your teacher and the animal that ate your homework. Time: Part One: You will have 6 minutes to develop your story and create costumes for your characters. Part Two: You will have 2 minutes to perform your skit for the appraisers. Materials: 10 sheets of newspaper one roll of masking tape scissors and markers (may not be included in the solution) Scoring: up to 20 points for the creativity of the story up to 20 points each for the creativity of the student, teacher and animal costumes up to 20 points for positive teamwork	<urn:uuid:10085ba6-594c-47d5-b173-774929a2977e>	CC-MAIN-2018-51	http://www.createme.org/DI%20IC%20Practice/Seasons%20and%20Nature/The%20Homework%20Hassle%20IC.pdf	2018-12-15T16:28:53Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00395.warc.gz	363,628,554	221	eng_Latn	eng_Latn	0.999749	eng_Latn	0.999749	[ "eng_Latn" ]	false	docling	[ 953 ]	[ 3.3125 ]	1	0
Skates and Rays (Living Ocean) This work is intended for ages 7-14. This book provides children with a fascinating description of two of the most interesting fish species on Earth. Beautiful full-colour photographs and concise text help children discover how these animals with skeletons made of cartilage move through water and how they protect themselves from other animals in the oceans. Other topics include: where in oceans skates and rays live; the differences between the bodies of skates and rays; how skates and rays hunt and what they eat. [PDF] Deserts of the World / Sahara Salt Caravan / Arabias Empty Quarter / Antarctica / Great American Desert / Copper (National Geographic School Bulletin, September 23, 1968 / Number 3) [PDF] 20 how old I wish I knew the public relations strategy surgery(Chinese Edition) [PDF] Shokkan seido to seikyo: Kome sanchoku no tenkai (Japanese Edition) [PDF] Nueva en el Zoologico (Serie Para Lector Principante) (Spanish Edition) [PDF] Crocodiles and Alligators (QED Animal Lives) [PDF] Quantum Measurement of a Single System [PDF] Jesus in Cornwall: The Secret Knowledge Cartilaginous fish - Skates and Rays Skates are cartilaginous fish belonging to the family Rajidae in the superorder Batoidea of rays. Jenny Haniver, a fake sea monster created from a skate corpse. Hongeohoe, a Korean dish made from fermented skate. Mokpo, a South Korean Skate (fish) - Wikipedia May 10, 2017 A wide variety of rays inhabit our oceans, and even some bodies of fresh and hatch inside the mother, who then gives birth to live young. Ray & Skate Basics :: Florida Museum of Natural History Jul 25, 2015 Skates and most rays live on the bottom of the waters they constantly moving about and often rolling and jumping along the ocean floor. Rays - Enchanted Learning Software Sep 18, 2016 These openings allow the fish to rest on the ocean bottom and draw Rays and skates, who primarily live on the ocean bottom, will eat other Skates and Rays (Living Ocean) by Rebecca Sjonger (2005-11-01 A wide variety of rays inhabit our oceans and even some bodies of fresh water. eggs develop and hatch inside the mother, who then gives birth to live young. Skates Census of Marine Life Little Skate Clearnose Skate Cownose Stingray Eagle Ray Atlantic Torpedo Some skates give birth to live young, while others lay their eggs encased in a What are skates and how are they different from rays? Rays evolved from sharks they live in seas all over the world, and even in estuaries. The biggest ray is the manta ray which is over 22 feet (6.7 m) wide and Some body shapes are adapted for living on the sea bed others are adapted for May 10, 2017 Breathing through spiracles allows the skate to rest on the ocean bottom and get Skates bear their young in eggs, while rays bear live young. Ocean Facts: Whats the difference between skates and rays Skates and rays evolved from some bottom-living sharklike ancestor during the bottom-dwelling fishes of the oceans, the skates and rays are close relatives of Difference between skates and rays explained - Lifestyle Referred to as batoids due to their wide, flat shape, skates and rays are relatives ranks that live far up rivers, and some species live exclusively in freshwater. The skates that inhabit the deep ocean areas of the North Atlantic fall within this Page 1 MANTA RAYS, STINGRAYS, ELECTRIC RAYS, SAWFISH AND Stingrays, spotted eagle rays (Aetobatus narinari), and manta rays live in the Rays are predominantly marine and are found in all oceans. Many are Blue Zoo: Skates and Rays One World One Ocean 5 Skates and Rays Skates and Rays (Living Ocean) [Rebecca Sjonger, Bobbie Kalman] on . FREE shipping on qualifying offers. This work is intended for ages 7-14. Blue Zoo: Skates and Rays One World One Ocean Rays and skates live in oceans throughout the world. Most rays and skates live on the bottom of the ocean while some live in open water. Some rays also live in Skates and Rays - Saltwater Studies Feb 4, 2010 A distant cousin of the shark, Stingrays and other rays like skates, Eagle rays unlike stingrays tend to live in the open ocean rather than on Skates & Rays ~ Marine Biology ~ New Jersey Scuba Diving Skates and Rays (Living Ocean) by Rebecca Sjonger (2005-11-01) [Rebecca SjongerBobbie Kalman] on . FREE shipping on qualifying offers. Differences between Skates, Chimaeras & Rays OCEAN Start studying OCEANOGRAPHY- WHS- Living Oceans- Brown- Types of Sharks, Skates, and Rays. Learn vocabulary, terms, and more with flashcards, games, ray fish Apr 17, 2012 Skates and rays are cartilaginous fish, like sharks and chimaera, which all make up the wings, and often look as though they are flying through the ocean. Skates live in cold waters, while rays prefer warm seas and rivers. Images for Skates and Rays (Living Ocean) Skates and rays Spotted Eagle Ray Rays and skates are a cartilaginous fish like sharks. They live primarily on mollusks and crustaceans they suck up from the ocean floor and Skates and Rays - Google Books Result Feb 21, 2013 Instead of having skeletons made of bone, sharks, rays, and skates have skeletons made of soft, pliable cartilage. Like rays, skates are usually flat, with a long tail. Most species live on the seafloor, where their shape makes it easy for them to hide by burrowing into the sand. Ray & Skate Biology :: Florida Museum of Natural History Apr 8, 2010 Stingrays and skates, such as this Southern ray, are closely related to sharks. There are always exceptions, of course, such as the deep-sea blind ray and the lesser electric ray that have tail Rays give birth to live young. eagle and manta rays - ThoughtCo Skates and rays live in different habitats. A habitat is the natural place where an animal lives. Most skates and rays live in saltwater habitats, such as oceans and NJDEP Division of Fish & Wildlife - Skates and Stingrays of New Oct 16, 2015 Rays do not have thorns on their body and are generally larger than skates. Skates do carry thorns. Rays give birth to living young, while skates Meet The RaysTypes of Stingrays, Eagle Rays and Manta Rays skates and rays were discarded except in Asian communities where they were consumed. discarded at sea or sometimes sold as bait for trap fisheries. Skates . elasmobranchs, comprising about 55 percent of the living cartilaginous fishes. What Is a Cartilaginous Fish - ThoughtCo Here is some basic info about skates and rays at the Florida Museum of Natural Historys Ichthyology Division. Where (in the world) do rays and skates live? Skates and Rays - Glossopedia Mar 20, 2017 The differences between the many species of skates and rays living in Skates and rays unique internal organs and structures such as skate fish Info on biology of skates and rays at the Florida Museum of Natural Historys Ichthyology Division. How long do rays and skates live? Rays and skates have life Skates and Rays (Living Ocean): Rebecca Sjonger, Bobbie Kalman OCEANOGRAPHY- WHSLiving Oceans- Brown- Types of Sharks Aug 26, 2016 Skates and Stingrays of New Jersey - NJ Division of Fish and Wildlife. Have you ever been swimming in the ocean and seen what you thought was that take advantage of the skate and rays messy eating habits. An interesting fact about these fish is that stingrays have live births while skates lay eggs. 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PRE-K FOR ALL (2016-2017) DAILY SCHEDULE Arrival Greetings, Puzzles, and Table Top Toys Greet families. Help children choose a Quiet Activity, such as; Table Toys, Fine Motor Skills, Theme Reading Books, or Puzzles. Breakfast Meal times are learning times when teachers sit with children. They have them serve their own food, and carry on conversations. In addition to deepening Social Skills; teachers can strengthen Oral Language Development by facilitating conversation and modeling how to use new vocabulary that children have previously learned. Morning Meeting Children will review the calendar, Weather, Attendance, Talk about the Day's Activities, or other Mini-Lesson supporting Pre-K Common Core aligned instructional unit, and Choose Centers. Thematic Learning centers Self-Initiated Activity Time All Centers are Open (Activities planned based on Monthly Thematic Unit） Opportunity for child initiated work or play in interested areas. Children choose the area in which they would like to work or play. Teachers observe and ask open ended questions, and also make suggestions to extend children's play and support their learning. Small Group Activity An activity designed by the teacher to enhance the learning of the unit. Students will work together in the group under the guidance of the teacher. Electives Students will be offered a variety of Electives every day including STEM, Yoga, Martial Arts, Creative Dance and Music and Movement. Outdoor/Indoor Gross Motor Skills Observe and interact with children as they use playground toys and equipment. Design some small Group Activities children can choose. Family Style Lunch Meal times are learning times. Children serve their own food and carry on conversations with staff. Story Time Some children share their Center Time Activities. Read and discuss literature or informational text. Use props to help children retell stories or other relevant activities. Rest/Quiet Time Help children relax so they can fall asleep. Provide Quiet Activities for children who do not sleep. Afternoon Thematic Learning Centers Self-Initiated Activity Time All Centers are Open (Activities planned based on Monthly Thematic Unit） Snack & Dismissal Children have a small snack, pack up and get ready for dismissal	<urn:uuid:633fac09-2761-43cf-b6b1-7fb747909670>	CC-MAIN-2018-51	http://www.victoriachildrensgroup.com/PreK_For_All_Daily_Schedule_2016-2017_Eng.pdf	2018-12-15T17:12:00Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00400.warc.gz	486,699,507	448	eng_Latn	eng_Latn	0.987141	eng_Latn	0.990414	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1470, 2292 ]	[ 3.625 ]	1	0
The United Nations International Day of the World's Indigenous Peoples is celebrated every year on 9 August. In 2014, the theme is Bridging the gap: implementing the rights of Indigenous peoples. To commemorate the 20 th anniversary of this day, we are reflecting on the unique contributions of Aboriginal and Torres Strait Islander peoples and cultures on the world stage and talking about how we can enhance the rights of Australia's First Peoples at home. Australia on the world stage Globally, there are over 350 million Indigenous people, representing over 5,000 cultures and languages in more than 70 different countries. 1 Across Australia, over half a million Aboriginal and Torres Strait Islander people practice hundreds of different cultures and speak 145 distinct languages however 110 of these languages are classed as severely and critically endangered. 2 1 UNESCO and Indigenous Peoples: Partnership for Cultural Diversity http://www.unesco.org/en/cultural-diversity/action-in-favour-of-cultural-diversity/unesco-and-indigenous-peoplespartnership-for-cultural-diversity/ 2 National Indigenous Languages Survey Report 2005, Submitted to the Department of Communications, Information Technology and the Arts by AIATSIS in association with the Federation of Aboriginal and Torres Strait Islander Languages (FATSIL) The UN General Assembly first proclaimed the Day of the World's Indigenous People in 1994 and adopted the UN Declaration on the Rights of Indigenous Peoples in 2007. Les Malezer, a Gubbi Gubbi and Butchulla man from north Queensland, and now Co-Chair of the National Congress of Australia's First Peoples, had the honour of addressing the UN General Assembly on behalf of the Indigenous peoples of the world, to welcome the adoption of the Declaration in 2007. 3 However, Australia did not formally endorse the Declaration until 2009, and was one of only four countries to initially vote against it. Aboriginal and Torres Strait Islander peoples are amongst the most imprisoned populations in the world. The rate of imprisonment for Aboriginal and Torres Strait Islander prisoners is 15 times higher than the rate for non-Indigenous prisoners. 4 While only about 3% of the Australian population, Aboriginal and Torres Strait Islander prisoners represent 27% of the total prisoner population. 5 Indigenous rights – why do they matter? The rights of all people are protected under international human rights law, however for many Indigenous peoples around the world these basic human rights have often been denied. As some of the most vulnerable and marginalised people the in the world, the UN Declaration on the Rights of Indigenous Peoples recognises the unique collective rights of Indigenous peoples to make decisions about their lives (e.g. to be self-determining) and to protect their distinct cultures, languages, and knowledge. What is the UN Declaration on the Rights of Indigenous Peoples? A declaration is a statement adopted by governments from around the world. Declarations are not legally binding, but they outline goals for countries to work towards. The United Nations Declaration on the Rights of Indigenous Peoples (the Declaration) represents 20 years of negotiation between Indigenous peoples, governments and human rights experts, and argues that Indigenous peoples all around the world are entitled to all human rights, including collective rights. The rights within the Declaration, which was formally adopted by Australia in 2009, set standards for the survival, dignity and well-being of Indigenous peoples. 3 http://nationalcongress.com.au/wp-content/uploads/2013/08/DeclarationFullBook.pdf 4 Australian Bureau of Statistics, 4517.0 - Prisoners in Australia, 2013. http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4517.0main+features322013 5 Australia Bureau of Statistics, 4517.0 - Prisoners in Australia, 2013. http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4517.0main+features62013 Why have a Declaration for Indigenous peoples? The Declaration is necessary to combat the policies of assimilation and integration employed by colonisers throughout the world that have uprooted, marginalised and dispossessed First Nation peoples. This common history of dispossession created many circumstances that remain unique to Indigenous cultures. These groups bear similar marks of colonisation, while continuing to practice their incredibly diverse cultures and traditions. The rights of all people are protected through international law mechanisms. However, what these fail to provide to Indigenous peoples are the "specific protection of the distinctive cultural and group identity of indigenous peoples as well as the spatial and political dimension of that identity, their ways of life." [1] Prior to the Declaration there was a lack of a legal guarantee of Indigenous communities to their collective rights, such as ownership of traditional lands, the return of sacred remains, artefacts and sites, and the guarantee of governments to honour treaty obligations. What does the Declaration mean for Australia? The Declaration sets out rights both for individuals and collective groups. This reflects the tendency of Indigenous groups around the world, to organise societies as a group (a clan, nation, family or community). An example of these group rights is the acknowledgment that Aboriginal and Torres Strait Islander communities have the right to own country, hold cultural knowledge as a group and the right to define their groups. Some other rights secured in the document include, the right to equality, freedom from discrimination, self-determination and selfgovernment. Many of these rights are already secured through Commonwealth and State legislation. However, the Declaration is Australia's promise that mechanisms will be put in place to ensure that Aboriginal and Torres Strait Islander peoples will be able to benefit from these rights. The significant disadvantages currently faced by Aboriginal and Torres Strait Islander people in Australia only serve to highlight the ongoing relevance and importance of the Declaration. What is self-determination and why is it important? Self-determination is a key part of the Declaration, and is a right unique to Indigenous communities around the world. Self-determination can only be achieved through the consultation and participation of Aboriginal and Torres Strait Islander communities in the formation of all policies and legislation that impacts upon them. Self-determination is characterised by three key elements that require Aboriginal and Torres Strait Islander peoples to have: - Choice to determine how their lives are governed and the paths to development - Participation in decisions that affect the lives of First Nation peoples. - Control over their lives and futures, including economic, social and cultural development. [1] Siegfried Weissner "United Nations Declaration on the Rights of Indigenous Peoples" United Nations Audiovisual Library of International Law 2009, available at: http://legal.un.org/avl/pdf/ha/ga_61-295/ga_61-295_e.pdf The Declaration talks about free, prior and informed consent. What does this mean? Free, prior and informed consent means that when making policies, laws or undertaking activities that affect First Nation peoples, governments and others should negotiate with the affected Aboriginal and Torres Strait Islander groups to obtain consent through participation and consultation before taking any action. In 2009, after its formal adoption of the Declaration, the Australian Government committed to support a national Aboriginal and Torres Strait Islander representative body, to be created by First Nation peoples. Established as a company in 2010, the National Congress of Australia's First Peoples was created to give Aboriginal and Torres Strait Islander people a voice in national affairs and policy development. While only funded until 2015, the Congress plays a crucial role in ensuring the free, prior and informed consent of Aboriginal and Torres Strait Islander people in Australia. Why is culture so important in the Declaration? Maintaining a distinctive cultural identity is crucial to supporting the rights of the First Peoples in Australia. It is important for non-Indigenous Australians to recognise that cultural expression can be both traditional and modern, and that all forms are valid, such as the Bangarra Dance Theatre in Sydney that amalgamates modern and traditional dance. The Declaration also clearly demonstrates the need for human remains and sacred objects that have been removed from Country to be returned to communities. Since 2001, over 1300 ancestral remains have been returned, along with the equivalent numbers of cultural property. It is important that pressure is maintained and governments lobbied, to quicken the repatriation of remains to Australia. Find out more about the Declaration on the Rights on Indigenous Peoples by reading: - a community guide to the Declaration developed by the Australian Human Rights Commission - a guide to the Declaration and current law in Australia A world of firsts…the world's oldest cultures Indigenous peoples across the world hold knowledge and perspectives unique within our global heritage. As Australians we can all take pride in the unique histories and cultures of Aboriginal and Torres Strait Islander peoples that shape Australia today… - Australia is the home of a global heritage: Aboriginal and Torres Strait Islander cultures are the oldest living cultures in the world. 6 - Recent evidence suggests that the ancestors of Australia's Traditional Owners were the first modern humans to leave Africa, over 70,000 years ago. 7 - Australia is the site of the world's oldest burial rites and cremation ceremonies at Lake Mungo in NSW. Discovered 40 years ago this year, Mungo Man is estimated to be 42,000 years old, though some say he could be as old as 60,000 years. He represents the earliest evidence of modern humans to be found outside of Africa. Mungo is also home to the largest collection of human fossil footprints anywhere in the world. 8 All the archaeological sites of the area, including the fossil footprints track, are the cultural property of three groups, the Barkindji, Nyiampaa and Mutthi Mutthi peoples. 9 - The world's oldest oral histories reside in Australia, such as the Wadi Nyi Nyi Dreaming stories of the Pitjantjatjara people, which describe the rising seas that occurred 18,000 to 5,000 years ago. 10 - The invention of the returning boomerang is thousands of years old, an achievement unique to Australia. 11 Take action… - Join the National Congress of Australia's First Peoples. Membership is open to Aboriginal and Torres Strait Islander organisations and individuals over the age of 18 years. - Lend your voice to the Recognise campaign for the recognition of Australia's First Peoples in our Constitution. - Support the Indigenous Law Centre , so that they can continue their important work on enhancing the legal rights and freedoms of Indigenous peoples both in Australia and internationally. 6 The Kimberley Foundation, (2013) , First Footprints , [Press Kit]: http://www.kimberleyfoundation.org.au/uploads/41632/ufiles/First_Footprints_Press_Kit_-_S.pdf 7 The Kimberley Foundation, (2013) , First Footprints, [Press Kit]: http://www.kimberleyfoundation.org.au/uploads/41632/ufiles/First_Footprints_Press_Kit_-_S.pdf 8 9 http://www.environment.nsw.gov.au/jointmanagement/mungojointmanagment.htm visitmungo.com.au 10 The Kimberley Foundation, (2013) , First Footprints, [Press Kit]: http://www.kimberleyfoundation.org.au/uploads/41632/ufiles/First_Footprints_Press_Kit_-_S.pdf 11 The Kimberley Foundation, (2013) , First Footprints, [Press Kit]: http://www.kimberleyfoundation.org.au/uploads/41632/ufiles/First_Footprints_Press_Kit_-_S.pdf - Hear about the journey of Professor Megan Davis who made history as the first Australian Aboriginal woman to be elected to a United Nations body in 2010. Her appointment to the UN Permanent Forum on Indigenous Issues was the first time the Australian Government nominated an Aboriginal person for a UN role. This video is an excellent tool for any lawyers interested in work with the UN. - Learn more about the culturally rich environment of Lake Mungo - one of the world's very special places. - Think about things you can do in your sphere of influence to support the United Nations Declaration on the Rights of Indigenous Peoples. Reconciliation Australia would like to thank the Indigenous Law Centre, Mungo National Park and the UN for their help in the production of this factsheet. Photo credits: Banner: UN Photo/John Isaac. 1. The Governor-General, Ms Quentin Bryce AC CVO, Professor Megan Davis, and His Excellency Mr Gary Quinlan, Office of the Official Secretary to the Governor-General. 2. Poster from Second International Decade of the World's Indigenous People, UN. 3. A World of Firsts, visitmungo.com.au.	<urn:uuid:19c49925-b323-4849-b692-2c7723773975>	CC-MAIN-2018-51	https://www.reconciliation.org.au/wp-content/uploads/2017/11/Lets-Talk-UN-International-Day-of-the-Worlds-Indigenous-People-FINAL.pdf	2018-12-15T16:47:49Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00398.warc.gz	1,008,081,426	2,629	eng_Latn	eng_Latn	0.98464	eng_Latn	0.989068	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1332, 3954, 7095, 9534, 11883, 13012 ]	[ 2.9375 ]	2	0
Developing People Skills & Understanding Team Dynamics Length: 1 Day Summary: Psychologists have proven that the most important factor in your success and wellbeing is not your intelligence, education or physical assets, but how effective you are with people. Learn techniques to improve communication and relationship building skills, enhance professionalism, increase confidence in a variety of business situations and understand your team dynamics. Successful teams know how to effectively take individual talents and put them together to accomplish common goals. This course will help students understand their own communication style and how to adjust their style to fit the needs of others. It will help identify team purpose, maximize strengths and create a more productive team environment Target Student: Managers and employees at all levels who want to improve their communication abilities and develop professional strategies for success within their team. Performance-Based Objectives Upon successful completion of this course, students will be able to: - Behave professionally in all situations - Identify the benefits of being professional - Work positively and professionally with others - Project a positive image that exudes confidence - Define why different communication styles impact understanding - Identify strengths and opportunities for improvement in your own communication style - Define strategies to handle challenging situations more professionally - Identify the phases every team goes through and how to manage the process to become productive - Define the importance of communicating goals and vision - Identify and build on individual strengths - Create ground rules that everyone can live with - Utilize techniques to lead the team and keep motivated and focused - Help your team accept differences and value one another ________________________________________________________________________ - Choosing a Positive Attitude Course Content PEOPLE SKILLS AND PROFESSIONALISM - Developing a great first impression - Vocal and Verbal Communication - The Impact of Body Language - Communication Styles - Written Communication Etiquette - Phone Communication Etiquette CHARACTERISTICS OF SUCCESSFUL TEAMS - Team Stages: Forming, storming, norming, performing - Building The Team: Team purpose and goals, identify skills, strengths and potential liabilities, identify roles and responsibilities, understanding team dynamics - Team Challenges - Ground Rules: Communication etiquette, email and voice mail, meeting rules, team values - Leading The Team: Leadership skills, keeping employees motivated, staying focused on the goals 4350 Executive Drive, Suite 100 San Diego, CA 92121 San Diego (858) 546-1400	<urn:uuid:4a255958-9310-41e6-82a7-64d97c7c452c>	CC-MAIN-2018-51	http://4dwpx21poyu7216xq21snezt.wpengine.netdna-cdn.com/wp-content/uploads/course-outlines/Business%20Skills%20-%20Outlines/Team%20Building/Developing%20People%20Skills%20%26%20Understanding%20Team%20Dynamics.pdf	2018-12-15T17:12:50Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00399.warc.gz	3,846,103	495	eng_Latn	eng_Latn	0.943866	eng_Latn	0.99353	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2464, 2750 ]	[ 2.828125 ]	2	0
Introduction * Metalinguistic awareness is the ability to attend to and reflect upon the properties of language. * It generally refers to a specific conscious knowledge of the formal aspects of language, showing a deeper knowledge of language. * Bialystok (1986) characterized metalinguistic awareness as involving two language-processing skills: (a) "the analysis of linguistic knowledge into structured categories" and (b) "the control of attentional procedures to select and process specific linguistic information." * Research findings indicate that bilingual children have greater metalinguistic awareness than monolingual children (Bialystok, 1986; Bialystok & Barac, 2012). * This is hypothesized to be because bilingual children's knowledge of two languages may increase their understanding of language structure and overall language analysis abilities (the first language-processing skill). * The majority of studies on metalinguistic development in bilingual children have typically focused on one area of development (e.g., word structures or grammatical structures) and have not examined the early development of metalinguistic awareness. * Thus, the proposed study aims to examine the metalinguistic awareness abilities of a cross-sectional sample of 2- through 5-year-old emerging bilingual children attending an immersion preschool. Study Purposes The purposes of the study were to: * better understand the performance of bilingual children on a metalinguistic awareness probe, and * determine whether or not their performance differed from same-aged monolingual peers. Participants * 24 total participants * Two groups: bilingual and monolingual preschoolers * Group BI * 10 Bilingual participants from Golestan Center for Language Immersion and Cultural Education, Berkeley, CA * Ages 2;5 - 5;7 (years; months) (M = 4;1) * Group EO * 14 English-only participants from All Stars Montessori School in Minneapolis area * Ages 2;2 - 5;11 (M = 3;9) Metalinguistic Awareness In Bilingual Children Bita Payesteh, PhD, CCC-SLP 1 , Layla Safinia 2 , and Lizbeth Finestack, PhD, CCC-SLP 2 1) Department of Communication Sciences & Disorders, Texas Woman's University 2) Department of Speech-Language-Hearing Sciences, University of Minnesota Funding for this research was provided by the University of Minnesotaʼs College of Liberal Arts Undergraduate Research Program Method * Participants completed a battery of linguistic assessments in Persian and/or English (vocabulary, morphosyntax, and narrative) and a metalinguistic (ML) awareness probe * Administered by a PhD candidate and undergraduate students from the Speech-Language-Hearing Sciences Department * The ML probe evaluated ML awareness at the word, morpheme, and syntax levels * Word Renaming: Participants were told we were making up a new language. They saw a picture of an object and we assigned a new made-up word for it. A series of questions were asked to see if the participant understood that the made-up word represented the picture they had previously seen. * Word Swap: Participants were asked to swap two different words and then asked a series of questions to examine if they were able to consistently keep the words swapped. * Morpheme Production: Participants completed examiners' sentences applying English morphemes to novel words to evaluate morpheme-level understanding. * Grammatical Judgment: Participants listened to a recording of a sentence and judged whether the sentence was semantically and grammatically correct. Table 1. Metalinguistic Task Sections and Examples Analyses BI Group EO Group Results Table 2. Significance of Differences Across Groups * Significant difference between BI and EO groups * This is stronger in the first task, Word Manipulation * Word Manipulation is geared towards younger children * Wug Task and Grammatical Judgment were difficult for all children, regardless of group * Participants seemed to follow a trajectory similar to others who have completed this metalinguistic probe Discussion * These results support previous findings that bilingual children may have an advantage performing metalinguistic tasks * This study will be continued to increase the sample size * There are some limitations to this study: * Small sample size * BI children tended to be older (not significant); need children to be more balanced in age * Some children were uninterested in the task at hand which may cause unreliable results Acknowledgements § Golestan Center for Language Immersion and Cultural Education and All Stars Montessori School for their support § Participating children & their families § Ericka Lynch for assistance with data collection and processing § The University of Minnesota College of Liberal Arts for funding § The authors have no financial or nonfinancial relationships to disclose. Key References * Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57(2), 498-510. * Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67-73. * Lazaruk, W. (2007). Linguistic, academic, and cognitive beneﬁts of French immersion. The Canadian Modern Language Review, 63, 605-628.	<urn:uuid:82f075b9-3540-4538-b4db-26b4d305b2c8>	CC-MAIN-2018-51	http://www.finestackclil.com/wp-content/uploads/2016/02/ASHA2015_PayestehSafiniaFinestack_MetalinguisticPoster_10.30.15-LF.pdf	2018-12-15T15:37:25Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00398.warc.gz	372,814,931	1,120	eng_Latn	eng_Latn	0.986141	eng_Latn	0.986141	[ "eng_Latn" ]	false	docling	[ 5270 ]	[ 2.21875 ]	1	0
Nutrition News Feeding the world with knowledge Get Up and Grow!™ Together Family Meals at Home Have Benefits Last year, we challenged North Americans to "Get Up and Grow" and eat more fruit and vegetables to promote health and happiness. In 2016 we're taking it one step further and encouraging everyone to "Get Up and Grow! Together"—because isn't everything more fun with family and friends? According to the 2015 State of the Plate by Produce for Better Health Foundation, the average American eats fresh fruit just 150 times and vegetables 183 times over the course of an entire year. That's not even every other day! For kids under ten, fruit is on the menu just 111 times a year, and vegetables a mere 75 times. No one has more control of what goes on your plate than you—the easiest way to eat more fruits and vegetables is to get in the kitchen and make your own meals! Cooking at home can have tremendous benefits to health. Harvard research finds people who eat 11 to 14 homemade lunches or dinners a week have a 13% lower risk of developing type 2 diabetes compared to people who ate less than six homemade meals a week. Eating at home can save you from weight gain too. A study from Tufts found the average restaurant meal packed over 1,200 calories—almost a day's worth of calories for some! It's not just the food on your plate that matters—an even greater benefit comes from eating together. We've previously discussed the health advantages of family meals, such as lower BMI and lower risk of depression. Eating a family meal at the table, without phones or TV, can inspire meaningful conversations, impart valuable life lessons and positively impact all aspects of health. Get Up and Grow! Together is all about healthy living as a group, because making (and keeping up with) major lifestyle changes becomes easier when you have support from others. Add more fruits and vegetables to your day by trying out our newest recipes—packed with produce and meant to be enjoyed with family and friends. For 1 National Fresh Fruit & Vegetables Month June 2016 In this Issue: * Get Up and Grow!™ Together Family Meals at Home Have Benefits * Breathe Deeper with Produce Fiber-Rich Diet May Improve Lung Health * Health Kick for Men Playing Soccer May Lower BMI * Cruciferous Vegetables Crush Diabetes Sinigrin Compound Prevents AGE Formation * Fresh Fruit for Your Heart Eating Fresh Fruit May Improve Heart Health * Chill Out to Slim Down Chronic Stress Can Inhibit Weight Loss Featured Recipe * Spicy Caramelized Cauliflower & Broccoli a flavorful side dish everyone will love, try our Spicy Caramelized Cauliflower & Broccoli, the perfect accompaniment to grilled salmon or chicken. Breathe Deeper with Produce Fiber-Rich Diet May Improve Lung Health We already know dietary fiber can aid in weight management, support intestinal health, defend against harmful bacteria, and help keep you regular. New research published in Annals of the American Thoracic Society finds fiber may keep you breathing easier too. Using data from NHANES, a national survey on health, researchers looked at the dietary habits of 1,921 adults ages 40 to 79 years and analyzed their lung function through spirometry, which measures how quickly full lungs can be emptied and the total volume of air expired. Participants were classified as having normal, restricted or obstructed airflow. About 68% of people who ate more than 17.5 grams of fiber per day had normal lung function, compared to just 50% for those who ate less than 10.5 grams of fiber day. About 30% of the low-fiber group had airflow restriction, while the same was true for just 15% of the high-fiber group. People who ate the most fiber had larger lung capacities and could exhale more air in one second, according to tests. Fiber-packed fruits, vegetables and legumes seemed to have the greatest effect on lung health. Researchers can't say for sure why dietary fiber is good for the lungs, but it could be due to fiber's anti-inflammatory role in the body or improvements in gut microbiota thanks to fiber. Though researchers did account for other beneficial nutrients and dietary risks linked with lung function in their analysis, there's also still a chance that fiber intake could simply be an indicator of an overall healthier diet, making this an association, not cause and effect. Either way, a healthy diet is a win for your lungs and this study is a good reminder of why it's important to eat the whole fruit or vegetable, not just the individual nutrients in supplement form. Add more fiber-rich fruits and vegetables to your day by whipping up our Refresh smoothie, made with celery, pineapple, banana and apple. Also try berries, pears, baked potatoes with skin, and artichokes, which are particularly high in dietary fiber. BONUS: Healthy eating yields healthy lungs. A 2015 study found people who ate the healthiest diet had 33% lower risk of COPD diagnosis compared with those who ate the least healthy diet. Healthy diets contained plenty of fruit, vegetables, whole grains, nuts, and legumes. 2 Health Kick for Men Playing Soccer May Lower BMI Lace up your cleats and take it to the field! A study out of the University of Copenhagen finds soccer may be more than just a game when it comes to better health. Researchers divided 26 older men (average age 68 years) into three groups: One group played soccer for an hour one or two times per week, another group lifted weights, and the third was a control group and did not exercise. After 52 weeks, the group that played soccer saw a small drop in BMI, while the weight-lifting group saw no change and the control group actually gained weight. Researchers noted benefits on the cellular level too. The soccer group saw a 59% increase in the expression of SOD-2, a gene that helps fight oxidative stress and inflammation, and a 30% increase in GLUT-4, a transporter that takes sugar out of the blood and into cells for energy (a good effect for diabetes prevention). The benefits of soccer don't stop there. Previous studies by the same group of researchers demonstrated that four months of twice-weekly one-hour training sessions improved maximum oxygen uptake by 15% and muscle function by 30%. Soccer training also showed promise as a guard against osteoporosis, increasing seniors' retention of minerals (calcium, iron, phosphorus, zinc, etc.) in their bones. You don't need to play like David Beckham to add some soccer to your fitness routine. Round up some friends, find a field, and let the game begin! If you're more serious about the sport, find a local league through a health club or community center. Cruciferous Vegetables Crush Diabetes Sinigrin Compound Prevents AGE Formation According to the CDC, over 9% of Americans have diabetes and more than one out of three adults has pre-diabetes, putting these folks at severe risk for health complications. As we discussed last December, high blood sugar associated with diabetes can result in the formation of AGEs (advanced glycation end products), harmful compounds that are linked to kidney disease, nerve disorders, cataracts and Alzheimer's disease. New research from India finds cruciferous vegetables may play a defending role in preventing these compounds from forming. , The 2016 study, published in the International Journal of Biological Macromolecules showed that sinigrin, a glucosinolate compound in cruciferous vegetables like Brussels sprouts, broccoli, cabbage and kale, was able to prevent the chemical reactions that form AGEs. Lab work indicated that sinigrin trapped certain compounds that are crucial components of AGEs and chaperoned them away before any harm was done. Cruciferous vegetables make a healthy addition to any diet, and research shows you actually have to eat the food, not 3 a supplement, to reap the benefits. If you can't get over the bitter taste (the strong taste and smell come from the very compounds that make these vegetables so healthy!) try roasting cruciferous vegetables with a drizzle of olive oil, which brings out a slightly sweet flavor. Add a squeeze of lemon juice or some grated Parmesan cheese and these veggies will please even the pickiest of palates. Our Hail Caesar! salad is a twist on the classic, made with roasted cauliflower, broccoli and Brussels sprouts. BONUS: British researchers found that sulforaphane—an indirect antioxidant in broccoli and other cruciferous vegetables—can help protect the body's circulatory system from oxidative stress, which is particularly beneficial for those with diabetes. Fresh Fruit for Your Heart Eating Fresh Fruit May Improve Heart Health Brightly colored, naturally sweet, and pleasantly crisp—what's not to love about fresh fruit? Add more fresh fruit to your day and your heart may tick a little longer too, says a 2016 study published in The New England Journal of Medicine. Chinese researchers looked at the diets of nearly half a million adults and monitored their health for about ten years. Daily fresh fruit-eaters had lower blood pressures, lower blood sugar levels and overall healthier hearts. Compared with those who never ate fruit, people who ate fresh fruit every day were 40% less likely to die from heart disease, 34% less likely to have suffered a major coronary event, and about 30% less likely to have had a stroke. Data suggests that 16% of deaths from cardiovascular disease may be attributed to low fruit consumption. Adding more fresh fruit to your diet is easy! Here are ten delicious ways to naturally sweeten your day: 1. Blend fresh fruit into smoothies. Bananas and pineapple bring tropical flavor. Try the Tropi-Kale Paradise Smoothie. 2. Fold berries into whole wheat muffins, quick bread or coffee cake mix. 3. Substitute fresh grapes for jelly in a peanut butter sandwich. 4. Try grilling fruit like pineapple and peaches. Our Grilled Tropical Split is a delicious dessert. 5. Mix blueberries into quinoa, barley or other grain salads. 6. Stir ripe banana into oatmeal as a natural sweetener—it adds creamy texture too. 7. Add pineapple to chicken and vegetable stir-fry. 8. Make a mango salsa to enjoy over grilled fish. 9. Enjoy banana "ice cream" for dessert. Pumpkin Spice Frozen Swirl is tasty any time of year. 10. Eat fresh fruit as a snack—apples, grapes, berries and bananas are convenient on-the-go. For a delicious and fruit-filled breakfast, try our Cocoa Acai Bowl made with bananas and topped with fresh strawberries. 4 Chill Out to Slim Down Chronic Stress Can Inhibit Weight Loss Summer is here—time to kick back and relax! If you're looking for a reason to spend a little extra time lounging in the hammock or out by the pool, we have good news: A study published in BBA Molecular and Cell Biology of Lipids finds stress relief may be good for your waistline. Researchers from the University of Florida looked at how chronic stress effects production of betatrophin, a protein that inhibits an enzyme that breaks down fat. Lab work showed that when cells are stressed out, expression of betatrophin dramatically increases—as much as 12.5 fold in this study. Essentially, the cells responded to stress by producing a substance that causes the body to retain fat. All this could mean that when you're chronically stressed, it's very easy to pack on the pounds. Back when food was scarce and resources low, this was pretty strategic programming for our bodies; it's the equivalent of stock-piling food in your home when a big storm threatens your town. But in modern society, where chronic stress is more likely due to work or money than scarcity of calories, this logical fail-safe becomes a threat to health. Understanding that the body may be hard-wired to hold on to fat during stress, it's even more important to reach for nutritious foods when the pressure is on. Better yet, incorporate stress-reducing activities into your regular routine: yoga, meditation, reading, walking through nature, playing with your dog, sipping a cup of tea, or whatever else works for you. Take a deep breath, smile, and start planning your summer vacation! BONUS: Round up some friends and take a walk! A study from England found group nature walks were significantly associated with lower depression and perceived stress, and more positive mental well-being. 5 FEATURED RECIPE Spicy Caramelized Cauliflower & Broccoli Ingredients: 3 cups DOLE ® Cauliflower, cut into 1-inch florets 2 tablespoons olive oil 3 cups DOLE Broccoli, cut into 1-inch florets ¼ teaspoon red pepper flakes ½ DOLE Yellow Onion, peeled and finely minced 1 teaspoon smoked sweet paprika 4 tablespoons water Zest and juice of 1 lemon Fresh ground black pepper, to taste Makes: 4 Servings Prep Time: 45 minutes Directions: 2. Add cauliflower and spread in single layer. Cook without stirring until the undersides are lightly browned, 7 to 8 minutes. 1. Heat olive oil in large nonstick pan over medium heat. 3. Flip each floret and continue cooking, undisturbed, until evenly browned, 7 to 8 minutes. 4. Add broccoli, onion, red pepper, paprika, honey, water, lemon zest, lemon juice, and pepper. Cook an additional 6 to 10 minutes, or until the vegetables are tender. Transfer to serving dish. EDITORIAL TEAM Dole Nutrition Institute / Lead Editor: Nicholas Gillitt, PhD The material used as background for publications by the Dole Nutrition Institute (DNI) comes from peer reviewed medical literature, including basic laboratory studies and ongoing human clinical trials. Occasionally, we report on new discoveries, earlystage research of interest to the general public, acknowledging that such research is incomplete and findings are preliminary. The information from the DNI is not intended to replace expert advice, prescribed medications or treatment by a board certified medical doctor. All Material 2016 Dole Food Company Inc. Any reproduction without the express permission of Dole Food Company is strictly prohibited. Connect with us online by going to: dole.com 6 2 tablespoons honey	<urn:uuid:57158ff2-2a4a-4269-94a0-c227d647fbbd>	CC-MAIN-2018-51	http://www.dole.com/~/media/DNI-Resources/Newsletters/DNN_Classic_16-0606.ashx?la=en	2018-12-15T15:58:55Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00399.warc.gz	356,455,695	2,976	eng_Latn	eng_Latn	0.996781	eng_Latn	0.997871	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2562, 5095, 7837, 10505, 12344, 14067 ]	[ 2.078125 ]	1	0
The 'Stepped-Care' Approach Not everyone needs the same amount of help after a disaster or emergency. Many people recover without help. Experts agree that a 'stepped-care' approach is best. This means: 1. Everyone affected by a disaster or emergency will need information in the immediate hours, days, and weeks after an event. 2. Many people will need Psychological First Aid (PFA) in the hours, days, and weeks after an event. 3. Some people will have stress and difficulties that continue in the weeks or months after an event. This doesn't mean they have a mental health problem. For most people action–oriented support such as Skills for Psychological Recovery (SPR) may be all the help they need to recover. 4. A few people will need professional mental health treatment for problems such as, Post-Traumatic Stress Disorder (PTSD). Usually only a small percentage of people fall into this category after a disaster or emergency. Additional Resources Mobile Apps * Psychological First Aid Mobile App National Child Traumatic Stress Network (NCTSN) & National Center for PTSD Description: After disasters or emergencies, the PFA Mobile™ app can help responders who offer Psychological First Aid (PFA) to adults, families, and children. Link www.nctsn.org/content/pfa-mobile * Psychological First Aid (PFA) Tutorial University of Minnesota Description: This Psychological First Aid (PFA) Tutorial has a quick and thorough review for those who've previously received training in PFA Link www.sph.umn.edu/ce/perl/mobile/pfatutorial/. * Mindfulness Coach National Center for PTSD Description: Practicing mindfulness means grounding yourself in the present moment. Mindfulness has been shown to help reduce stress and coping with unpleasant thoughts and emotions. Link www.ptsd.va.gov/public/materials/apps/ mobileapp_mindfulness_coach.asp Acknowledgements Psychological First Aid—After a Disaster or Emergency Brochure has been adapted from Psychological first aid: Facilitator's Manual for Orienting Field Workers (World Health Organization 2013), Psychological First Aid Field Operations Manual 2nd Edition (National Center for PTSD and National Child Traumatic Stress Network, 2010). Health Link 811 Mental Health Help Line Open 24 hours a day, 7 days a week 1-877-303-2642 For more information about Psychological First Aid (PFA) visit: www.nctsn.org To order free copies of this resource visit Password: mh2016 https://dol.datacm.com/ Login ID: mentalhealthresources Produced by Mental Health Promotion & Illness Prevention email: firstname.lastname@example.org Copyright ©2016 Alberta Health Services. arising from such use. This material is protected by Canadian and other international copyright laws. All rights reserved. These materials may not be copied, published, distributed or reproduced in any way in whole or in part without the express written permission of Alberta Health Services. These materials are intended for general information only and are provided on an "as is", "where is" basis. Although reasonable efforts were made to confirm the accuracy of the information, Alberta Health Services does not make any representation or warranty, express, implied or statutory, as to the accuracy, reliability, completeness, applicability or fitness for a particular purpose of such information. These materials are not a substitute for the advice of a qualified health professional. Alberta Health Services expressly disclaims all liability for the use of these materials, and for any claims, actions, demands or suits Revised: 2014-09-22, Reprint: 2016-02-10 After a Disaster or Emergency FACT: Most people don't develop a serious mental health problem after a disaster or emergency. . FACT: Even though people can have strong reactions after a disaster or emergency, most people recover on their own Research shows that people recover better after a disaster if they feel safe and connected to other people; if they have social, physical and emotional support; and if they feel like they can help themselves and their community. What is Psychological First Aid (PFA)? The 4 main actions in PFA Psychological First Aid (PFA) is a way of helping people immediately after a disaster or emergency. PFA providers give practical support in a way that respects the person's dignity, culture, and abilities. PFA providers must take care for their own well-being first so they can be helpful to others. PFA involves: * Helping people meet their basic needs (e.g., for food, water, information). * Offering practical care and support without forcing it on people. * Listening to people, but not pressuring them to talk. * Connecting people to information, community services, and social supports. * Comforting people and helping them to feel calm. * Protecting people from further immediate harm. Who is PFA for? You can offer PFA to children, adolescents, parents, families, and adults who have been through a disaster or emergency. Not everyone will want or need help after a disaster. You can also give PFA to first responders and other disaster relief workers. Who can provide PFA? Both professionals and community members can provide PFA. You may even need to help your friends, family, colleagues, or neighbours after a disaster or emergency. By learning PFA, you will build the skills you need to provide that support. You don't need to have formal healthcare training (e.g., psychology, social work, counselling, nursing). Apdated from: Psychological first aid: Facilitator's Manual for Orienting Field Workers (World Health Organization 2013) What PFA isn't: * It's not professional counselling or therapy. * It's not something that only professionals can do. * It's not asking someone to analyze what happened to them or discuss the event in detail. * It's not something that everybody will need or want. * It's not pressuring anyone to talk to you. There are some cases where PFA isn't appropriate: * People who are so upset they cannot care for themselves or their children. * People with serious, life–threatening injuries who need emergency medical care. * People who may hurt themselves or may hurt others.	<urn:uuid:5f456e19-b560-4ee6-9a36-4039c7c75004>	CC-MAIN-2018-51	https://www.albertahealthservices.ca/assets/healthinfo/mh/hi-amh-prov-mhpip-pfa-after-a-disaster.pdf	2018-12-15T16:07:23Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00400.warc.gz	809,976,760	1,291	eng_Latn	eng_Latn	0.990738	eng_Latn	0.99327	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3634, 6179 ]	[ 2.296875 ]	2	1
INTERGENERATIONAL PLAY Question: With families gathering for the holiday season, can you offer advice about play that the whole family can enjoy? Does playing together have any special benefits for children or adults? Intergenerational Play In the past, three and sometimes four generations lived and played together under one roof. But today's child has on average fewer brothers and sisters, more working mothers, more single-parent households, and grandparents who may live miles away. Parents more and more want their children to play at home, thus limiting their play with others. So playing games together with parents, grandparents, brothers and sisters is increasingly important and valuable. Children learn from all types of play - playing alone as well as with others. Playing together develops social skills, such as how to make friends and how to communicate clearly with playmates. BENEFITS OF MULTI-GENERATIONAL PLAY FOR CHILDREN The infant's first play experiences are intergenerational, when adults smile at, tickle and talk to the baby in an effort to elicit a sustained and pleasurable response. Psychologist Jerome Bruner referred to infant social games as "action dialogues", since many properties of a verbal conversation are found in games: the players focus on the same topic and co-ordinate their actions. They learn to initiate and eventually terminate the game. Rolling a ball back and forth is a simple example of play as action dialogue. As infants develop, their social play develops with them: Stage 1: At 6 months, babies tend to be passive; the adult must do all the work. At around 6 months the infant is able to sustain interest in the performance of the adult but remains passive. Stage 2: At about 9 months, the infant can initiate the game but there is no evidence of taking turns in the game. Stage 3 is shared initiative, beginning at about 1 year of age, when the infant shows awareness of the different play roles. Infants will alternate with their mothers shifting from agent to recipient. Stage 4, in the second year, is when toddlers create variations within the game, showing an understanding not only of its basic structure, but its limits and possibilities. Examples are rolling a ball back and forth, and peek-a-boo. The richest play occurs when adults take an active role. The most creative children are those who have had adults involved in their play. When children play with adults, they display higher levels of language and problem solving skills than when playing with their peers. It is not only children who profit from playing with grandparents and parents. Adults benefit too. BENEFITS OF PLAY FOR ADULTS One of the joys of being a parent or a grandparent is the opportunity it offers to play with children. For grandparents and grandchildren, play provides the ideal setting for getting to know one another while sharing the joys of play. Parents and grandparents provide the foundation for the child's future, raise the child's self-esteem, happiness, achievements and outlook for the future. Shared playtime is an occasion for mutual enjoyment and discovery. While playing, adults are both teachers and learners. At all times, they are role models. Research shows that play is especially good for the elderly. Play has psychological and health benefits - it promotes relaxation, keeping the serious demands of life in perspective, thereby reducing stress. Play is not only fun and relaxing, it helps to maintain cognitive skills, like memory and problem solving, at a high level. Active games increase muscle tone, co-ordination and reaction time. Make-believe is one form of play where adults can, if they wish, harmlessly and effortlessly influence the development of the child's social and moral values, giving lessons in co-operation, honesty and being a good loser as well as a good winner. Social play helps language development, as can be seen in a 2010 study by Doris Bergen: Many toys have numerous features that encourage infant actions and reactions, and might promote language development, such as spoken words when toy features are activated, and features that promote activity, like a bell, a clock, dials, buttons, and levers. Bergen and her colleagues investigated how the features of a technology-enhanced toy were used by 26 Infants and parents during six play sessions with the toy. The researchers sought to learn what features of the toy are most likely to result in child-parent play and communication, and what features of the toy result in humour and laughter. 58 children (32 boys, 26 girls) age 7 - 28 months (average age 17 months) and their parents were randomly assigned to the experimental play sessions or to the control group (no play sessions). Before beginning the play sessions, each child was evaluated for language using an infant and toddler language scale to measure the child's interaction, play, language comprehension, and language expression. Each child-parent pair in the experimental group was then seen six times, approximately 2 weeks apart at the university's child speech laboratory. Each session consisted of a 25-minute play period with the Laugh & Learn Learning Home playset (Fisher-Price). RESULTS: The features of the toy influenced a variety of parent-child interactions. The blocks, ball, mailbox, and door features related to more interactions than other features. Parent initiation and child response were the typical pattern, rather than child initiation and parent response. Parents dominated the communication. Child responses were significantly correlated with parent verbal initiations and actions. As children matured during the course of the study, they initiated more verbal exchanges with their mothers, and initiated more play activities. 'Child language and action increased over the sessions, which is typical for children this age as they discover the fun of games and recognise names of familiar objects'. Some of the toy features were particularly likely to be involved in child humour expression, and the strongest laughter occurred when parents used features of the toy to engage children in such social games as peek-a-boo. There were 625 total humour events across the six sessions (more than 100 per session!), with 52% of the events involving the ball, radio, door, or window. Whilst playing at home, the children showed the greatest interest in those items that are most familiar in the home - doorbells, clock hands, keys, windows, radios, doorknobs. A year after the study was concluded, 34 of the parents, half of whom had children in the experimental group and half with children in the control group, were reached by telephone and asked to report on home activity with the Laugh & Learn Learning Home toy during the year following the study. Parents reported that the the most frequently used features during the child's independent play were the door (23.7%), radio (15.8%), and mailbox (13.4%). When the child and parent played together with the toy, the door (18.8%), the mailbox (15.1%), and the shapes (12.1%) were most frequently used. Parents were also asked if they thought learning occurred during the play, and most reported either that sensory motor learning (29%) or academic skill learning (28%) occurred. Speech directed by mothers to their children primarily involved comments, questions, and directives to focus child attention on the toy features. Playing with the toy did not result in greater improvement in language skills when compared to those who did not play with this toy. Bergen concludes, 'The toy appeared to be fun, mentally challenging, age appropriate, reliable, easy to understand and use, giving immediate feedback, and supporting physical and social interaction. However, it did not seem to promote imagination or extend play to higher levels, at least in the clinical setting. It may be that longer periods of play with the toy would show those qualities to be evident.' _____ Doris Bergen, Kathleen Hutchinson, Joan T. Nolan & Deborah Weber. 2010. Effects of infant-parent play with a technology-enhanced toy: Affordance-related actions and communicative interactions. Journal of Research in Childhood Education, vol. 24, 1-17. Adult play may be more important than ever because it helps us adapt to change. And the world is changing at an increasingly rapid pace. Play helps to develop and hone those skills most necessary for successful adjustment to a changing world - language, communication, planning and strategy, abstract thinking, creative problem-solving, handling emotions, cooperation. TOYS FOR INTERGENERATIONAL PLAY There are a number of natural opportunities for children and adults to play, including public parks and recreation facilities, museums, toy libraries, and community initiatives. (Patton, 1998). Physically active play is strongly associated with reduced obesity during childhood and a reduced risk of dementia late in life. People who exercise regularly in middle age are one-third less likely to get Alzheimer's disease in their 70s than those who do not exercise. Children, parents, and grandparents will all benefit from the healthy effects of games that involve movement, from playing hide-and-seek to playground activities and ball games of every sort. Toys suitable for intergenerational play indoors are those that appeal to both children and adults, though perhaps for different reasons. Multi-functional toys, such as those studied by Bergen, contain many features that encourage childparent communication, exploration, social game play, and humour expression. Careful analysis of toy features that lead to prolonged play, communication, and laughter may promote better toy play and toy design. Any toy or game can be used by people of all ages. Just use your imagination to make up your own rules and games. Here are some suggestions of toys suitable for intergenerational play. There are board games for every age and every ability. Man or woman, boy or girl, board games - especially those that use dice, spinners or cards - usually give a player, regardless of age or experience, a fair chance to win. This offers children a rare opportunity to experience equality with adults and older brothers and sisters. Board games help problem-solving skills in both children and adults and teach children to be patient and take turns. Arts and crafts materials, puzzles and construction sets encourage creativity and imagination. Many toys encourage reading, writing, drawing and problem-solving. Dolls, puppets and soft toys will promote fantasy, language and roleplay. Computer games and hi-tech toys can enhance reaction time, memory and promote a sense of well-being among both children and elderly players. Indeed children may have the rare pleasure of teaching adults how to use these games. Model toys, vehicles and trains can promote physical skills and co-ordination. Toys with moving parts teach how things work and fit together. For the elderly, they keep fine muscles working smoothly. Musical toys can always be enjoyed together. Science kits develop imagination, creativity, attention to detail and appreciation of nature. GUIDELINES FOR INTERGENERATIONAL PLAY Adults can learn to become play partners by trying to regain the playful attitude of a child. Let go of the adult notion that play is only for children. It is the fortunate adult who has never completely abandoned childish things. § Don't worry if you don't know how to use some toys. Let your imagination be your guide. Using toys in novel ways will help a child's creativity. § Let older children teach you how to use the latest toy or computer game. They will take great pleasure in teaching you what they know. § Play at the child's level. You can add to the complexity of the play, but let the child determine the direction of play. § Have fun! Don't use playtime to stretch your child's skills. They will develop anyway. Just have fun. § Encourage and congratulate children when a difficult task is completed. This will build self-confidence. § Do not solve every task for the child, but encourage her to solve the problem for herself. Doing something for a child is not playing. § Do not choose toys or games that are too complex for the child's capabilities. Something too difficult can be frustrating. And something too easy is no fun. § Safety is the first requirement of all play. Ensure that toys and games are suitable to the child's age and abilities. Read the safety information on the package. *§ Grandparents can have a few toys and games at home, ready for the grandchildren's visits. 'Perhaps the greatest test as we get older is to continue to seek out opportunities to do new things, to be playful, taking new risks to challenge our preconceptions (which may be pretty rigid)....Life is not a problem to be solved but a reality to be experienced.' -- Perry Else. (2009). The Value of Play. London: Continuum.	<urn:uuid:f7cd149d-fc3f-40b0-abe1-14805c05d412>	CC-MAIN-2018-51	http://www.btha.co.uk/wp-content/uploads/2012/09/INTERGENERATIONAL-PLAY.pdf	2018-12-15T16:54:56Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00401.warc.gz	350,445,065	2,602	eng_Latn	eng_Latn	0.998608	eng_Latn	0.998723	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3229, 7133, 11220, 13006 ]	[ 3.359375 ]	1	0
PRIDE Connection Session Six Experiences with Discipline Your Name Name of Family Development Specialist or Licensing Representative: Today's Date Agency's Name Using appropriate and effective discipline is one of the most important responsibilities for foster parents and adoptive parents. How you experienced discipline in your own childhood and your experiences with discipline as an adult and/or as a parent, helps to give some ideas about how you will discipline children who are placed with you. Your Childhood and Discipline Think back to your childhood and adolescence. How did you learn appropriate ways to get what you wanted? How did you learn not to hurt others, or not to hurt property? How did the way you were disciplined make you feel about yourself? Describe both the negative and positive feelings you experienced. Experiences with Discipline as an Adult or Parent How do you discipline children now? What methods of discipline do you feel most comfortable with? What methods of discipline are you uncomfortable with?	<urn:uuid:1eb1aef1-4a84-4cef-b68f-bd75af594e2e>	CC-MAIN-2018-51	https://www.dcfstraining.org/vtc/business/download.do?file=PRIDE%20Connections%20Session%20Six	2018-12-15T16:54:24Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00402.warc.gz	861,432,284	197	eng_Latn	eng_Latn	0.986769	eng_Latn	0.986794	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 848, 1058 ]	[ 2.34375 ]	1	0
11 Tips to Help Maintain Independence Despite Visual Impairment 1. Make what you want to see larger – there are 3 types of magnification a. Relative distance magnification – object is brought closer to the eye (i.e. sit closer to the television) b. Relative size magnification – object is made larger (i.e. large print books, large print checks, larger television) c. Angular magnification – object is not changed in position or size, but an optical system is placed between the object and the eye making the object appear larger (i.e. hand magnifier, telescope, electronic magnification) 2. Increase task illumination a. Use gooseneck lamps, flashlights and illuminated magnifiers b. Use task lamps and daylight bulbs c. Bring lighting within one foot of print 3. Decrease glare – glare can further reduce vision and cause eye fatigue a. Decrease glare from lighting, windows and the sun b. Using amber or yellow tints cut glare and enhance contrast 4. Enhance contrast between what you want to see and its surroundings – most people with visual impairment see better if objects are black and white (i.e. a white coffee mug offers more contrast to the coffee) a. Do not use heavily decorated plates b. Do not use clear glasses or dishes 5. Make sure you are using the correct magnification product and product power for the task – not all magnifiers are the same a. Using the wrong power magnifier will result in failure b. Have your eye doctor prescribe the correct magnifier, eyeglasses or telescope for reading or for a specific task 6. Learn to use your magnification products correctly – this takes practice and patience! 7. Low vision glasses or products are often task specific – you may need more than one low vision aid to accomplish all tasks 8. Learn to use your eyes more efficiently – learn to use a more peripheral part of the retina to see more clearly 9. Substitute ears for eyes a. Get books and magazines on tape for free from the talking book library b. Use talking watches, clocks, calculators, scales, glucometers and computer software 10. Be your own advocate a. Tell friends you are visually impaired and ask that they introduce themselves b. Ask for large print menus c. Get large print checks from your bank d. Become familiar with community resources such as support groups, transportation services, aging services 11. Do not become dependent on others – learn to use low vision aids and learn to do things differently in order to become independent If you have any questions, please call Lynn at 1-866-4MACULA or visit www.mvrf.org for more information. Content contributed by Lynne P. Noon, OD, FAAO, Diplomate in Low Vision Rehabilitation, ViewFinder, www.ViewFinderLowVision.com	<urn:uuid:fe3fad76-1462-4a6b-ab67-2bfb95a76caf>	CC-MAIN-2018-51	http://www.mvrf.org/wp-content/uploads/2016/08/11-Tips-to-Help-Maintain-Independence.pdf	2018-12-15T15:56:44Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00402.warc.gz	424,607,736	595	eng_Latn	eng_Latn	0.996742	eng_Latn	0.996818	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1630, 2720 ]	[ 3.296875 ]	4	1
Beal Vale Primary School- Year 2 Curriculum Overview 2017/2018 Literacy History Geography Science Art/tech Computing PE RE Music PSHE/BLP Space Neil Armstrong Growing Technology: 2.1 We are Multi-skills Why did Rhythm and E-Safety	<urn:uuid:144579f5-c148-48fc-b093-c837625ff305>	CC-MAIN-2018-51	http://bealvaleprimary.com/wp-content/uploads/2017/03/Curriculum-overview-Year-2.pdf	2018-12-15T16:39:58Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00403.warc.gz	36,463,720	77	eng_Latn	eng_Latn	0.795003	eng_Latn	0.795003	[ "eng_Latn" ]	false	docling	[ 249 ]	[ 2.359375 ]	1	0
STEP DIVISIONS SCORE SHEET Team: ______________________________ Judge: ________________________ Step Divisions ____ 3 rd & 4 th Grades ____ 5 th & 6 th Grade _____ Junior High _____ High School College____ Fair Excellent Point Scale: 1..2..3..4..5..6..7..8..9..10 Good Outstanding Appearance & Attire 10 points ___________ Vocal Clarity 10 points ___________ Precision/Synchronization 10 points ___________ Originality/Creativity 10 points ___________ Uniformity of Style(s) 10 points ___________ Spacing & Visual Effect 10 Points ___________ Complexity 10 points ___________ Showmanship 10 Points ___________ Attitude 10 points ___________ Execution of Style & Skills 10 points ___________ TOTAL (100) __________________ COMMENTS:	<urn:uuid:6030d176-07c5-479a-92aa-250990ca8c4e>	CC-MAIN-2018-51	http://www.ayosinoffcheerdancecamps.com/wp-content/uploads/2015/11/step_scoresheet.pdf	2018-12-15T16:29:39Z	crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00401.warc.gz	343,042,688	183	eng_Latn	eng_Latn	0.577788	eng_Latn	0.577788	[ "eng_Latn" ]	false	docling	[ 762 ]	[ 2.53125 ]	1	1
MEDIA ADVISORY Contact: Kevin Kodama email@example.com 808-973-5276 FOR IMMEDIATE RELEASE October 17, 2017 Wet Season Rainfall Outlook for the State of Hawaii Summary of the dry season (May through September 2017) - Statewide: Most locations had near to below average rainfall. o Drought present on the Big Island at the start of the dry season. o Mainly affecting ranching operations and localized water service areas on Maui and the Big Island. o Spread to the other three counties and intensified during the summer. - 13 th driest dry season in the last 30 years (based on rankings from 8 key sites). o 2015 dry season was the wettest in the last 30 years. o Expected wet conditions for windward slopes did not occur. o 2003 dry season was the driest in the last 30 years. - Unlike 2015 and 2016, below average tropical cyclone activity in 2017 did not provide a boost in rainfall during the summer months. Outlook for the wet season (October 2017 through April 2018) - NOAA's Climate Prediction Center (CPC): The current ENSO-neutral conditions are likely transitioning to a La Nina state (cool phase) with a 55 to 60 percent chance of La Nina developing during the fall. o CPC issued a "La Nina Watch" on September 14, 2017. - After development, La Nina is forecast to persist until the spring when conditions may transition back to ENSO-neutral. - There is uncertainty in the eventual strength of this La Nina episode. - Probabilities favor above average rainfall through the wet season. o Above average rainfall is reflected in the climate model consensus predictions which captures large scale conditions but not Hawaii's microclimates. o Wet seasons during recent moderate to strong La Nina events have had wet conditions over the windward slopes but dry conditions over leeward areas. o Weaker La Nina events had more rainfall make it to leeward areas. - Existing drought may persist or worsen in some of the leeward areas, especially on the Big Island and Maui County. - Recovery from existing drought probable for windward Big Island and Maui. MEDIA ADVISORY Contact: Kevin Kodama firstname.lastname@example.org 808-973-5276 FOR IMMEDIATE RELEASE October 17, 2017 Wet Season Rainfall Outlook for the State of Hawaii - cont'd Wet season preparedness reminders - Do not drive on roads with fast-flowing water. o Just 2 feet of fast-flowing water can sweep most vehicles off a road. - Do not walk across flooded streams. o Road may also be severely undercut. o If you're hiking and get stranded, wait for the water to recede. - Expect more rainy weather impacts. o Streams in Hawaii generally recede quickly. o Increased road travel times o Outdoor activities may be postponed, canceled, or adjusted. o Possible detours or road closures due to flooding or landslides. - The wet season brings increased potential for lightning strikes. o Be prepared for power outages. - If you travel through a flood-prone area, identify alternate routes ahead of time. o Move indoors when you hear thunder. - If you live in a flood-prone area, have an evacuation plan in case flood waters quickly threaten your home. - Stay informed of conditions that could change rapidly o Sunny skies can turn cloudy with intense rainfall in less than an hour. o Check out the latest forecasts, watches, warnings, and advisories via the media, NOAA Weather Radio, the Internet, or one of several weather mobile phone apps. o Wireless Emergency Alerts (WEA) on mobile phones notify you that you're in a flash flood warning area. On the Web: NOAA National Weather Service Honolulu HI: http://www.weather.gov/hawaii/ NOAA Weather Ready Nation: http://www.weather.gov/wrn/ NOAA Climate Prediction Center: http://www.cpc.ncep.noaa.gov/ FEMA Flood Preparedness Information: https://www.ready.gov/floods Hawaii Emergency Management Agency: http://dod.hawaii.gov/hiema/ State of Hawaii-DLNR National Flood Insurance Page: http://dlnreng.hawaii.gov/nfip/ U.S. Drought Monitor: http://droughtmonitor.unl.edu/	<urn:uuid:ae89849a-637b-4105-9736-18fa711b7a2a>	CC-MAIN-2017-47	http://www.prh.noaa.gov/hnl/hydro/pages/MediaAdvisory2017-18HawaiiWetSeasonOutlook.pdf	2017-11-22T09:15:40Z	crawl-data/CC-MAIN-2017-47/segments/1510934806543.24/warc/CC-MAIN-20171122084446-20171122104446-00303.warc.gz	465,187,636	916	eng_Latn	eng_Latn	0.97058	eng_Latn	0.972161	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2070, 3999 ]	[ 2.078125 ]	1	1
STAT100 Elementary Statistics and Probability Summer II 2014 Quiz 8, Thursday, August 7, 2014 Name: Show all work clearly and in order, and circle your ﬁnal answers. Justify your answers algebraically whenever possible. You are allowed to calculator for basic calculation in this quiz. You have 10 minutes to take this 10 point quiz. 1. (5 points) Assume that the standard deviation of the number of violent incidents in one hour of children's shows on television in 3.2. An investigator would like to be 99% sure that the true mean number of violent incidents per hour is estimated within 1.4 incidents. For how many randomly selected hours does she need to count the number of violent incidents? 2. (5 points) 500 random samples are drawn independently from an unknown distribution. The sample mean is 10 and sample variance is 4. Obtain a 90% conﬁdence interval for the population mean µ.	<urn:uuid:e10ee743-014d-498a-8d0e-52789c1abbcd>	CC-MAIN-2017-47	http://jefftan.cn/images/teaching/100Su14/quiz8.pdf	2017-11-22T09:10:45Z	crawl-data/CC-MAIN-2017-47/segments/1510934806543.24/warc/CC-MAIN-20171122084446-20171122104446-00312.warc.gz	153,793,985	204	eng_Latn	eng_Latn	0.99836	eng_Latn	0.99836	[ "eng_Latn" ]	false	docling	[ 896 ]	[ 2.3125 ]	4	0
Sketching nature like Beatrix Potter As well as being one of our best-loved children's authors and a skilled artist, Beatrix Potter was also a talented naturalist. She loved being out in the countryside, sketching flowers, trees, animals and especially fungi, which was all good practice for the illustrations that later made her books so popular. This activity takes you close to one of the spots where Beatrix Potter found inspiration while visiting her uncle and aunt, and offers some simple tips to help get you sketching, too. Before you start How to get there This activity takes place on a woodland walk on the outskirts of Denbigh. The woodland is just off the B4501 road out of Denbigh towards Nantglyn. As you are heading out of Denbigh, after approximately a mile you'll come to a sign on the side of the road for Cae Dai – Denbigh's 1950s Museum. Find a safe place to park by the sign. Post code: LL16 4SU (this is the Cae Dai museum itself). Public transport: For public transport options, call Traveline Cymru on 0871 200 2233 or National Rail Enquiries on 08457 48 49 50. Activity starting point: To start the activity, stand facing the Cae Dai sign, and then take the path to the left, past the stile and follow the woodland track down. How long will this activity take? The walk should only take you 20mins to half an hour. However, you can take as long as you like to sketch, paint or draw what you find around the woodland. DENBIGHSHIRE DIGITAL ADVENTURES Download tomorrow's adventure Let's get started If you're new to nature sketching, then don't worry if things don't turn out perfectly first time. Just go with the flow and see where it leads you! The seasons will obviously have a great influence on what you can sketch and in spring and summer the fields and hedgerows are full of wild flowers, from the wonderful white petals of stitchwort, to the yellow of celandine and the pink of red campion. Drawing and painting flowers was a typical pastime for a young girl from the Victorian middle classes like Beatrix Potter. She soon developed a great talent for it, and developed a style that involved meticulously and accurately copying flowers. Some of her most detailed paintings of flowers appear in The Tale of Tom Kitten, where the cats play in a cottage garden full of pansies, roses and snapdragons. Tall, slender foxgloves feature in The Tale of Jemima PuddleDuck, while water lilies take centre stage in The Tale of Mr. Jeremy Fisher. (1) You should be walking down the track by now, which leads you down hill through the woodland. (2) After a minute or so, you should come to a waymarker. At this point, turn right, and continue down the stepped path. Flowers come in every imaginable shape, size and colour. But look closely and most can be sketched using just a few basic shapes – circles for flowers like daisies, a cylinder shape for the 'trumpet' of a foxglove or a conical or cup shape for a flower in bud, like a rose. Some flowers will be single and round, like a dandelion or daisy, while others will be clustered along a stem, like rosebay willowherb. Look carefully at how the flower heads, petals, stem and leaves all fit together. If you carry on walking through the wood, you'll come to a field; the river runs to the left, and there is a bridge and picnic table that you could set up your sketching materials on. (3) What you need Pencil, paper and a rubber. Good walking shoes – things can get muddy! A camera or camera phone to take reference shots. Top tips: Softer pencils – labelled 'B' – are great for the shadows, while harder pencils – labelled 'H' – are better for detail and subtle areas of tone. Useful information Please be aware that this walk goes through woodlands, fields and by a river, so care should be taken at all times. The path at times can be quite steep, and there are a number of steps, so it may not be suitable for buggies or prams. The woodland walk is part of a 2-3 hour trail that takes in Gwaenynog Hall, where Beatrix Potter stayed when she visited the area. The walk is detailed, with a map, in the Rural Walks in Denbighshire booklet, available from the information centre in Denbigh library or downloadable from www.denbighshirecountryside.org.uk/ rural-walks If you decide to walk on to Gwaenynog Hall, please remember that it is a private residence. But the gardens are open to the public, by appointment only, from June through August. For more information: Contact Gwaenynog Hall during the summer months on 0174 581 2066. Entrance is £3. www.denbighshire.gov.uk/countryside A round flower, like a daisy or buttercup, is great flower to start with. At the right time of year, you'll be likely to find these flowers in the field, amongst the grass. Draw a circle and then add a second smaller circle inside it. It's a good idea to divide the bigger circle up with some light marks round the edge to give you an idea of how many petals to add in. You can rub the guides out later. Draw in the petals with U-shaped lines starting from the middle and using light lines to give them a delicate feel. Finally, you can add a slightly curved stem, which helps to make the flower look more natural, and a couple of leaves on either side. Leaves are something that you can draw at any time of the year. Like flowers, they come in all shapes and sizes, so have a good look at what you're going to draw first. They are often symmetrical, with the right side nearly mirroring the left. Look carefully at the leaf's edge too – some are smooth while others are toothed and even spikey, like holly. Now for the blade of the leaf. Is it shiny, smooth, bumpy or even hairy? How do the veins run across the surface? Do they branch off from a big central vein, or are they parallel with each other? Look amongst the trees by the river for leaves to sketch – the smooth, curved leaves of the wild garlic that grows on the woodland floor would also make a great subject, or find different leaves that have fallen from the trees. (4) Getting back to the start You'll need to retrace your steps to get back to the car; back through the field and up through the woodlands. Take care, the walk back is up hill! What did you think? Tell us what you thought about this activity, and share some of your sketches on the Discover Denbighshire Facebook page. Look carefully at the stem. They're rarely completely straight and often have a slight curve as they grow upwards towards the light. Once you've tried a few, look for a leaf with a bit of a twist to it; they're rarely flat and often kink and curl so that you can see the paler underside. Look at how the light is falling on the leaf. You can highlight these features by shading in certain areas. The trees around the field and the wooded area are a great place to spot another possible sketching subject – in autumn, look out for fungi pushing up through the ground, or sprouting out from trees trunks, branches and other deadwood. Beatrix Potter excelled at drawing fungi and she was fascinated by their rich colours and intricate details and became something of an expert in mycology. (5) Start by drawing the cap of the mushroom. It could be a pebble-shaped oval, or pointy, or a type of bracket fungus growing like a scallop shell from the side of a tree. Some caps may be smooth, while others have ridges and bumps. Stems are often quite fat and stubby and, by tilting it slightly one way, you can help bring the picture to life. Now, draw in the gills underneath the cap, by adding some vertical lines to give the mushroom texture. Keep on adding details by sketching in blemishes and creases on the stem, or perhaps a bird or a slug has nibbled off a piece of the cap? (6) Winter is the season when the gnarled, twisted outline of trees silhouetted against a looming sky come into their own. First, make sure your pencil's got a long sharp point. If you use a knife rather than a sharpener you can whittle a really long point and then use the tip for details and the side for drawing broad lines and shading. Have a good look at your tree and decide whether you're going to pick out an individual one, or draw several together. (7) Starting with the trunk, use bold lines for the outline and vary the width so that it's wider at the bottom and narrower at the top. Look at how the light is falling on the tree and add some shading to one side of the trunk by holding the pencil slightly to the side and using the edge of the lead. Now for the branches, which usually start about three-quaters of the way up the trunk. You'll see that the lower branches are often longer and spread out flatter, while the higher ones are shorter and reach straight upwards. Vary the width of the branches too, and shade some of them so they match the trunk. You can add some detail too, such as an old bird's nest or squirrel's dray high up in the tree, or, if you've drawn a few together, why not turn it into a rookery, with a swirl of simple black birds coming into roost. If you're going to add some colour to your pictures once you get home, it's worth taking a photo of what you've drawn so you've got something to refer to later on. Once you've sketched your way around the woodland river and field you'll be ready to head back to the car. You'll need to go back the way you came, taking care as you climb back up the hill through the woodland. Partneriaeth Cynllun Datblygiad Gwledig Sir Ddinbych Denbighshire Rural Development Plan Partnership Don't miss Whilst you're in the area, there's lots of other great places that you could visit... Denbigh Castle walls Pick up your own key to unlock the gate explore over half a mile of walls that still circle the town. Look out for the impressive Countess Tower and Goblin Tower! Collect a key from Denbigh library on High Street. The staff in the library will direct you to the best starting point. The Castle walls are managed by Cadw. For more information, visit www.cadw.wales.gov.uk or call 01745 813385. Denbigh Castle 'Dinbych' in Welsh means 'Little fortress', so don't miss the chance to explore the town's Castle. It was one of a chain of fortresses built across the heartlands of Wales by Edward I and its impressive triple-towered gatehouse, is still considered one of the great wonders of Wales. The entrance to the Castle is on Castle Hill, LL16 3NB. As with the Castle walls, the Castle itself is managed by Cadw. For more information visit www.cadw.wales.gov.uk or call 01745 813385. Bodelwyddan Castle The castle is set in 260 acres of magnificent parkland and dates back to the mid 1800s. As well as an historic house and museum, the castle retains strong links with the National Portrait Gallery, and has an impressive art collection of its own. The grounds include practice trenches used during the First World War and well as an adventure playground and garden maze. Leave the A55 at junction 25 of the A55 and follow the brown and white signs. For more information visit www.bodelwyddan-castle.co.uk orcall 01745 584060.	<urn:uuid:6c8f276b-3202-420e-beaf-c28e47b360c3>	CC-MAIN-2019-04	http://media.digitaldenbighshire.co.uk/sites/default/files/Sketching%20Nature%20like%20Beatrix%20Potter_0.pdf	2019-01-23T03:33:40Z	crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00277.warc.gz	138,297,633	2,562	eng_Latn	eng_Latn	0.99824	eng_Latn	0.998773	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3388, 6043, 7750, 9419, 11082 ]	[ 2.9375 ]	1	0
Introducing Isotonix ® Isotonix ® products are unique in terms of the method of delivery. There is no ingredient in Isotonix ® that cannot be found in any highly respected and traditional nutrient supplement. Only the formulation and the delivery to the body make it a unique product. Careful Planning We began planning the Isotonix ® product line with the objective to formulate products using what we knew to be the best nutrient delivery system – the isotonic solution – and put that concept together with the finest quality nutritional ingredients available. The result - Isotonix ® . One of the most important factors in selecting nutritional supplements is of this process: absorbency. A supplement can have the finest ingredients encased in an easy-to-swallow capsule and contain exactly the amount of nutrients you want, but if it isn't effectively absorbed, all of its positive factors are diminished. The Key To Isotonix ® Absorption. That's the key to Isotonix ® . Nothing taken orally can be absorbed into your system quicker than an isotonic fluid. It's a scientific fact. There is nothing new about isotonics per se, but the concept has been put to marketable use only within the last few years. The technology behind the isotonic concept has been used very successfully with a fluid replacement drink used by sports enthusiasts. Beyond that, there are few other innovations in the same class as Isotonix ® . The Isotonix ® Concept To fully appreciate the enthusiasm we have for Isotonix ® , it helps to have a thorough understanding of how and why Isotonix ® works the way it does. All fluids in the human body have a certain concentration, which is called the osmotic pressure. The body's common osmotic pressure – which is isotonic – allows a consistent maintenance of all body tissues. In order for a substance to be used in the body's metabolism, it must be changed to the isotonic state. The efficiency of absorption is also affected by the digestive system. All substances that are acted on in the stomach go through a degradation process (breakdown) before they can be passed through the opening from the stomach to the small intestine to allow absorption. The digestive process can cause substances to lose some nutritive value and this whole process takes time! The secret of the isotonic process is probably now becoming clear! When an isotonic substance enters the body, it will be absorbed into the bloodstream rapidly. With isotonic fluids, little nutritive value is lost making the absorption of nutrients highly efficient. There is nothing artificial about it. An isotonic fluid is nature's own nutrient delivery system. What could be more natural? The Benefits of Isotonix ® All products are marketable when you have a story to tell. Telling the story and turning the advantages and features of Isotonix ® into benefits for your customers will give you that "competitive edge" over traditional retailers. 1. Advantage: Isotonicity. Isotonix ® products become isotonic when mixed with water. Isotonic solutions offer the fastest and the most efficient absorption of all oral forms of nutritional supplementation. Benefit: Faster and more efficient absorption into the bloodstream increases the value of taking nutrient supplements. The health conscious consumer maximizes his dollars spent for nutrient supplements by choosing Isotonix ® . 2. Advantage: Isotonix ® are liquid when mixed with water. In an informal survey, we found that nine out of ten people prefer a liquid supplement when given a choice. Benefit: Liquids are more comfortable to take! Ask any parent how difficult it is to get a child to take that first pill or capsule! No more irritated throats or disgusting aftertaste. Imagine the time, savings and increased ease for the consumer who takes a variety of supplements. For those who simply cannot take conventional oral supplements, a liquid is a blessing! 3. Advantage: Isotonix ® does not linger in the stomach. Since isotonic fluids pass through the digestive process and are rapidly absorbed into the bloodstream, many gastrointestinal discomforts can be avoided. Benefit: No more unpleasant nausea or "stomachache"! Thousands who have shied away from supplements to avoid that "unsettled" feeling may find the answer when taking Isotonix ® . 4. Advantage: Isotonix ® products are not encapsulated or compacted into a "form". There is no need for fillers, binders, coatings, lubricants, disintegrators or artificial coloring. All ingredients in Isotonix ® are from the finest sources available. Benefit: Consumers don't need another form of unnatural supplementation! Isotonix ® naturally derived supplements are delivered to our bodies in the most natural way. 5. Advantage: Fructose! Only fructose, which is the natural sweetener of fruit, met the stringent requirements to make Isotonix ® products good tasting. Benefit: Why not take a nutrient supplement in the easiest form that tastes great? Isotonix ® offers you natural sweetness and flavor in an effervescent liquid. 6. Advantage: The Isotonix ® package is designed not only to contain the product but also to be functional! The durable plastic bottle protects the product, plus the overcap functions as the pre-measured drinking cup. The amount of water added to the nutrient is critical for isotonicity. Benefit: Isotonix ® offers an all-in-one product. There is no guesswork involved, which assures the consumer that he or she is getting the exact amount of nutrients in the exact isotonic state desired. Isotonix ® is easy and convenient to take with you when you're traveling. The delivery efficiency of Isotonix ® products helps to ensure that maximum benefits are derived from the supplements. Because the nutrients arrive at the absorption site more rapidly and in an isotonic state, excellent utilization of the nutrients should be achieved. The Meaning of "Isotonic" in Physiologic Terms Market America's Isotonix ® nutritional formulas are an osmotic adjuvant system composed of a series of related formulas. All of the formulas may be used to manufacture products for use in human nutrition that, when prepared for ingestion as solutions are of the same osmotic pressure (or osmolarity) as most of the fluids in the human body. By definition, these solutions may be called isotonic "equal tonicity". Specifically, the fluid pressures of the solutions across semi-permeable membranes (the walls of the small intestines, for example, are semi-permeable membranes) in biological systems are generally referred to as having a particular osmolarity. For the purposes of this discussion, the osmolarity is measured in units referred to as milliosmoles/kilogram (mOs/kg). It can be said that when solutions on opposite sides of a membrane have the same osmolarity, they are iso-osmotic or isotonic, regardless of whether that osmolarity is 100 mOs/kg or 650 mOs/kg. However, in human medicine that definition is considerably narrowed. Normal human blood serum (the fluid portion of the blood without cells and platelets) has an osmolarity of 288.6 mOs/kg, as do most other fluids in the body (notable exceptions being sweat and urine). Therefore, in human medicine when a solution's osmolarity is the same, or nearly the same as that of normal human blood serum, it is referred to as isotonic. Black's Medical Dictionary defines isotonic as follows: "ISOTONIC is a term applied to solutions that have the same power of diffusion as one another. An isotonic solution in medicine is one that can be mixed with body fluids without causing any disturbance. Solutions that are weaker or stronger than the fluids with which they are intended to be mixed are known as hypotonic or hypertonic respectively." In 1905, P. Carnot and A. Chassevant, French physiologists, reported that isotonic saline (0.9% sodium chloride) solutions administered orally to dogs emptied from the stomach more rapidly than either a hypotonic solution (water) or a hypertonic solution (3% sodium chloride). Over the following 91 years, this physiologic phenomenon has been repeatedly verified in many species of animals and in humans. Researchers at the University of Leeds, Guy's Hospital in London, Baylor University, and the Mayo Clinic, among others, have shown that not only do isotonic solutions leave the stomach faster, but also that the osmolarity of the stomach contents (its osmotic pressure) is one of the controlling mechanisms for the rate at which the stomach empties. Micronutrients (vitamins and minerals) are most commonly consumed in solid (tablet or capsule) form. These solid forms must be broken down in the stomach and the active ingredients (micronutrients) must then dissolve in the gastric fluids in the stomach. This disintegration and dissolution process is often slower than any other process involved in the absorption of a micronutrient or a drug. When the active ingredients have dissolved, the body must adjust the concentration of the stomach contents to become an isotonic solution before the contents can proceed into the small intestine for absorption. If there are any foods or beverages in the stomach at the time the tablet or capsule is taken, the active ingredients will be delayed further in their transit to the small intestine until the food is properly prepared to leave the stomach. Absorption into the bloodstream is a function of surface area, and the small intestine has a huge surface due to its length, its many folds, and the microvilli (minute finger-like projections) on intestinal epithelial cells. In comparison, the surface area of the stomach is very small, and the absorption that occurs there is negligible. The fastest and greatest absorption takes place in the small intestine. Remington's Pharmaceutical Sciences states that, "When drugs and micronutrients are administered in solid dosage forms (capsule, tablets, etc.), the rate at which the drug is released in solution may be often the slower than any other process involved in absorption, so that dissolution becomes the rate-limiting factor on absorption." It says further: "The motility (motility refers to the movement or contractions of the stomach which cause it to empty) of the stomach is more important to the rate at which an orally administered drug is passed on to the small intestine than is the rate of absorption from the stomach itself, since for various reasons stated above, absorption from the stomach is of minor importance." In addition, it states that: "The average emptying time of the stomach is about 40 minutes, though it varies according to contents, reflux and physiological factors, and the action of certain autonomic drugs or disease. The effect of food to delay absorption is due in part to its action to prolong emptying time. The emptying time causes a delay in the absorption of the drug." It should be clear from the information provided above that there is a strong scientific basis for Market America's Isotonix ® nutritional supplements based on the osmotic adjuvant system. Even a casual search of the literature will reveal a large body of experimental data supporting these concepts. See the next page for some literature references. REFERENCES: 1. P.E. Turner, J. Tuomilehto, P. Happonen, A.E. LaVille, M. Shaikh, B. Lewis Metabolic studies on the hypolipidaemic effect of guar gum. Atherosclerosis 81: 145150, 1990. 2. J.L. Whyte, R. McArthur, D. Topping, P. Mestel. Oat bran lowers cholesterol in mildly hypercholesterolemic men. Journal of the American Dietetic Association 92 (4): 446-449, 1992. 3. J.W. Anderson and A.E. Slesel. Hypocholesterolemic effects of oats products. Advances in Experimental Biology and Medicine 270: 17-36, 1990. 4. C.L. Redard, P.A. Davis, S.O. Schneeman. Dietary fiber and gender: Effect on postprandial lipemia. American Journal of Clinical Nutrition 52: 337-345, 1990. 5. B. Kashtan et al. Wheat bran and oat bran supplements: Effects on blood lipids and lipoproteins. American Journal of Clinical Nutrition 53: 976-980, 1992. 6. J.M. Keenan, J.B. Wenzm, S. Meyers, C. Lipsin, Z.Q. Huang, Randomized, controlled, crossover trial of oat bran in hypercholesterolemic subjects. Journal of Family Practice 33 (6): 600-603, 1991. 7. J.J. Cards, F.L. Robbins, C.W. Burgin, T.G. Bumgartner, R.W. Rice. The effects of protein on patients at risk for coronary heart disease without altering diet or lifestyle. Clinical Cardiology 11 (9): 589-594, 1988. 8. D. Kritchevsky. Dietary fiber. Annual Review of Nutrition 8: 301-323, 1988. 9. J.L. Slavin. Dietary fiber: Mechanisms or magic on disease prevention. Nutrition Today 36 (6): 6-10, 1990. 10. P. Carnot and A. Chessevant. Modifications studies dans l'estomac et la duodenum par les solutions salines suivant leur concentration moleculaire le reflex regulteru du sphincter pylorique. C.R. Soc. Biol. Paris 58: 173-176, 1905. 11. J.N. Hunt. Some properties of an alimentary osmoreceptor mechanism. Journal of Physiology (London) 132: 267-288, 1965. 12. A.D. Koparkar, L.L. Augsburger, R.F. Shangraw. Intrinsic dissolution rates of tablet fillers and binders and their influence on the dissolution of drugs from tablet formulations. Pharmaceutical Research 7 (1): 80-85, 1990. 13. J.C. Meeroff, V.L.W. Go, S.F. Phillips. Control of gastric emptying by osmolarity of duodenal contents in man. Gastroenterology 68: 1144-1151, 1975. 14. Anonymous. Absorption, distribution, and execration. In: Remington's Pharmaceutical Sciences, 17 th edition, Philadelphia College of Pharmacy and Science, 1975. 15. D.Y. Graham, J.L. Smith, A.A. Bouvet. What happens to tablets in the stomach. Journal of Pharmaceutical Sciences 79 (5): 420-424, 1990. 16. J.A. Seigel. Biphasic nature of gastric emptying. Gut 29: 35-39, 1988. The Most Frequently Asked Questions and Answers 1. What does "%DV" stand for? %DV stands for Percentage of Daily Values. The %DV's for essential nutrients are established by the Committee on Dietary Allowances of the Food and Nutrition Board of the National Academy of Sciences. These "recommendations" are based on the judgement of the Committee as to available scientific knowledge regarding the known nutritional needs of almost all healthy individuals. As defined for, "almost all healthy persons", there is no consideration given to special needs that require special nutritional attention. 2. What are some of the special needs %DV's do not address? There are many factors such as physical activity, climate, aging, chronic disease, dieting, smoking, alcohol and prescription drug use which constitute "special needs". It is difficult to assess exactly how any one of these "special needs" may affect nutrient demand for an individual. However, an increased requirement for some nutrients would certainly be indicated for many individuals with "special needs." 3. Do %DV's pertain only to vitamin supplements? No. The %DV's are designed to reflect ALL of the vitamin and minerals consumed in one day, (food and supplements); these nutrients which occur in foods or are added to foods as fortification. The use of a 100% DV multiple vitamin serves as excellent insurance that at least the basic needs are met. 4. What is the shelf life of Isotonix ® ? We extend the expiration date 18 months from production. However, if stored properly, they could stay potent up to 24 months. 5. Are Isotonix ® products FDA approved? Isotonix ® and all vitamin supplements fall into a general category known as "nutritional food supplements." This classification does not require FDA (Food and Drug Administration) approval. The fact that Isotonix ® are unique because of the "delivery system," doesn't change the FDA's position on classifying Isotonix ® as a new method of oral administration. 6. How many calories are in Isotonix ® products? A single serving of any of the Isotonix ® products contains about 10 calories. This would be equivalent to the fructose in three to four grapes or one-half teaspoon of honey. 7. Why is fructose in Isotonix ® products? Fructose is the sweetest of all naturally occurring sugars and helps make Isotonix ® pleasant tasting with fewer calories. The consumption of fructose does not produce the extreme "highs" and "lows" in blood sugar levels like ordinary table sugar might. High blood sugar and insulin levels can be contributing factors in the development of certain diseases. 8. Are Isotonix ® products hypoallergenic? Current scientific literature cites no know instances of "vitamin allergies." Many vitamin tablets available contain dyes, fillers, binders, coatings and extenders, which may cause allergic reactions in some people. The exclusion of these substances in Isotonix ® products was carefully planned. We have received very few reports of allergic reactions. 9. What is the best time to take Isotonix ® supplements? Basically, anytime the stomach is empty, in order to take advantage of the "Isotonic state," and principles of absorption and gastric emptying. The products may be taken in any combination as long as the amounts of powder and water are proportional. In one instance only should an Isotonix ® product be taken with food to maximize vitamin uptake and that is with Vitamin B12 Special Formula. 10. Who supplies the raw materials for Isotonix ® products? The vitamin and mineral ingredients used in formulating Isotonix ® are produced by some of the foremost pharmaceutical and chemical manufacturers in the world. These companies include, but are not limited to: Hoffmann-LaRoche, Pfizer and Mallinckrodt Mkg. All of the ingredients meet the rigid specifications of the United States Pharmacopoeia (USP), National Formulary (NF) and the Food Chemicals Codex (FCC). Although Isotonix ® , as nutritional food supplements, do not require the approval of the Federal Food and Drug Administration (FDA), all of the ingredients used in Isotonix ® products have been FDA approved. 11. How is quality control assured in the formulation of Isotonix ® products? The Isotonix ® products are tested at independent contract testing labs as requested by Market America and our manufacturer. The Isotonix ® formulas are designed to provide 115% of the label claim for each nutrient during the manufacturing process. Current United States Standards require that products like Isotonix ® contain no less than 100% of the label claim. Therefore, we have taken additional steps to assure the label claims are met. 12. Can you take more than one Isotonix ® supplement at a time? Yes! You can take up to four total servings at one time (eight ounces.) You should wait about 15 minutes before taking any more. This allows your stomach time to empty. 13. Can several of the Isotonix ® products be mixed together, or do you need to mix them separately? products can be mixed together. Just be sure not to take more than eight ounces at a time All of our Isotonix ® and make sure you take them on an empty stomach. 14. If the product loses its fizz, does it lose its potency? No. The ingredient of potassium bicarbonate has separated from the product. Shaking will remix the product. The fizz is there to help the ingredients dissolve, not to give it potency. 15. Can you pre-mix the Isotonix ® supplement and refrigerate the mixture for later use? It is preferable to mix the ingredients and drink them in a reasonably short period of time. Objective The Product At Work Physical fitness has become a modern way of life for many Americans. One of the keys to keeping physically fit is good, sound nutrition. Wholesome food, properly prepared, will go a long way in this area, but the stress of increased physical activity often make supplements a wise choice to ensure nutritional adequacy. Isotonix ® products also help to maintain the sodium-potassium balance by replacing potassium lost during heavy physical activity. Much potassium is lost through perspiration. The potassium in Isotonix ® products will help maintain proper potassium levels in the body. Isotonix ® products are well suited for those who are engaged in athletics. From the once-a-week golfer to the marathon runner, Isotonix ® products can be used to sustain your nutritional requirements. It helps to rapidly replace nutrients used in strenuous activity. The use of fructose as a sweetener is very advantageous, because it leads to a much lower rate of muscle glycogen depletion, compared to glucose. This is because fructose does not cause a rapid rise in either blood sugar or insulin. It provides a steadier supply of blood sugar and helps the energy stored in the muscles last longer. This carries the potential for greater endurance during periods of sustained exercise. Medical Evidence The control of gastric emptying is a function of solution osmolarity, pH, and peristaltic action. Solutions that are isotonic with reference to human physiology, have the same osmolarity as body fluids such as plasma, tears, lymph and gastric solutions. Solutions that are of a lower osmotic concentration than plasma are called hypotonic, while solutions of a higher osmotic concentration are called hypertonic. Carnot and Chassevant first reported the idea that isotonic solutions exert a controlling influence over the rate at which the stomach empties liquids in their scientific literature in 1905. They found that saline solutions of the same osmotic concentration as plasma left the stomach more rapidly than dilutions of more concentrated solutions. Those studies have been confirmed in the more recent literature, and the mechanism by which this process takes place has been clearly identified. The importance of this principle to Market America's nutritional supplement products is that because the nutrients leave the stomach almost immediately, they arrive at the absorption sites in the small intestine with little or no dilution. Since absorption across a semi-permeable membrane varies according to the degree of concentration, a high concentration of nutrients in the lumen of the small intestine leads to more efficient absorption of those nutrients. Research shows that the greatest delay in the process of intestinal absorption is the time it takes for the materials ingested orally to leave the stomach. The stomach seeks to retain materials not arriving in an isotonic state until the stomach can adjust them to isotonic solutions. This includes the time necessary to dissolve solids such as tablets or capsules into solutions that can be equilibrated into an isotonic state. Generally speaking an average minimum dissolution time for pills and tablets is about 40 minutes. By then, an already isotonic solution would have been in the small intestine for some time. This ISOTONIX ® Nutritional Supplement is Packaged Ready-to-Use and Easy to Take. Just Follow These Simple Directions: 1. Remove the overcap from the bottle. 2. Unscrew the bottle cap. 3. Fill the bottle cap level with Isotonix ® 4. Pour contents of bottle cap into the overcap or a glass. 5. Fill the overcap to the middle line with cold tap water. 6. Overcap Method: Allow the Isotonix ® solution to fizz for 1 to 2 minutes in the overcap. Glass Method: Pour water from the overcap into a glass containing Isotonix ® nutrients. Allow solution to fizz for 1 to 2 minutes in the glass. 7. Drink the Isotonix ® nutrient solution. 8. Replace the bottle cap. 9. Do not replace overcap on bottle. Save it for daily use. For best nutritional results: - Take Isotonix ® products on an empty stomach, preferably 15 to 20 minutes before eating your first meal (or any meal) of the day. Exception: Vitamin B12 Special Formula should be taken with meals. - Keep container closed in a cool, dry place. - Measure both the Isotonix ® and water carefully to assure an isotonic solution. SUMMER REMINDER Isotonix ® products are water-soluble, they are very hydroscopic, and high heat and high moisture will cause the products to solidify in the bottle. Products that are left in the trunk of a car or in an enclosed vehicle for an extended period of time are exposed to high heat conditions. Keep the product in a cool, dry place, out of direct sunlight. The best storage conditions would be those with as little temperature fluctuation as possible. Isotonix ® products contain only natural preservatives and anti-caking ingredients. Flow-Guard, a natural ingredient made from Silica, is added to ensure a free-flowing product. Also, Calcium Sulfate and Apple Pectin are more natural ingredients that are added to help the product remain free flowing. Finally, even though the products may be partially caked and lack eye appeal, the vitamin and mineral potency is not diminished. THE ISOTONIX ® ADVANTAGE ISOTONIX ® products solve problems. The following is a list of consumer groups whose needs are met by the ISOTONIX ® advantage: 1. Geriatrics. Isotonix ® meets the special needs of geriatrics. As the body ages, the digestive system becomes less efficient at breaking down food – including vitamin pills, capsules, and tablets. Isotonix ® products do not require digestion before being absorbed into the body's system and solve the aging population's increasing problem of vitamin efficiency. As the geriatric population of the world continues to grow, the market for isotonically-based nutritional supplements grows as well. 2. Dieters. Isotonix ® products are best taken on an empty stomach. The only nutrient of its kind in that respect. Individuals with low caloric intake need the necessary vitamins and minerals offered by Isotonix ® products. When taken in the morning or before a meal, it can curb the appetite. Isotonix ® products fill the void better than any other product. 3. People on the go and meal skippers. For those who don't eat breakfast, Isotonix ® can be taken on an empty stomach first thing in the morning to provide the necessary get up and go to start off the day. Isotonix ® can also be taken late in the afternoon on an empty stomach to get you through the day. 4. Athletes. Most coaches recommend no eating two to four hours before participating in athletics. Most athletes do not like the nausea caused by vitamin tablets when taken on an empty stomach, but they need their nutrients. Tablets must be taken with food; Isotonix ® solves this problem. 5. People who cannot hold their food down. Some recovering alcoholics, anorexics, bulimics could benefit. 6. People on a liquid diet. Post-surgical patients, oral surgery patients. 7. AIDS Victims. One of the symptoms of people suffering from AIDS is that quite frequently the ingestion of solid food causes increased discomfort. Consequently, many AIDS victims won't eat, thus denying themselves desperately needed nutrients. Isotonix ® products can provide vital nutrients in a pleasant-tasting liquid form. 8. People who cannot swallow pills have no problem with Isotonix ® . 9. People with nausea or irritated stomachs. People suffering from ulcers, upset stomachs, nausea, flu, or fever who don't want solid foods could benefit. 10. People with hangovers. A number of people have reported a reduction or elimination of hangover symptoms by taking some Isotonix ® products. 11. People with colon problems. Some people with colon problems have experienced excruciating pain when undissolved vitamin pills become lodged in the large bowel. Because Isotonix ® is a liquid nutrient, this problem is completely eliminated. 12. People undergoing chemotherapy. It is estimated that 25%-40% of patients undergoing chemotherapy experience nausea upon eating solid food. Therefore many chemotherapy patients deprive themselves of nutrients by not eating. Isotonix ® addresses this problem by providing much needed (and rapidly absorbable) nutrients in a pleasant tasting liquid. 13. Lactating and Pregnant Women. Many women in this group become nauseated upon eating solids. Thus, a pleasant tasting liquid with 100% DV of many nutrients provides important health insurance. 14. Women suffering from pre-menstrual syndrome (PMS). A number of women have reported the reduction or elimination of PMS and related symptoms with the use of Isotonix ® products such as Calcium Plus and OPC-3 ™ . (Always seek advice from your physician before starting a supplemental regimen with any dietary (vitamin or herbal) supplements.) ISOTONIX ® OPC-3 ™ The History of Pycnogenols (or Proanthocyanidins) In 1535, French explorer Jacques Cartier was leading an expedition up the St. Lawrence River in Canada where he and his men were trapped by bad weather. Cartier and his crew tried to subsist on biscuits and salted meat, but lacking fresh fruit and vegetables, his crew fell victim to scurvy. Some 25 crewmembers died before friendly Quebec Indians rescued the sailors, including Cartier. Cartier observed that the group of Indians were the same he had seen 10 or 12 days before suffering from the same illness that affected his crew. Now they appeared healthy and alert. One of the Indians named Agaya informed Cartier that he was cured by the liquid and residue from the leaves of a pine tree. In less than a week Cartier's crew was cured as well. More than 400 years later, Jacques Masquelier read Cartier's diary and launched his own research. Eventually the doctor came upon the discovery of a whole new subclass of bioflavonoids called flavanes when he closely examined the pine bark. These flavane molecules are called Oligomeric Proanthocyanidins (OPCs). Dr. Masquelier laid the foundation for much research into OPCs. Market America offers you OPC-3 ™ , a powerful combination of grape seed extract, red wine extract and pine bark extract. OPC-3 ™ Free radicals are produced in the human body because of normal occurrences in our lives such as eating processed foods, breathing and exposure to toxins. For example, while sitting in the sunlight, a person can be exposed to ultraviolet B radiation, an ionizing radiation that damages skin cells by stripping electrons from atoms in small and large molecules. Atoms left with unbalanced (unpaired) electrons then become free radicals. OPC-3 ™ neutralizes these free radicals and stops internal destruction. The ingredients of OPC-3 ™ have been tested for decades at centers including the Pasteur Institute in Lyon, France and Cytotest Cell Research in Darmstadt, Germany. OPC-3 ™ has been found to be non-toxic, non-teratogenic, non-mutagenic, non-carcinogenic, and non-antigenic. OPCs Outstanding Safety Record OPCs have been used in Europe under medical supervision for over 30 years with no reports of adverse effects. Over one million people worldwide use these valuable bioflavonoids daily. OPCs have been tested for safety by conventional scientific methods at leading research centers worldwide, including the Pasteur Institute. The OPC-3 ™ Advantage OPC-3 ™ contains a combination of oligomeric proanthocyanidins (OPCs) from sources that include grape seed, red wine and pine bark extracts. The grape seed extract is the superior source of OPCs, containing 92% of active ingredients compared to pine bark's 84% of active OPC ingredients. The red wine extract contains flavonoids called leucocyanidins from the skin of red grapes. Leucocyanidins are bioflavonoids with powerful antioxidant properties crucial to their role in supporting the circulatory system. OPC-3 ™ also contains bilberry and citrus extracts, which are known to have effects of vision and histamine release, respectively. Together, this combination of OPCs is superior to any OPC product on the market in active ingredients and isotonic capability. This powerful formula will be delivered to your system the way nature intended it to be – in an isotonic solution that maximizes absorption. OPC-3 ™ has a pleasant natural grape flavor, is a vegetarian product, and mixes instantly when added to water. This product should be taken on an empty stomach for the fastest, most effective delivery of the active ingredient. Percentages established by D. Marie-Claude Dumon, University of Bordeaux, France. How OPC-3 ™ Works Our bodies are made up of molecules held together by electromagnetic forces. These chemical bonds are created with paired electrons. Free radicals are unstable molecules that have lost an electron and are unbalanced. Free radicals seek to replace the lost electron by randomly attacking nearby molecules and extracting desired electrons. One free radical can damage a million or more molecules in a chain reaction referred to as radical propagation, which leads to oxidative stress. Uncontrolled oxidation is very destructive. It is analogous to effects we see in our environment, such as the rusting of metal, the rotting of meat, the browning of apples or the hardening of old rubber. Oxidation in our body by free radicals is thought to be responsible for premature aging, wrinkling of skin, hardening of arteries, stiffening of joints, formation of cataracts, the initiation of cancer and much more. We are constantly exposed to free radicals via such processes as antimicrobial activity by white blood cells and the absorption of chemical additives in our foods. Our ability to fight free radical damage effectively is compromised by our inadequate nutritional choices or diets that contain limited amounts of antioxidants. Antioxidant supplementation is necessary if we are unable to reduce our exposure to free radicals, but wish to counter their effect. OPCs should be taken in conjunction with foods or dietary supplements rich in vitamin C, vitamin E, beta-carotene, and selenium. Things to Know About OPC-3 ™ What is OPC-3 ™ ? OPC-3 ™ is a natural food supplement that is made up of a combination of three very powerful bioflavonoids known as oligomeric proanthocyanidins, referred to as OPC. They are: grape seed extract, red wine extract and pine bark extract. These are natural plant products, often referred to as bioflavonoids, and can also be found in cranberries, peanuts and citrus peels. They have been shown to have powerful free radical scavenging activity. What are Bioflavonoids? Bioflavonoids are a group of low molecular weight plant substances with recognized antioxidant properties and with the ability to inhibit the activity of certain enzymes that cause inflammation in the body. Bioflavonoids are complex organic plant compounds found mostly in fruits and vegetables. They function as a co-factor or helper to the body's immune response to inflammation, allergy and infection. Are oligomeric proanthocyanidins toxic? Not at all. They are non-toxic, non-mutagenic, non-carcinogenic, and non-teratogenic (i.e., do not cause birth defects). Why should I be afraid of free radicals? Free radicals cause oxidative damage to cells and tissues. Damage caused by free radicals contributes to premature aging, the development of stiff joints and wrinkled skin. Free radical damage also plays a part in the degenerative diseases we associate with aging, such as arthritis, circulatory disorders, diabetes, liver cirrhosis, heart disease, arteriosclerosis, and others. What does OPC-3 ™ do? It delivers a powerful combination of natural free radical scavengers. OPCs can help to regenerate vitamin C and vitamin E to full antioxidant activity. OPC-3 ™ inhibits enzymes that cause inflammation. It reduces histamine production, thereby helping the lining of arteries resist attack by mutagens that can cause cardiovascular disease. It restores capillary integrity and improves circulation, making it a little easier for each cell to get the food it needs. For women, it has been known to help correct abnormal menstrual bleeding and cramps. The Food and Drug Administration has not evaluated these statements. This product is not intended to diagnose, treat, cure, or prevent any disease. What makes OPC-3 ™ different from other pycnogenol products? OPC-3 ™ offers three rich sources of OPC that are rated highest in total polyphenol content in a range of four to 92%. It is totally bioavailable, water-soluble and delivered the way nature intended it to be, in an isotonic solution. This product is in position to be absorbed within five minutes. This combination of OPCs makes OPC-3 ™ the most powerful, natural free radical scavenger, anti-aging and antioxidant product yet manufactured. Is OPC-3 ™ safe? Absolutely! OPC products have been used for over twenty years throughout Europe. Extensive clinical studies and laboratory research have revealed no evidence of human toxicity, allergic reactions, birth defects or carcinogenesis. How long do OPCs remain in the body? Approximately three days. OPCs circulate through body fluids and are bound to the collagen for about 72 hours before they are gradually eliminated through urine and perspiration. Why should everyone take OPC-3 ™ ? Free radical damage or oxidative stress is real. Everyone is subject to it. Free radicals have been linked directly to premature aging, arthritis, circulatory disorders, diabetes, liver cirrhosis, heart disease, arteriosclerosis and more. If you don't have adequate protection from free radicals, you could very likely age faster, and experience health problems you could have avoided. OPC is the most powerful natural free radical neutralizer and antioxidant discovered, and you get the best of all OPCs in OPC-3 ™ . This product should be taken for life. Where does the grape seed extract in the OPC-3 ™ come from? Grape seed extract comes from two companies in the USA and Europe. You can imagine that anywhere there are grapes there will be proanthocyanidin/bioflavonoid extraction facilities. Due to the proprietary nature of our business, the names of the companies cannot be given out; however, we have found them to be reputable and have found that they have significant qualify control procedures in place. The extraction process for grape seed OPCs is the same one used by the Pycnogenol producers, Horphag Ltd. The process involves isolating, drying and powdering grape seeds; extracting the proanthocyanidins using a combination of pressurized hot water, butanol and acetone as well as concentrating and drying the isolated compounds. The specific variety of grape is not know, but it is likely that a spectrum of red grape varieties is used for extraction. Remember that it is the extraction process that is selective for flavonoids and can be used on material from a variety of plant sources (pine bark, bilberries, citrus rinds). Is there an elemental analysis of OPC-3 ™ ? We do not have an elemental analysis on OPC-3 ™ , although the individual extracts are checked for the presence of heavy metals on a lot-to-lot basis. OPC-3 ™ is not a significant source of minerals, but rather a complex mixture of literally scores of polyphenolic compounds. Is there alcohol or sulfite in OPC-3 ™ from the Red Wine Extract? The red wine extract that is used in Isotonix ® OPC-3 ™ is a completely non-alcoholic product. The extract is made from the skin of grapes used to make red wine, but the crushed grapes are not allowed to undergo fermentation. Therefore, ethyl alcohol is never formed and does not have to be removed. "Red wine" extract is an inaccurate use of words. Also, alcohol evaporates on exposure to air. Since OPC-3 ™ is a dried product, by definition it cannot contain alcohol. Sulfites are usually added as a preservative for finished wine. Sulfite is not added to the initial grape crush or at any stage of the extraction process. Are chemicals used in processing OPC-3 ™ ? Water, butanol, and acetone are used in the extraction process. They are completely evaporated during processing. Does OPC-3 ™ contain beta-carotene? No. Does OPC-3 ™ contain caffeine? It does not, but it may contain caffeic acid, which is a low molecular weight phenolic compound. Caffeic acid is isolated along with other polyphenolic compounds and flavonoids including proanthocyanidins. Caffeine is not an antioxidant (it does not transfer electrons or hydrogens to electron-hungry free radicals), but caffeic acid does have documented antioxidant properties. Coffee (fruit seeds) and tea (Camellia sinensis leaves) are likely to contain both caffeine and caffeic acid. Can OPC-3 ™ be taken with steroids? You should take one or the other. Your physician needs to make a thorough assessment of steroids (e.g. prednisone) before you mix two products and confound the results. If you have been taking steroids, give yourself four to six weeks before taking the OPC-3 ™ . Our experience is that there is no adverse interaction. What kind of side effects, if any, can we expect during the first weeks of using OPC-3 ™ ? Reported complaints – especially with saturation dosing – include headache, gastric discomfort, generalized itching, ankle swelling, facial flushing, and occasional dizziness. These are usually mild, self-limiting and subside within a day or two. Remember, you can always lower the dose to make acclimation to the product easier. Can you take OPC-3 ™ or any other of the Isotonix ® products in soda, juice, coffee, etc. rather than water? It is not recommended. In order to keep the products in an isotonic form and to achieve the maximum delivery time it needs to be taken on an empty stomach with two ounces of water per capful of powder. To mix the products with anything else slows down the delivery time. Also, the extent of absorption may be lessened. How to Take OPC-3 ™ Each capful of OPC-3 ™ contains 125 milligrams of bioflavonoids, of which five milligrams are oligomeric proanthocyanidins in an isotonic-capable base. That means that the OPC-3 ™ active ingredients will be delivered in the highest concentration to the small intestine, where most absorption of nutrients occurs. To start using OPC-3 ™ for its benefit as an antioxidant and free radical scavenger, take two level capfuls for every 150 pounds of body weight for the first seven days. This is referred to as the saturation dosage. Then, switch to a daily dosage of one capful per 150 pounds of body weight, as a maintenance dose. For example, if you weigh 190 pounds, you would take three servings of OPC-3 ™ per day for seven days, and then switch to two servings per day for long-term health maintenance. Any excess OPC-3 ™ will not be harmful since OPC-3 ™ is non-toxic. OPC-3 ™ Ingredients Grape Seed Extract 25 mg Red Wine Extract 25 mg Pine Bark Extract 25 mg Bilberry Extract 25 mg Derived from leaves and berry like fruit of a common European shrub closely related to the blueberry. Scientific studies confirm a positive effect on vision. Bilberry may prevent acute glaucoma attacks or play a role in the treatment of chronic glaucoma. It may also play a role in relieving menstrual problems; studies have found it helps to relax smooth muscles like those found in the uterine wall. Bilberry is non-toxic. Citrus Extract (Bioflavonoids) 25 mg Bioflavonoids are found in certain plants to act as light filters protecting the delicate DNA chains and other important macromolecules by absorbing ultraviolet radiation. They have been found to suppress the tumor-causing aromatase enzyme activity in human cells, which suggests they may contribute to the reduction of estrogen-dependent diseases such as breast cancer. Flavonoids also brought about a marked inhibition of liver damage caused by another toxin, carbon tetrachloride. PROANTHOCYANIDINS (vitis vinifera) METHOD OF PREPARATION 1. Transfer the entire GRAPE SEEDS to a stainless steel percolator and extract with acetone at room temperature. 2. Repeat the extraction procedure, under the same conditions, until exhaustion of the crude herb/biomass. 3. Partially concentrate the percolates obtained under vacuum, at temperatures ranging from 20 – 50 degrees centigrade, until solvent elimination. 4. Filter the concentrate through a 0.45-micron filter. 5. Extract the filtered concentrate with butanol, until exhaustion. 6. Concentrate the purified extract obtained under vacuum, at a temperature not higher than 45 degrees centigrade, adding de-mineralized water and alcohol until no more butanol is present. 7. Atomize the aqueous solution obtained in order to dry the flavonoids. 8. Mix the product and sieve it. 9. Take a sample of the final product and send it to Quality Control for analysis. NOTE: The ratio of starting material (e.g., grape seed) to finished product (e.g., OPCs) is about 100 kg grape seed to 1 kg extract. ISOTONIX ® ISOCHROME ™ About Isochrome ™ Isochrome ™ formula is a unique combination of vitally important compounds including minerals, vitamins, amino acids, Co-enzyme Q10 and enzymes. Isochrome ™ features the significant nutrient Co-enzyme Q10 to help enhance the body's energy production. Market America is dedicated to the development of nutritional products to assist in fitness and weight management. Optimizing levels of essential nutrients, especially those involved in energy metabolism, can have profound effects on fitness and health. We believe that one product in particular, ISOCHROME ™ , has great potential in this regard. Together with exercise and reduced caloric intake, Isochrome ™ , represents the "missing link" in the weight loss puzzle. If you are overweight, you are probably aware that lack of energy is a major problem. Fatigue, after eating is commonly reported, as well as energy and mood swings throughout the day. Perhaps you've been told to exercise as part of your weight-loss program. While that's good advice, you may have found that exercise made you feel exhausted and hungry. If all this sounds familiar, you're not alone. We believe that Isochrome ™ can help change that. Isochrome ™ is a unique combination of vitally important compounds that provides nutrients that can enhance the effectiveness of most weight-loss programs. Included in Isochrome ™ are ingredients that are considered to be key nutrients in the body's production of energy. The remaining nutrients are "assistants" that optimize the overall effectiveness of the formula. Each ingredient is a carefully tested nutritional substance, with abundant scientific studies to document safety and effectiveness. is a Weight management, energy, and psychological stability play an important role in our daily existence. Isochrome ™ unique combination of minerals, vitamins and enzymes that addresses these important areas. CHROMIUM PICOLINATE This essential trace mineral, which is deficient in nine out of ten American diets, promotes efficient function of the insulin hormone. Good insulin activity is important for hunger control, for stimulating metabolism, and for building and retaining muscle and vital organ tissue. The ability of chromium picolinate to retain muscle is important to dieters, since up to 30% of the weight lost on most diets is muscle tissue. Loss of muscle reduces metabolic rate and thus promotes weight rebound – the "yo-yo" diet syndrome. Chromium picolinate helps to keep the muscle and maintain or increase your metabolic rate while losing the fat. CHROMIUM ARGINATE Chromium arginate is a form of chromium bonded with the essential amino acid Arginine. Like chromium picolinate, it can help with insulin activity as well as protein, fat and carbohydrate metabolism. Chromium arginate is included in Isochrome ™ because recent scientific reports and abstracts published in scientific and medical journals prove that it may be even more effective than chromium picolinate in fat metabolism. Just as calcium and fish oil made headlines in the 1980's many nutritionists believe chromium arginate is the supplement of the new millennium. Important Roles of Chromium Picolinate and Chromium Arginate 1. Chromium helps protect cardiovascular health by prompting insulin sensitivity and/or reducing insulin secretion. 2. Chromium helps to lower elevated cholesterol levels. 3. Chromium helps to control blood sugar levels in mature onset diabetes. 4. Chromium helps preserve lean muscle mass; promotes the burning of excess fat. 5. Chromium helps control sugar cravings and influences appetite control. L-Carnitine L-carnitine is an amino acid that supports fat metabolism in the heart, organs, and tissue, and helps promote energy and stamina. L-carnitine is required by your body to burn fatty acids for fuel and is vital to fat metabolism. The primary function of L-carnitine is to transport fats into your cell's powerhouses called mitochondria, for conversion to energy. The business of living a full, active life requires energy. But muscle weakness and fatigue can leave you feeling listless and run down. Combat fatigue and promote energy and stamina with L-carnitine. L-carnitine is most useful for dieters, seniors, vegetarians, diabetics, athletes, and individuals that are suffering from chronic fatigue and muscle weakness. Important Roles of L-Carnitine 1. L-carnitine plays an essential role in the transport of long chain fatty acids into the mitochondria of the cell, which results in additional energy. 2. L-carnitine is an amino acid that helps preserve lean muscle mass. 3. L-carnitine is a cofactor or helper to chromium in the utilization and absorption of chromium into the body. Co-enzyme Q10 Co-enzyme Q10 is an essential nutrient that supplies the biochemical "spark" that creates cellular energy. Extensive clinical studies and basic science have documented the CoQ10 is an integral part of the mitochondria, the sub cellular components (organelles) that are responsible for generating about 95% of the total energy required by the human body. Organs such as the heart, liver, kidneys, spleen and pancreas, which require vast amounts of energy, should contain high levels of CoQ10. In fact, university studies verify that if levels of CoQ10 decline to a 25% deficiency, these organs cannot meet their energy requirements and major health problems can result. Hundreds of scientific and clinical studies worldwide have shown CoQ10: - Nutritionally supports heart health - Supports the body's immune system function - Energizes your body's cells to enhance stamina and endurance - Promotes healthy gum tissue Important Roles of Co-enzyme Q10 1. Coenzyme Q10 is an important nutrient that supplies the biochemical spark that creates cellular energy. 2. Coenzyme Q10 is an integral part of the mitochondria (the cell powerhouse) responsible for generating about 95% of the total energy required by the human body. 3. Coenzyme Q10 improves respiratory energy production in heart cells. 5. Coenzyme Q10 helps correct many diseases associated with the aging process. 4. Coenzyme Q10 is effective in normalizing blood pressure. 6. Coenzyme Q10 is essential to cell energy production and the production of body heat (thermogenesis). This is a direct result from the stimulation of a special body-heat generating tissue called brown adipose tissue (BAT). Thus, Coenzyme Q10 helps promote effective weight loss. 8. Coenzyme Q10 helps promote the immune system's ability to clear invading organisms from the blood. 7. Coenzyme Q10 helps increase exercise performance and promotes an improved resting heart function. Special Note: Coenzyme Q10 is a significant nutrient. United States clinical trials are now under way at the Phase 2 level of the FDA approval process. Coenzyme Q10 cannot be prescribed for medical treatment but can be shared as a food supplement in which millions can enjoy the benefits of such a gift. Coenzyme Q10 has passed the toxicity studies required by the FDA for clinical trials, and no researcher has found any significant side effect of Coenzyme Q10 at this time at any dosage or length of time. Lipase – A Digestive Enzyme The action of enzymes, much like electricity, cannot be visibly seen under most circumstances. Enzymes are the driving forces behind virtually all life processes. Digestion, in particular, relies upon specific enzymes secreted by cells in the digestive tract and pancreas to release valuable nutrients from your food. Lipase digests fat and plays a key role in breaking down food so that it can be absorbed from the intestinal tract and used by the body for energy. Important Roles of Lipase 1. Lipase is an enzyme that plays a key role in digesting fat, so that it can be absorbed from the intestinal tract and used by the body for energy. 2. In Isochrome ™ , lipase is present to help the fat-soluble (and water-soluble) Co-enzyme Q10 disperse more evenly in the Isochrome ™ solution. Important Roles of Boron 1. Boron is a mineral that has no daily recommended allowance because little is known about the nutritional requirements for boron in humans. There are indications that boron enhances the effect of vitamins that are deficient in the body; it affects some aspect of vitamin D3 metabolism or is synergistic with vitamin D3 in influencing growth, and current research findings show that dietary boron modifies the regulatory function. 2. Large amounts of boron are well tolerated in the body while signs of deficiency include depressed growth and a reduction in some blood indices, particularly steroid hormone concentration. Important Roles of Potassium 1. Potassium is a mineral that maintains fluid balance in our body. 2. Potassium stimulates nerve transmission, muscle relaxation and insulin release. 3. Potassium is a mineral that promotes glycogen and protein synthesis. 4. Potassium promotes proper heartbeat. Important Roles of B2 (Riboflavin) 1. Vitamin B2 promotes glycogen synthesis and supports energy production. 2. Vitamin B2 helps the breakdown of fats while functioning as a cofactor or helper in activating B6 and folic acid. Important Roles of B6 (Pyridoxine) 1. Vitamin B6 helps to promote protein metabolism. 3. Vitamin B6 aids in the synthesis of brain chemicals, niacin, antibodies, red blood cells, DNA and elastin. 2. Vitamin B6 helps breakdown glycogen and converts linoleic to arachidonic acid. Note: There is an extreme variation in the amount of biologically active enzymes in the assortment of products on the market. Market America's Isochrome ™ contains only individually assayed batches of Lipase for their finished products, thus assuring potency as stated on the label. ISOCHROME ™ (one capful provides) ISOTONIX ® CO-ENZYME Q10 with VITAMIN E A valuable supplement found in spinach, broccoli, nuts, meats and fish, Co-enzyme Q10 (CoQ10) is a fat-soluble nutrient that has a multitude of therapeutic benefits. At the cellular level, it serves to revitalize and energize the body's cells and immune system and contributes to increased stamina and endurance by fueling the body's energy production (adenosine triphosphate, ATP) cycle. CoQ10 is beneficial to the body's cardio-vascular system, helping to protect and strengthen the heart, normalize high blood pressure without side effects in addition to enhancing mental alertness and brain activity for those with hypertension. The supplement has also been shown to bolster natural weight loss by speeding the body's metabolism of fat and it can even serve to control, and sometimes reverse, periodontal disease. Your heart beats about 100 thousand times per day and about 36 million times each year. The energy that powers your heart begins at the cellular level and is initiated by the vital nutrient Co-enzyme Q10. A Co-enzyme is a substance that is necessary to or supports the action of an enzyme. Co-enzyme Q10, also known as ubiquinone, is a fat-soluble nutrient. It has a similar structure to vitamin K and is found in each of the 50 – 75 trillion cells throughout the human body, particularly in the heart, lungs, liver, kidneys, spleen, pancreas and adrenal glands. Individuals over the age of 35 begin to decline in their ability to synthesize Co-enzyme Q10; that is to produce Coenzyme Q10 from other chemical elements in the body. In addition to aging and poor eating habits, stress and infections also affect our ability to provide adequate amounts of Co-enzyme Q10. The challenge for most individuals in obtaining Co-enzyme Q10 on a daily basis is ones ability to choose the right foods containing this vital nutrient as well as ingesting the other nutrients necessary for your body to manufacture it. It is the combination of both processes that provide our bodies the right amount of Co-enzyme Q10 for optimal health. CoQ10 is a powerful antioxidant on its own and in combination with vitamin E. The challenge for most individuals is to include CoQ10 (as well as other nutrients necessary for the body to manufacture it) in their daily diet. As we age, it becomes harder for our bodies to synthesize CoQ10 and stress and poor eating habits contribute to this problem as well. What is Co-enzyme Q10? Co-enzyme Q10 is actually a two-part compound that is composed of (1) a long, fat-soluble isoprenoid tail that anchors the molecule in the inner membrane of the mitochondria and (2) a quinone that is capable of accepting and transferring electrons through a portion of the respiratory chain. A Co-enzyme is a non-protein substance that helps enzymes carry out their metabolic function and is not consumed in the reaction. The "Q" stands for quinone and the " 10 " stands for the number of isoprenoid units in the tail portion of the molecule. Mammals generally have 10 isoprenoid units in the tail portion, but other non-mammalian species may have fewer units. Co-enzyme Q10 is a critical biochemical link in the production of energy in the cell. Co-enzyme Q10 is found in the cell membranes of all cells in our body, particularly in the inner mitochondria membranes, and it is especially concentrated in highly active organs such as the heart, lungs, kidneys, spleen, and adrenal glands. The mitochondria produce large amounts of adenosine troposphere (ATP), which helps cells perform. Since the manufacture of adenosine triphosphate (ATP) in the mitochondria is known to generate many harmful oxygen radicals, Co-enzyme Q10 serves an antioxidant function in that location by neutralizing radicals. A key enzyme also requires Co-enzyme Q10 in the Kreb's cycle (Citric Acid Cycle), which converts both carbohydrates and fat into usable energy for the cell. Besides these functions within all cells, Co-enzyme Q10 also works with vitamin E outside of the cell when both compounds are dissolved in circulating low-density, lipoprotein (LDL) particles carrying cholesterol. These two fatsoluble antioxidants help to prevent the cholesterol from oxidizing. Oxidized cholesterol is highly toxic to the endothelial cells and the smooth muscle cells that comprise the blood vessels. Oxidized cholesterol can contribute significantly to arterial plaque formation and atherosclerosis. What is the Source of Co-enzyme Q10? While our livers produce small amounts of Co-enzyme Q10 and this small amount is distributed to the rest of the body, we get most of these compounds from foods such as organ meats, muscle meats, fish, peanuts, spinach, soy and nuts. In the past it was difficult and very expensive to isolate sufficient amounts of Co-enzyme Q10 from these food sources for the purpose of dietary supplementation. However, a Japanese company succeeded in synthesizing Co-enzyme Q10 in 1977, thus making an important nutrient available to the world. While there is substantial debate about the nature and definition of Co-enzyme Q10 deficiency and its manifestations, it is well documented that individuals with congestive heart failure, cardiomyopathy, angina pectoris, and chronic gum disease or those who are obese have significantly lower tissue concentrations of Co-enzyme Q10. Other people at risk of Co-enzyme Q10 deficiency include cancer patients receiving the anti-cancer drug Adriamycin that can damage the heart and people taking cholesterol-lowering drugs of the HMG-Co-enzyme A reductase class. It has also been demonstrated that Co-enzyme Q10 concentrations in various tissues begin to decline as we age. The History of Co-enzyme Q10 (Ubiquinone) 1956 Dr. Frederick Crane isolates this orange colored compound from beef heart at the University of Wisconsin 1958 Karl Folkers identifies the molecular structure of Co-enzyme Q10 1961 Dr. Peter Mitchell at the University of Edinburgh in Scotland figures out how Co-enzyme Q10 produces energy at the cellular level. 1972 Dr. Karl Folkers at the University of Texas begins using Co-enzyme Q10 to promote a healthy heart and cardiovascular system 1974 Nisshin, a Japanese company, finds a way to synthesize and mass-produce Co-enzyme Q10 1978 Dr. Peter Mitchell wins the Nobel prize in chemistry for his Co-enzyme Q10 discovery 1981 Dr. Peter Langsjoen conducts the first study of Co-enzyme Q10 and cardiomyopathy at the Institute of Biochemical Research at the University of Texas. 1982 6 million Japanese take Co-enzyme Q10 daily 1995 10 million Japanese take Co-enzyme Q10 daily 1999 US Co-enzyme Q10 sales begin to climb Why Don't More Doctors Use Co-enzyme Q10? According to Dr. Peter Langsjoen, the answer is found in the field of politics and marketing – not in the fields of science and medicine. Co-enzyme Q10 is safe and has not produced any toxic side effects when ingested by humans or animal. It is listed in the 42 nd edition of the Physicians Desk Reference as replacement therapy for a nutrient, and no adverse reactions are listed. The amount of Co-enzyme Q10 in the body has a direct effect on the body's ability to produce energy. Dr. Karl Folker hypothesized that when Co-enzyme Q10 levels dropped below 75% (resulting in a 25% deficiency) the body would open the door to illness and disease states. He further stated that when Co-enzyme Q10 levels dropped below 25% (resulting in a 75% deficiency), death would occur. What is a Safe and Effective Dose of Supplemental Co-enzyme Q10? Co-enzyme Q10 has been used in maintenance doses of 30 to 60 mg while therapeutic doses have gone to 100 mg or more. The recommended daily dosage for health maintenance is 30 mg; however, non-toxic effects have been reported for daily dosages as high as 300 mg. Co-enzyme Q10 can be taken with a meal containing some fat or, even better, in combination with soya or vegetable oil which enhances its absorption substantially. Co-enzyme Q10 supplements are readily absorbed by the body. The safety of Co-enzyme Q10 however, has not been established in pregnancy and lactation, so caution is advised in that area until more data becomes available. The circulating levels of Co-enzyme Q10 take about 60-90 days to reach steady state, depending on the dose taken. Granular Co-enzyme Q10, as used in Isotonix ® , is about equal to the oil-based form in terms of uptake from the small intestine and distribution throughout the body. Co-enzyme Q10 (one capful provides) %DV * %DV not established ISOTONIX ® MULTITECH ™ MULTITECH ™ (Multi Vitamin/Mineral Formula) "If a drop of prevention is worth a gallon of longevity, then preventative medicine, such as vitamins and minerals, are worth their weight in gold." said Dr. Linus Pauling in 1976. That was good advice then and as we look to the future, vitamins and minerals will play an ever-increasing vital role to the well being of every individual. What Are Vitamins? A vitamin may be broadly defined as a substance that is essential for the maintenance of normal metabolic function, but which is not produced in the body and therefore must be consumed from sources outside the body. They are necessary components in the process of converting food to energy and in the growth and repair of body tissues. The reduction of vitamin levels over extended periods can result in vitamin deficiency. These shortages may lead to symptoms, which can include loss of appetite, loss of body weight, increased irritability and sleeplessness or constant drowsiness. Deficiencies of this nature can be easily reversed by adequate vitamin intake. How many of us sit down at home to three complete and balanced meals a day? Very few! Fast-food restaurants, food fads, weight-loss diets and ever-increasing use of unfortified convenience foods have heavily influenced today's eating habits. Modern processing and preparation techniques often rob foods of vitamin content, as can growth, harvest and storage conditions. We often come up short. It is up to us to make up the difference with supplements. Life cannot be sustained without all the essential vitamins. How Important Are Minerals? As important as vitamins are, they are useless without minerals. Minerals provide a vital role in nutrition. Virtually no nutritional benefit from the various vitamins would be possible without the assistance of one or more key minerals. There are a number of vital roles that minerals play in the body. In addition to their assistance in the metabolic process, minerals aid in the regulation of water and the electrolyte balance. Minerals are also pivotal in providing a sound skeleton and regulating the functions of our muscles and nerves. Minerals are absolutely essential for good health to sustain life. RE: Children's Vitamins The United States Percentage of Daily Values (%DV) has two categories, one for children age two to four years and the second for adults and children four years of age and older. Children age two to four years, because of lower body weights and different metabolic rates, have a set of %DV's all their own. Isotonix ® products fill the bill for many parents but the child's dosage should be 50% of the adult dosage. Parents should measure a ½ capful of the powder with only (1) one ounce of water. This would ensure that the solution is still "Isotonic" and still within the guidelines for kids age two to four. Below are the percentage of Daily Values for both children two to four years and adults and children four years and older. In regards to the OPC-3 ™ product, it should be noted that the FDA has not established percentage of daily values for any of the ingredients in the OPC-3 ™ product, even though all the ingredients are approved ingredients. All Isotonix ® products are non-toxic and USP or NF grade or better. The FDA lists the USP (United States Pharmacopoeia) and the NF (National Formulary) of official compendiums of approved ingredients in the Food Chemical Codex (FCC). Percentage of Daily Values (%DV) for Children Ages Two to Four and Adults and Children Over Four Years Ingredients for Isotonix ® MultiTech ™ Formula (Multivitamin) ** %DV not established. In a base of Fructose, Glucose, Citric Acid, Maltodextrin, Silica, Fruit Pectins, Natural Lemon-Lime Flavor. Might-a-Mins™ Children's Multivitamins Might-a-Mins™ are naturally great tasting Isotonix® Might-A-Mins™ uses fructose and glucose, both naturally occurring sugars, blended with a delicious, natural Mandarin orange flavor. Its powdered form is fun, fast and easy to prepare. Might-a-Mins ™ have no artificial ingredients Isotonix® Might-A-Mins™ contains no artificial sweeteners like saccharin or aspartame. Like all Isotonix® products, Might-A-Mins™ has no artificial colors or artificial preservatives. Phytonutrients Most parents would agree that kids today don't always eat properly. Isotonix® Might-A-Mins™ Children's Multivitamin formula with Phytonutrients is the perfect way to fill the nutritional "gap" that today's lifestyles can create in our children. Market America's Might-A-Mins™ Children's Multivitamins formula provides the recommended daily allowances of most vitamins and minerals needed by children. In addition to 12 essential vitamins and 10 vital minerals, we have added Phytonutrients (natural plant extracts) from a proprietary blend of fruits and vegetables. We have also added a special blend of Probiotics (good bacteria essential for proper digestion) to help replenish the good bacteria that can be flushed out with processed foods, antibiotics and elements like chlorine in water. The goal is to develop and maintain a natural balance in your child's digestive system, and probiotics do just that. Might-A-Mins™ has also taken extra care in selecting the proper nutritional ingredients. For example, the Betacarotene (a Vitamin A precursor) contains other naturally occurring carotenoids that include a healthy dose of lutein and zeaxonthin, both proven to support sound vision and healthy eyes. Its Vitamin E is from d-Alpha Tocopheryl Succinate, a naturally occurring source shown to be the very best source of Vitamin E when working in coordination with support nutrients. What are Phytonutrients? Why are they important? Recent discoveries in nutrition have changed our thoughts about what we eat and how we eat it. We now know that what one eats plays a significant part in the level of our health and well-being. One important discovery has indicated that plant-based foods contain a wide variety of important compounds in addition to vitamins and minerals that have the potential to enhance human health.* While these natural plant extracts, or phytonutrients, are not considered essential for the body, they do play a vital role in helping the body help itself. Phytonutrients have been found to reduce oxidation, counteract environmental pollutants, and delay the onset of some heart problems and other adverse health conditions. They have even been shown to naturally help boost the immune system.* Along with a carefully selected number of standard vitamins and minerals, Isotonix® Might-A-Mins™ also feature an proprietary blend of phytonutrients including extracts from apples, broccoli, carrots, cranberries, grapes, kiwi fruit, lemons, limes, oranges, peaches, pineapples, raspberries, spinach, strawberries and tomatoes. The Probiotic Advantage If your child has ever had an infection, you already know about the word "biotics." Antibiotics are among the most prescribed drugs for children. In most cases, the invading bacteria causing the sickness are killed by the antibiotics and the child returns to a healthful state. In doing so, however, you not only kill the bad bacteria, but you also kill off many of the "good" bacteria necessary for proper digestion and for breaking down foods into the nutrients our bodies require. An important problem with today's diets falls within our "preprepared" food environment. As foods are processed and stored, they are stripped of vital nutrients and enzymes. Then, after you get it home, many of the remaining natural enzymes (or "good" bacteria) are simply cooked, heated and washed away. This leaves our bodies with the chore of trying to digest and extract nutrients from foods largely without the help of the food's own naturally occurring enzymes. Research shows that if a person – including a child – takes antibiotics, many bacteria, good and bad, are wiped out, adversely altering the natural "flora" balance of the digestive tract. This can result in diarrhea, a very common side effect of antibiotics. Lactobacillus sporogenes, found in Isotonix® Might-A-Mins™ Children's MultiVitamins, is one of the most thoroughly studied probiotics. They help your body re-colonize the intestinal tract with naturally occurring "good" bacteria, resulting in better digestion, an ideal pH balance and ongoing colon health.* These statements have not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure or prevent any disease. ISOTONIX ® B12 SPECIAL FORMULA Vitamin B12 is essential for the normal functioning of all body cells, but especially those of the nervous system, bone marrow, and intestinal tract. Both folic acid and vitamin B12 are involved in the normal development and functioning of the red blood cells and they work in conjunction to construct the genetic material of the cells. Folic acid is also responsible for normal utilization of amino acids and proteins. Bad eating habits, digestive disorders, alcohol use and drug intake are all factors that may influence the availability of vitamin B12 and folic acid in the body. Deficiencies in these areas can lead to problems in the circulatory, nervous and digestive systems and can adversely affect fat, carbohydrate, and protein metabolism. Vegetarians are particularly subject to vitamin B12 deficiencies, because B12 does not occur in plants (with the exception of peanuts) in any appreciable amount. The normal requirements of these B-complex vitamins are small in comparison to some other members of the group, but they are very important. Isotonix ® B12 Special Formula gives our body the proper amount of vitamin B12, vitamin B2 (Riboflavin) and Folic acid. According to Robert M. Russell of the USRDA's Human Nutrition Center on Aging at Tufts University, Vitamin B12 is probably the single most important nutrient adversely affected by aging. Is It True That Vitamin B12 Should Not Be Taken With Certain Isotonix ® Products? Is There a Certain Time To Take the Vitamin? Isotonix ® Vitamin B12 Formula can be taken with any of the other Isotonix ® products. Vitamin B12 can be used by individuals who have normal mechanisms for absorbing B12 (cyanocobalamin) from the gut. Vitamin B12 is like no other vitamin when competing for uptake into the intestinal mucosal cells. First, dietary vitamin B12 is released from protein complexes in meats, eggs and to a lesser extent, from peanuts during digestion by the stomach. Vitamin B12 is solely a bacterial product that is incorporated into animal tissues or peanuts. As the stomach contents are being digested, a protein called Intrinsic Factor is also being secreted by parietal cells in the stomach. This is a key event, because it is this protein that eventually aids the uptake of vitamin B12. However, the acidic pH in the stomach prevents the intrinsic factor from binding chemically to vitamin B12. As the intrinsic factor travels along with the digested food into the small intestine, the pH becomes more alkaline as digestive juices are added from the pancreas and liver. Eventually optimal conditions are achieved where by intrinsic factor can bind to vitamin B12 and form a complex. This intrinsic factor -B12 complex migrates into the lower one-third of the small intestine. It is in this anatomical location that the complex can be absorbed into the cells lining the intestine. Note that vitamin B12, being a relatively large, charged molecule, cannot be absorbed effectively. Large amounts of vitamin B12, as found in the Isotonix ® formulation, might be able to force small amounts across the membranes. For the greater part, vitamin B12 must form this complex with intrinsic factor to stimulate its uptake by the small intestine. The complex in turn binds to receptors on epithelial cells lining the intestine. Receptors are specialized structures produced by cells that can capture specific molecules such as the intrinsic factor-B12 complex. Once B12 is transported into the cells, the intrinsic factor falls away from the cell back into the lumen (opening) of the intestine. Vitamin B12 makes its way across the intestinal cells to the blood vessels that supply the intestine and enters the circulation. There are then additional proteins in the blood that act like intrinsic factor and intercept vitamin B12, form complexes, and transport this vitamin to specific receptors on cells throughout the body. You can see that vitamin B12 absorption and its distribution through the body is highly regulated. Toxicity arising from overdoses of vitamin B12 is not known to occur. Only about five micrograms are required per day to maintain a proper balance in the body. The half-life of vitamin B12 in the human body has been estimated to be 800-1000 days, so you can see that this vitamin is highly conserved. The body conserves vitamin B12 by the intestine reabsorbing this vitamin when it is excreted in the bile. So even if the supply of vitamin B12 is limited, it takes a long time for a vitamin B12 deficiency to express itself. There are three disease states that can significantly curtail the product on intrinsic factor: 1. Stomach cancer 2. Removal of the stomach 3. Mutation in the Intrinsic Factor or the Intrinsic Factor-B12 receptor genes (i.e., genetic basis) People with any of these conditions cannot absorb appreciable amounts of vitamin B12 and must receive this critical vitamin by intramuscular injection. For normal individuals, Isotonix ® Vitamin B12 Formula can be taken on an empty stomach, but taking it on a partially full or full stomach to make use of the Intrinsic Factor mechanism will enhance its effectiveness. All of the other Isotonix ® products can be taken on an empty stomach. Dr. James L. Wilmer Director of Scientific Affairs Market America, Inc. Isotonix ® B12 Special Formula (one capful provides) In a base of Fructose, Glucose, Citric Acid, Maltodextrin, Silica, Calcium Sulfate, Fruit Pectins, Natural lemon-lime flavor. ISOTONIX ® CALCIUM PLUS FORMULA Calcium, the most abundant mineral in the body, constitutes 1.5% to 2% of total body weight. More than 99% of the calcium is found in the bones. In addition to its major function in building and maintaining bone and teeth, calcium is also important in the activity of many bodily enzymes. The contraction of muscles, release of neurotransmitters, regulation of heartbeat, and clotting of blood all depend on calcium. The current U.S. percentage of daily values for calcium is 1,000 mg for adults. There has been considerable concern that this recommendation may be inadequate to maintain bone integrity, especially during periods of growth, pregnancy, and lactation. Pre-adolescent growing children may need two to four times as much calcium as an adult. The current recommendation for adults is 1,200 mg of calcium per day. During pregnancy and lactation the recommendation is also 1,200 mg per day. Calcium deficiency in children may lead to rickets, resulting in bone deformities and growth retardation. In adults, calcium deficiency may cause osteomalacia or muscle spasms and leg cramps. Low calcium intake also contributes to high blood pressure and osteoporosis. Calcium and Osteoporosis Many physicians are recommending calcium supplements in an effort to prevent osteoporosis. Currently, osteoporosis affects over one-third of postmenopausal women in the country. Recent clinical data suggests that aging men are also susceptible to this health condition. Osteoporosis is a process in which bone is being 'reabsorbed' or destroyed at a faster rate than it is being formed. This results in loss of both bone minerals and the organic matrix. A decrease in height and a headache are generally the initial complaints. Ultimately, weight bearing bones, such as the vertebrae and hip, collapse and fracture. A steady level intake of calcium is not the only factor involved. Many things play a role in causing osteoporosis including smoking, lack of exercise, low levels of magnesium, zinc, vitamin B6, vitamin K, and vitamin B12, a high alcohol intake and altered vitamin D metabolism. Primary prevention of osteoporosis involves reducing or eliminating these major risk factors as well as supplementation with calcium Calcium supplementation is effective in decreasing the normal bone loss during aging and helping retard osteoporosis. Most physicians now recommend that their female patients take supplemental calcium to bring their daily intake up to 1,500 mg/day. Important Roles of Calcium 1. Calcium is a major building block of bones and teeth. Bones support the body and act as a storage form of calcium and other minerals like magnesium in maintaining a mineral balance in our bodies. 2. Calcium has a critical role in blood clotting. It acts as a bridge between clotting protein and membranes of platelets. 3. Calcium is a major ingredient in skeletal and smooth muscle contraction. 4. Calcium adjusts the electrical activity of nerve and muscle cells in our bodies and initiates the changes in sodium and potassium conductance. 5. Calcium contributes to the osmotic balance of the body. 6. Calcium may decrease the incidence of colon cancer. 7. Calcium helps control high blood pressure. Important Roles of Vitamin D3 in Conjunction With Calcium 1. The active form of vitamin D3 (1,25 dihydroxy D3) at the bone site increases active transport of calcium out of the osteoblasts into the extra-cellular fluid. 2. Vitamin D3 in the kidney promotes calcium and phosphate uptake by renal tubules. 3. Vitamin D3 promotes the absorption of dietary calcium and phosphate uptake by the intestinal epithelium and induces the production of several proteins involved in calcium absorption and storage. Important Roles of Magnesium 1. Magnesium is necessary for the metabolism of potassium and calcium in adults. 2. Magnesium is essential for the mobilization of calcium from the bone. 3. Magnesium is necessary for normal functioning of the muscle and nervous tissue. 4. Magnesium is a component of the mineralized part of the bone. 5. Magnesium is necessary for the synthesis of all proteins, nucleic acids, nucleotides, cyclic adenosine monophosphate, lipids and carbohydrates. 6. Magnesium inhibits the formation and growth of calcium oxalate stones in the kidney and bladder. 7. Magnesium helps indirectly in reversing the effects of oxidative stress and lipid peroxidation as involved with the aging process. Important Roles of Boron 1. Boron is a mineral that has no daily value percentage because little is known about the nutritional requirements for boron in humans. There are indications that boron potentates the effect of certain vitamins which are efficient in the body. Boron appears to affect some aspect of vitamin D3 metabolism or is synergistic with vitamin D3 in influencing growth. Research findings show that dietary boron modified the regulatory function of vitamin D3. 2. Large amounts of boron are well tolerated in the body while signs of deficiency include depressed growth and a reduction in some blood chemistry indices, particularly steroid hormone concentration. Calcium Intake Recommendations (National Institutes of health consensus statement for optimal calcium intake 1994) Maximum intake recommended = 2,000 mg/day The turnover of calcium in humans is 100% per year in infants, 10% per year in children, and 2-4% in adults. Isotonix ® Calcium Plus (two capfuls provide) %DV %Daily Value is based on a 2000-calorie diet. **%Daily Value is not established. ISOTONIX MINERAL BLAST ® Everyone Needs Minerals Many health authorities believe that most diseases begin with a nutritional deficiency, especially insufficient dietary intakes of essential minerals or trace elements. According to the 1992 Earth Summit Report and the U.S. Senate Document 264, mineral content in our North American farm and range soils is declining significantly. If fact, North American soils are as much as 85 percent deficient in mineral content. This means that edible plants are incorporating fewer minerals into their cells, and, as a consequence, we are getting inadequate amounts of minerals in our diets when we eat these plants. Essential and trace minerals support many enzymatic and cellular functions in all tissues and provide structural material for bone and teeth formation. They generate and maintain electrical conductance in our bodies through their activity in or around nerve cells. Trace minerals are an essential part of hormone structure and help regulate hormonal activities. Minerals are necessary for the utilization of vitamins. Isotonix Mineral Blast ® is an efficient mineral supplement that sustains the body by complementing our daily diets. What Are Colloidal Minerals? Colloidal minerals are extremely small, electrically charged mineral particles that are created through the action of plants. They are dispersed particles that are greater in diameter than those of true solutions and less than that of suspensions. Colloidal particles can be thought of as aggregates of hundreds to thousands of molecules, which are hydrophilic, do not settle out of water, and cannot be filtered by ordinary techniques. Minerals located in the soil are effectively chelated by fulvic acids (a specific fraction of humic acids) and absorbed into the plant's roots for eventual distribution throughout the entire plant. Geological processes have acted on large deposits of prehistoric plants and converted the plants to humic shale or clays. The humic shale/clays are mined, crushed, and extracted with pure water to isolate the colloidal mineral fraction. Mineral Blast ® is a plant-derived, colloidal minerals mix that contains 77 minerals and trace elements in one great product. Recent studies indicate that minerals delivered to your body in a colloidal state can maximize their subsequent use in cells. What Is The Source Of Colloidal Minerals? Mineral Blast's ® colloidal minerals are extracted from the richest deposits of humic shale/clay in North America. Plants growing in the Cretaceous period over 65 million years ago formed these huge deposits of humic shale/clay. These mineral-rich layers of organic matter formed by the plants apparently were buried by immense mud and rock flows. The tremendous weight of these sediments produced enormous pressure, which compressed most of the moisture out of the organic material. This process left large deposits of humic shale/clay rich in trace elements and minerals. Humic shale/clay is the earth's greatest storehouse of minerals in colloidal form, being the product of immense stretches of time, the great pressure exerted by thick sediments, and fulvic acids secreted by ancient microorganisms into the soil. The Mineral Blast ® Advantage The advantage of Mineral Blast's ® plant colloidal mineral complex over traditional metallic mineral supplements is in the small size of the electrically charged particles dispersed in an isotonic solution, which is known as a "sol". These particles are considered to be dispersed, but not dissolved as individual molecules, in water. They range in size from 0.001 to 0.005 microns, some 1,000-5,000 times smaller than a human red blood cell. When prepared in an isotonic solution, the colloidal particles move quickly from the stomach into the small intestine where they are taken up by endocytosis upon contact with the intestinal epithelium. Compared to other colloidal mineral products, Mineral Blast ® offers not only a higher concentration of essential and trace minerals per dose, but also contains only 21% sulfur and 79% other minerals. Other products contain 50 – 78% sulfur and only 22 – 50% other critical minerals. Mineral Blast ® offers a great value with its high quality ingredients, clean citrus taste, reasonable price, and convenience of preparation. Are Colloidal Minerals Safe? Mineral Blast ® colloidal minerals are non-toxic when taken at the recommended daily dose of 200 mg. In contrast, positively charged metallic minerals in solution can bind avidly to cell proteins and phospholipids as well as dietary fiber such as cellulose. Thus, the uptake of unchelated minerals by the intestinal epithelium is inefficient and limited, and minerals can reach high concentrations in the intestines or be excreted without interacting with intestinal epithelium. Colloidal minerals are engulfed by intestinal cells and slowly release the complex minerals into the bloodstream as the particles dissolve within the cells. Therefore, since the colloidal minerals are hydrophilic "waterloving", they do not undergo digestion as foods do. The trace minerals are then transported throughout the body for uptake by cells. They can be incorporated subsequently into active sites of proteins, used as co-factors in chemical reactions, or stored in various organelles. Excess minerals that are not used by the body can be readily excreted. More on Safety The recent increase in popularity of colloidal mineral products has produced an influx of questions about safety and efficacy of mineral colloids. Colloidal trace minerals extracted from humic shale/clay is the chief focus of this report. Grolier's Multimedia Encyclopedia (version 8.01) states that: "The Colloidal State lies somewhere between a solution and a suspension." Colloidal minerals from humic shale/clay are among the smallest crystalline particles known to exist and are neither a suspension nor a solution. This gives these colloids some special properties that larger size colloids do not exhibit. Colloids larger than 0.005 microns have difficulty moving through plant and animal membranes. These colloids are hydrophobic in nature, meaning they have an inherent resistance to interaction with water. Examples in nature include carbonates, sulfides, phosphates, framework silicates, aluminum and iron oxides, phyllosilicates and some clays. The statement "colloidal minerals are not bioavailable" is true when discussing hydrophobic minerals such as calcium carbonate, zinc oxide or magnesium phosphates that are poorly utilized. These require a chemical reaction caused by the body's enzymes and hydrochloric acid before they can be of any value to the body's cells. Since colloidal minerals extracted from humic shale are chelated by fulvic acids (which are naturally present in organic matter), the statement that "All colloids do not diffuse easily through plant or animal membranes" is not accurate. Although no conclusive scientific evidence exists regarding the absorption of colloids (as compared to other minerals), the conclusion that colloids cannot pass through membranes of vegetable and animal matter is based solely on studies and experiments done with chemical colloidal substances larger in particle size than naturally occurring mineral colloids. Plants take minerals from the earth in ionic and colloidal form via their root membranes. Studies conducted using colloidal trace minerals as a folial spray produced dramatic results in the health and growth rate of various plants. Since all minerals contained in cells of plants are in the colloidal form (not the molecular form) it can safely be assumed that colloids are indeed absorbed since they are in the right form, having particle sizes small enough to pass through the root or leaf of a plant. Humic shale/clay minerals have all passed through the root of a plant producing particle sizes much smaller than those used in any laboratory. Furthermore, since these minerals pass through the leaf and root of a plant with ease, why would they not also pass through the membranes of human tissues and cells with equal ease? Colloids extracted from humic are 0.005 microns in diameter with particles as small as 0.001 microns in diameter. This diversity in size gives the mineral colloids some fascinating properties. The smallest aggregates easily pass through the cell membranes of tissue they contact while others lend themselves to ionic reactions or reaction with enzymes in the digestive tract preparing them for secondary chelation in the bloodstream. The secondary process rechelates some minerals with orotic acids, which then targets the specific mineral to specific areas in the body and cells. All molecular minerals eventually form colloidal aggregates since all human cells contain minerals in their colloidal form. For instance, since colloids have more than one molecule per particle they lend themselves easily to these biochemical reactions. This ability to move directly into cells while also entering various biochemical reactions makes humic shale/clay colloids superior to other minerals. Again, most of this is possible due to the small particle size and hydrophilic nature of humic shale/clay minerals. Another half-truth presently being promulgated is that colloids, because they contain many molecules per particle, are always larger than other minerals that contain only one molecule. One example of this is a mineral chemically bound to an amino acid commonly called an aminoate. Proteins and all minerals chelated with protein are large molecules. Most colloidal mineral particles contain several groups of molecules that are smaller than most single protein molecules. Even an amino acid chelated tablet is liquefied and micronized with hydrochloric acid and enzymes before it is reduced to the molecular form. Try dissolving an amino acid chelated mineral tablet or powder in water if you doubt this. ISOTONIX ® VITAMIN C FORMULA Vitamin C has become the world's most popular vitamin. One reason is because of its vital role in fighting infections (strengthening the immune system). Other vital roles vitamin C plays in the body involve the strengthening of the blood vessels and gums. There are also direct links between vitamin C and the promotion of tissue repair, wound healing, building connective tissue and collagen, and helping us to absorb iron. Although this may sound like a lot, the importance of vitamin C does not stop there. Studies have indicated that vitamin C may be of special benefit to people with high blood pressure, smokers, diabetics, and elderly men. Vitamin C can also act as a powerful suppresser of carcinogen formation as well as act as a leading protector against cataract formation. As a water-soluble antioxidant, vitamin C prevents vitamin E from becoming oxidized, thus preventing the premature aging and degenerative disease processes that inflict so many people. Another important role of vitamin C is its anti-stress capabilities. Vitamin C plays a major role in the ability to handle mental and physical stress. The most convincing evidence suggesting our need for vitamin C supplementation is based on the fact that we, unlike animals, are incapable of producing vitamin C in our bodies. When studies were conducted on animals to see how much vitamin C they produced in relation to their body weight, it was determined that they produced roughly the equivalent of a human consuming 3,000-7,000 milligrams per day. Historically, vitamin C is well known for its role in the prevention of scurvy, a vitamin C deficiency disease characterized by degeneration of such body tissues as blood vessels, bones and cartilage. Most fresh fruits and vegetables contain vitamin C, and the use of them to treat scurvy led to the discovery of vitamin C as the anti-scurvy factor. Vitamin C participates in a wide variety of reactions that involve the skin, gums, bones, teeth, tendons, and muscles. Vitamin C's ability to take and give hydrogen may be significant to this purpose especially in the formation of collagen throughout the body. It is also needed for the formation of adrenal hormones and hemoglobin. Low intakes of vitamin C are common in the United States. The elderly and low-income groups are often at risk due to excessive reliance on such foods as bread and cereals that contain no vitamin C. Stress may also account for reduced vitamin C levels in many Americans. Smoking and some drugs may also impair the body's ability to absorb vitamin C. Since it is water-soluble, vitamin C is flushed from the body each day. Since we don't always eat foods containing an adequate amount of vitamin C, it often is beneficial to take a supplement. Important Roles of Vitamin C 1. Vitamin C protects against vascular disease and scurvy. 2. Vitamin C protects against infectious diseases such as the common cold and influenza. 3. Vitamin C protects against cardiovascular disease because: - Hypocholesterolemic agent. - Alters triglyceride metabolism. - Helps to strengthen arterial walls. - Prevents oxidation of low-density lipoproteins (LDLs). - Reduces blood pressure. 4. Vitamin C aids in wound healing. 5. Vitamin C provides anti-tumor activity in the body. 6. Vitamin C provides relief from skeletal pain in various disorders such as bone metastases (cancer), Paget's disease of bone and osteogenesis imperfecta. 7. Vitamin C inhibits the production of carcinogenic nitrosamines in the stomach. 8. Vitamin C protects against hypersensitivity to allergenic substances. 9. Vitamin C protects against periodontal disease. 10. Vitamin C promotes a vitamin-sparing effect on multiple vitamins such as thiamin, riboflavin, pantothenic acid, biotin, folic acid cyanocobalamin, retinaldehyde and alpha-tocopherol. 11. Vitamin C is especially effective in helping regenerate vitamin E after oxygen radicals have attacked it. 12. Vitamin C improves iron absorption from the small intestine. 13. Vitamin C is an effective antioxidant, scavenging oxygen radicals. 14. Vitamin C is a cofactor or helper in the metabolism of folic acid, some amino acids and hormones. 15. Vitamin C protects against cancers of the oral cavity, esophagus, stomach, colon and lung, based on epidemiological evidence. Important Roles of Potassium 1. Potassium is a mineral that keeps fluid balance. 2. Potassium stimulates nerve transmission, muscle relaxation, and insulin release. 3. Potassium is a mineral that promotes glycogen and protein synthesis. 4. Potassium is an electrolyte that promotes proper heartbeat. Isotonix® Vitamin C Formula (one capful provides) %DV In a base of Citric Acid, Fructose, Glucose, Fruit Pectin, Maltodextrin, Malic Acid, Natural orange flavor, Silica, Calcium Sulfate. ISOTONIX ® ANTIOXIDANT FORMULA Antioxidants When free radicals are generated throughout the body, unregulated by a lack of antioxidants to deplete them, their mission is to attack the vital and delicate cell structures, including the lipid contained in the cell membranes. It is these free radicals that are known to damage both the cell structures and the function of the cell membrane. Free radicals are very unstable fragments of molecules produced from quite ordinary substances like oxygen or the fats in our bodies' cells. Certain factors in everyday life cause an ever-increasing amount of these free radicals to exist. Such factors include the air we breathe, the water we drink, and the food we eat. Each one of these daily necessities contains harmful reactants that can and do cause detrimental and degenerative effects to the body, such as cancer. The list of degenerative diseases that have been linked to free radicals is a very long one, and it is growing longer as research progresses. Some of the more common diseases linked to free radicals include rheumatoid arthritis, emphysema, atherosclerosis, senile dementia, retinopathies, and cardiovascular abnormalities. Market America's Isotonix ® Antioxidant Formula contains a unique combination of these specific antioxidant vitamins: vitamin A (as natural betacarotene), vitamin C (pure ascorbic acid), and vitamin E. Vitamins A, C, and E are recognized as the foundation of any effective antioxidant formula. Several lines of evidence indicate that certain products of normal cellular metabolism called reactive oxygen intermediates (or oxygen free radicals) and reactive nitrogen intermediates (or nitric oxide) play an important role in tissue destruction with multiple sclerosis. One of the mechanisms by which these substances are thought to produce damaging effects is by starting a chain reaction in membrane fats that ultimately destroys tissues and contains lipids (or fats). Antioxidants are substances that reduce lipid peroxidation and the buildup of cell-damaging oxygen free radicals and nitric oxide. Examples of antioxidants include vitamins A, E & C, selenium, beta-carotene and Co-enzyme Q10. The severity of experimental allergic encephalomyelitis (EAE), an animal model of multiple sclerosis, appears to be reduced when animals are treated with antioxidants. This gave rise to the idea that antioxidants would prove to be a useful therapy in MS. Claims for therapeutic benefit from orally administered antioxidants have not been adequately tested in people with MS. The National MS Society is funding several research projects on the role of antioxidants in MS related tissue damage. Donald E. Foodkin, M.D., Director of the Mt. Zion MS Center, University of California, San Francisco. Isotonix ® Antioxidant Formula (one capful provides) In a base of Fructose, Glucose, Citric Acid, Potassium Bicarbonate, Maltodextrin, Silica, Calcium Sulfate, Fruit Pectin, Natural lemon-lime flavor, Riboflavin.	<urn:uuid:85b7f688-1cdf-405a-9c82-e18b2feb31f5>	CC-MAIN-2017-47	http://bltmarketing.com/pdfpptfiles/isotonix_information.pdf	2017-11-22T08:51:14Z	crawl-data/CC-MAIN-2017-47/segments/1510934806543.24/warc/CC-MAIN-20171122084446-20171122104446-00311.warc.gz	45,055,324	21,134	eng_Latn	eng_Latn	0.967245	eng_Latn	0.997257	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 2691, 6350, 11217, 13772, 17246, 19380, 22715, 24700, 28333, 30804, 33560, 36296, 39462, 42289, 44422, 48062, 51608, 54198, 58644, 61669, 62728, 64978, 66303, 66500, 70093, 71288, 75014, 76778, 80021, 82192, 82328, 85546, 89627, 92266, 95054, 970...	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Southern York County School District Instructional Plan Stage 1 – Desired Results PA Core Content & Practice Standards: Content Standards: Numbers & Operations in Base Ten These standards [x] Apply place value concepts to show understanding of multidigit whole numbers CC.2.1.4.B.1 describe what able to know and [x] Use place value & properties of operations to perform multidigit arithmetic CC.2.1.4.B.2 Geometry students should be [x] Draw lines and angles and identify these in two-dimensional figures CC.2.3.4.A.1 do. [x] Classify two-dimensional figures by properties of their lines and angles CC.2.3.4.A.2 Use appropriate tools strategically Look for and make use of structures Understanding(s): students are to Model with mathematics The key big ideas learn. Attend to precision Reason abstractly & quantitatively Look for and express regularity in repeated reasoning Understanding(s): Essential Question(s): Students will understand . . . 1. Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization. 2. How place value concepts help us solve math problems Learning Objectives: Students will know and be able to: [x] Identify and use tools for geometry (template, straightedge, compass) [x] Review points, line segments, lines, and rays [x] Construct angles, triangles, quadrangles, and circles [x] Classify quadrangles, polygons, and circles based on their properties to formulate a definition [x] Distinguish differences between convex and concave polygons Learning Objectives The knowledge and skills students should be able to understand and its application. [x] Use knowledge of place value to solve fact extensions & identify value of a digit in a multidigit number Questions created to foster [x] How do you identify and construct the Essential Question(s): inquiry, understanding, and building blocks of geometry? the transfer of learning? [x] How can you identify and construct geometric figures? [x] How can your knowledge of place value help you solve computational problems? PA Core Content & Practice Standards: Numbers & Operations in Base Ten [x] Apply place value concepts to show an understanding of multi-digit whole numbers CC.2.1.4.B.1 [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC.2.1.4.B.2 Algebraic Concepts: [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. Measurement, Data and Probability: [x] Translate information from one type of data display to another CC.2.4.4.A.2. Look for and make use of structures Model with mathematics Attend to precision Understanding(s): Students will understand . . . 1. Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. 2. Data can be modeled and used to make inferences. Learning Objectives: Students will know and be able to. . . [x] Review examples of various ways in which numbers are used. [x] Provide practice reading, identifying, and writing values of digits in numbers up to one billion with or without the use of a calculator [x] Provide practice organizing and displaying data with a tally chart, line plot, etc. and determining data landmarks using a set of data [x] Review and practice using the various algorithms to solve multi-digit addition and subtraction problems Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers & Operations in Base Ten [x] Apply place value concepts to show an understanding of multi-digit whole numbers CC.2.1.4.B.1 [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC2.1.4.B.2. Essential Question(s): [x] How does the placement of a digit change its value? [x] How can we organize data in order to predict outcomes? [x] What methods can you use accurately for the addition and subtraction of multidigit whole numbers? Algebraic Concepts: [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. [x] Generate and analyze patterns using one rule CC.2.2.4.A.4. [x] Develop and/or apply number theory concepts to find factors and multiples CC.2.2.4.A.2. Measurement, Data, and Probability: [x] Translate information from one type of data display to another CC.2.4.4.A.2 Make sense of problems and persevere in solving them. Model with mathematics. Construct viable arguments and critique the reasoning of others. Understanding(s): Essential Question(s): Students will understand . . . 1. Mathematical relationships among numbers can be represented, compared, and communicated. 2. Patterns exhibit relationships that can be extended, described, and generalized. Learning Objectives: Students will know and be able to. . . [x] Identify and use numerical patterns [x] Identify the relationship and review strategies to maintain automaticity with multiplication and division facts [x] Be introduced to and practice simple strategies in solving number stories [x] Determine the differences between true and false statements and practice solving with/without the use of parentheses [x] Use open sentence vocabulary and practice solving open sentences Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers and Operations: [x] Connect decimal notation to fractions, and compare decimal fractions (base 10, denominator, e.g., 19/100) CC.2.1.4.C.3 Numbers and Operations: [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC.2.1.4.B.2 Measurement, Data and Probability: [x] Solve problems involving measurement and conversions from a larger unit to a smaller unit CC.2.4.4.A.1. Use appropriate tools strategically Attend to precision Reason abstractly and quantitatively Understanding(s): Essential Question(s): [x] How can you use math strategies to improve speed and accuracy with the basic multiplication facts? [x] What is the link between multiplication and division? [x] How do we construct and interpret number sentences that use mathematical symbols? Students will understand . . . 1. Measurement attributes can be quantified and estimated using customary and noncustomary units of measurement. 2. Mathematical relationships among numbers can be represented, compared, and communicated. Learning Objectives: Students will know and be able to. . . [x] Extend the place value system and review basic concepts and notation of decimals through thousandths [x] Compare and order decimals through hundredths [x] Estimate and practice solving addition and subtraction of decimals using measurement and money applications [x] Determine appropriate use of personal references for metric units of length [x] Review, convert, and measure metric units of length to the nearest millimeter Name: 4th Grade Dates: December-January Course/Subject: Math Unit 5 Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers and Operations: [x] Apply place value concepts to show an understanding of multi-digit whole numbers CC.2.1.4.B.1. [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC.2.1.4.B.2. Algebraic Concepts: [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. Construct viable arguments and critique the reasoning of others. Look for and express regularity in repeated reasoning. Model with mathematics. Understanding(s): Students will understand . . . 1. Numerical quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools. Learning Objectives: Students will know and be able to. . . [x] Extend basic facts to products of ones and tens and products of tens and tens. [x] Estimate where appropriate to the thousands place [x] Learn, practice, and use the multiplication algorithms [x] Learn, practice, and use reading, writing, and comparing large numbers using pattern in the base ten value system as well as exponential notation for powers of 10. [x] Compare numerical data. Essential Question(s): [x] What strategies aid in computation? [x] When is estimation reasonable for computation? [x] How does our ability to represent large numbers help us to accurately solve problems? [x] Why is representing decimal notation important? [x] How do decimals help us represent real life measurements? [x] How can we use decimals to help us represent money in real life situations? Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers and Operations: [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC.2.1.4.B.2. Algebraic Concepts: [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. [x] Develop and/or apply number theory concepts to find factors and multiples CC.2.2.4.A.2. Measurement, Data and Probability: [x] Measure angles and use properties of adjacent angles to solve problems CC.2.4.4.A.6 Geometry: [x] Draw lines and angles and identify these in two-dimensional figures CC.2.3.4.A.1 Use appropriate tools strategically. Construct viable arguments and critique reasoning of others. Model with mathematics. Make sense of problems and persevere in solving them. Understanding(s): Essential Question(s): Students will understand . . . 1. Numerical quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools. Learning Objectives: Students will know and be able to . . . [x] Learn, practice, and use the division algorithms [x] Practice solving multiplication/division number stories with or without the use of expressing remainders as fractions or decimals and to interpret remainders when appropriate. [x] Review rotations and practice using full- and half-circle protractors and drawing angles less than 360 degrees while classifying them as acute, right, obtuse, straight, and reflex angles. [x] Use letter-number pairs and ordered pairs of numbers to locate point on a grid. Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers and Operations: [x] Extend the understanding of fractions to show equivalence and ordering CC.2.1.4.C.1. [x] Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers CC.2.1.4.C.2. [x] Connect decimal notation to fractions and compare decimal fractions (base 10 denominator, e.g., 19/100) CC.2.1.4.C.3. [x] What is the relationship between multiplication and division and how do they aid in problem solving? [x] How do geometric tools help us classify angles? [x] How does understanding various strategies help us to solve a mathematical problem? Measurement, Data and Probability: [x] Represent and interpret data involving fractions using information provided in a line plot CC.2.4.4.A.4 Algebraic Concepts: [x] Develop and/or apply number theory concepts to find factors and multiples CC.2.2.4.A.2 Reason abstractly and quantitatively. Look for and make use of structure. Look for and express regularity in repeated reasoning. Understanding(s): Essential Question(s): Students will understand . . . 1. Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. 2. Mathematical relationships among numbers can be represented, compared and communicated. 3. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Learning Objectives: Students will know and be able to . . . [x] Review fractions as parts of a whole (ONE)/sets, fractions on number lines, pattern blocks, clock fractions and uses of fractions. [x] Practice identifying and develop a rule for generating equivalent fractions. [x] Rename fractions as decimals and visa- versa. [x] Practice comparing and ordering fractions. Stage 1 – Desired Results PA Core Content & Practice Standards: - Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and volume. (6 th grade CC Standard) - Represent and solve problems involving the four operations CC.2.2.4.A.1. - Solve problems involving measurement and conversions from a larger unit to a smaller unit CC.2.4.4.A.1. Reason abstractly and quantitatively. Attend to precision. Look for and express regulatory in repeated reasoning. Understanding(s): Essential Question(s): Students will understand . . . 1. Measurement attributes can be quantified and estimated using customary and non-customary units of measure. [x] What are fractional numbers? [x] What are different ways we can create equivalent fractions? [x] How do we use fractional numbers to represent real life applications? [x] What is the difference between area and perimeter? [x] How do we find the area of different types of polygons? [x] How do we use area and perimeter in real life applications? Learning Objectives: Students will know and be able to. . . [x] Learn, practice, and use formulas for perimeter of polygonal shapes, and area for rectangles, parallelograms, and triangles. Name: 4th Grade Dates: March Course/Subject: Math Unit 9 Stage 1 – Desired Results PA Core Content & Practice Standards: Numbers and Operations: [x] Use place value understanding and properties of operations to perform multi-digit arithmetic CC.2.1.4.B.2 [x] Extend the understanding of fractions to show equivalence and ordering CC.2.1.4.C.1. [x] Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100) CC.2.1.4.C.3. Measurement, Data and Probability [x] Solve problems involving measurement and conversions from larger unit to a smaller unit CC.2.4.4.A.1 [x] Measure angles and use properties of adjacent angles to solve problems CC.2.4.4.A.6 Make sense of problems & persevere in solving them. Look for and express regularity in repeated reasoning. Look for and make use of structure. Understanding(s): Students will understand . . . 1. Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. 2. Mathematical relationships among numbers can be represented compared, and communicated. Learning Objectives: Students will know and be able to . . . [x] Rename equivalencies among fractions, decimals, and percents including fourths, fifths, and tenths with or without the use of a calculator while applying this to real life situations. [x] Use survey results and other forms of data to compare quantities expressed as fractions with unlike denominators, while converting to decimals and percents [x] Learn, practice, and use multiplication and division algorithms with problems involving decimals. Name: 4th Grade Dates: March/April Course/Subject: Math Unit 10 Essential Question(s): [x] How are fractions and decimals converted to percents? [x] How are percents used in estimating and solving problems involving discounts and other real life applications? [x] How can estimation strategies help in solving multiplication and division problems involving decimals? Stage 1 – Desired Results PA Core Content & Practice Standards: [x] Recognize symmetric shapes and draw lines of symmetry CC.2.3.4.A.3 Numbers and Operations: [x] Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers CC.2.1.4.C.2. [x] Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g. 19/100) CC.2.1.4.C.3 Algebraic Concepts: [x] Generate and analyze patterns using one rule CC.2.2.4.A.4. [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. Look for and make use of structure. Reason abstractly and quantitatively. Look for and express regularity in repeated reasoning. Understanding(s): Essential Question(s): Students will understand . . . 3. Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization. 4. Patterns exhibit relationships that can be extended, described, and generalized. [x] How are lines of symmetry, lines of reflections, and reflected figures shown? [x] To what extent is using negative numbers helpful in real life? Students will know and be able to. . . [x] Identify, practice, and connect lines of reflection and symmetry. [x] Apply reflections, rotations, and translations. [x] Learn and practice addition involving negative integers Stage 1 – Desired Results PA Core Content & Practice Standards: Measurement, Data, and Probability [x] Solve problems involving measurement and conversions from a larger unit to a smaller unit. CC.2.4.4.A.1. Algebraic Concepts: [x] Represent and solve problems involving the four operations. CC.2.2.4.A.1. Look for and make use of structure. Use appropriate tools strategically. Model with mathematics. Understanding(s): Students will understand . . . 1. Measurements and attributes can be quantified and estimated using customary and non-customary units of measure. 2. Patterns exhibit relationships that can be extended, described, and generalized. Essential Question(s): [x] How do we calculate volume of a rectangular prism? [x] How are grams and ounces used to measure weight? [x] To what extent to using negative numbers helpful in real life? Learning Objectives: Students will know and be able to . . . [x] Estimate and measure weight, capacity and volume in US customary and metric measurements. [x] Review and practice identifying geometric solids through their properties. Stage 1 – Desired Results PA Core Content & Practice Standards: Algebraic Concepts: [x] Represent and solve problems involving the four operations CC.2.2.4.A.1. Measurement, Data and Probability: [x] Solve problems involving measurement and conversions from a larger unit to a smaller unit CC.2.4.4.A.1 [x] Represent and interpret data involving fractions using information provided in a line plot CC.2.4.4.A.4. [x] Translate information from one type of data display to another CC.2.4.4.A.2. Construct viable arguments and critique reasoning of others. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Understanding(s): Students will understand . . . 1. Data can be modeled and used to make inferences. 2. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Learning Objectives: Students will know and be able to . . . [x] Learn, use, and practice collecting and comparing rate data. [x] Learn and practice solving rate problems and checking the validity of data by converting it to more accessible rates. [x] Calculate and practice unit pricing involving decimals and fractions of cents in comparison shopping. Essential Question(s): [x] How can unit-rate comparisons be applied to shopping? [x] How can unit rate tables be applied to real life?	<urn:uuid:e2095141-a2fa-4557-abd8-b1f2a330d42b>	CC-MAIN-2019-04	https://www.sycsd.org/cms/lib/PA02203627/Centricity/Shared/Curriculum%20Maps/Sample.pdf	2019-01-23T04:16:07Z	crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00279.warc.gz	945,174,749	3,983	eng_Latn	eng_Latn	0.980823	eng_Latn	0.981926	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2092, 3962, 6100, 8487, 10743, 12970, 15166, 17394, 19017 ]	[ 4.15625 ]	2	0
TIPS FOR PARENTS AND CARERS Getting Kids to Eat their Vegies It can be hard to give kids the recommended 5 serves of vegies or salad each day. Here are some tips to help: 1. Be a role model Kids are more likely to develop a habit of eating vegetables if they see it's a normal part of family meals. 2. Persevere Some studies suggest that a child may need to try a food 8-15 times before it's accepted, as they go through phases. Try encouraging rather than demanding. It's best to give younger children smaller amounts, like a couple of slices of carrot or a teaspoon of peas. 3. Include vegies in dishes …like spaghetti bolognese and soups. Easy additions include grated carrots, zucchini and pumpkin. 4. Experiment …with the way you present vegies. Sometimes the size or shape can make a big difference. 5. Grow your own vegies They're sure to taste better and getting the kids involved will add interest. Eating your Fruit and Vegies Fruit and vegetables are a fantastic part of your diet. They are low in calories, high in nutrients and a great overall boost to your health. They are also a cost-effective alternative to takeaways and ready-snacks. Your wallet will be happy too if you up your daily intake! Baby steps – start where you are at and gradually add one or two more serves per day. If you are serving rice or pasta dish – don't forget your vegies. A simple side salad or chop some vegies and stir them through your pre-prepared sauce. Try to make your fruit and veg part of your daily routine – taking a salad for lunch or having fruit for between meal snacks, is a great way to ensure you reach your daily intake. A quick and easy vegies soup which you can have on standby in the fridge or freezer, is amazing when you're pushed for time. When vegies are on special, buy in bulk; then blanche and freeze and they are an easy meal addition when needed. Aim to make fruit and vegies a part of your daily cooking routine, this change to healthy eating can have positive effects in many parts of your life. For more helpful tips for families, visit: www.healthyactivekids.com.au/families/	<urn:uuid:ad45c47d-492a-4718-8fe9-b7fab7f5a208>	CC-MAIN-2019-04	https://www.healthyactivekids.com.au/wp-content/uploads/2015/04/HAK-Tips-for-Parents-and-Carers_March2015.pdf	2019-01-23T03:44:10Z	crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00280.warc.gz	817,372,109	479	eng_Latn	eng_Latn	0.998244	eng_Latn	0.998764	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1226, 2123 ]	[ 2.859375 ]	1	0
Walmer Castle Class Newsletter September 2018 Firstly we would like to welcome you and your child to Walmer Castle Class. Every term we will send home a class newsletter to let you know what your child will be learning about at school. This term we will be learning about 'Castles and Fairy Tales'. Each term we will send home a home learning challenge book. This will have activities for you to do with your child at home linked to our topic. These are not compulsory, just ideas for you and your child to find out more about the topic. Numeracy Reading at Home This term, in mental maths we will be working on: - Number recognition - Counting in 1s During Numeracy lessons we will be learning : - Ordering numbers. - To count from 1-20, place them in order and say which number is 1 more or one less. - To name and describe 2D shapes - To recognise, create and describe pattern We will be encouraging children to apply what they have learnt through daily problem solving tasks. Don't forget to look at our website. Go to the class page and we will be posting pictures of our learning at school very soon. www.langdonprimaryschool.co.uk To begin with your child will be choosing a book from the book corner at school and bringing the book home to share with you. We really value your comments about how your child interacts with the book so please could you write the date and a brief Comment in the reading record book, each time you read with your child. This record book is for your comments only. Please rest assured that your child will be reading in school every day. This could be during daily Guided Reading and writing sessions, Sounds-Write teaching or reading individually with an adult. Literacy We will be looking at a range of fiction and non-fiction texts linked to our project and we will be using these as starting points for our writing. We will teach the majority of our Literacy through the class projects. Over the next term in our writing we will be concentrating on: - Reading and discussing stories - Sequencing - Acting out story - To write our own name and other things such as labels and captions. In daily Sounds-Write sessions some children will be: - Learning to segment and blend sounds in 3 sound words for reading and writing. - Linking sounds to letters. WATER BOTTLES Please make sure your child has a named water bottle in school every day. The children often have their bottles with them as they work so please could the bottle have a sports lid to avoid spillages! Remember, water only, no squash or flavoured water please. PE This term we will be doing PE on Tuesdays. Just a reminder... please can you ensure children always have full PE kit in school. They need their green t-shirt and shorts. We are happy for your child to have plimsolls or trainers, they do not need both. Diary dates: 21.09.18 First Class photo to be taken by Kent Messenger 01.10.18 Reception children in full 24.09.18 Meet the Teacher 3.155pm time 19.10.18 End of Term 1 29.10.18 Start of Term 2 22.11.18 Class assembly	<urn:uuid:c50fa3a6-f39c-47ff-9c1d-1c7c373d9017>	CC-MAIN-2019-04	http://www.langdonprimaryschool.co.uk/wp-content/uploads/2018/09/Walmer-castle-class-sept-2018-b.pdf	2019-01-23T04:35:41Z	crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00281.warc.gz	326,181,382	684	eng_Latn	eng_Latn	0.998525	eng_Latn	0.998649	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1714, 3067 ]	[ 2.265625 ]	1	0
Year 1 Spring Term Reading By the end of this term your child is expected to: - Apply their growing phonic knowledge when reading aloud by blending sounds in unfamiliar words. - Re-read books to build up their fluency and confidence when reading. - Read and enjoy poetry. - Make predictions about a story based on what they have already read. You can help your child by: Encouraging your child to sound out unfamiliar words both in books and all around them (e.g. signs, labels, magazines). Listen to your child read and practise word packs daily. Read to your child as often as you can and don't be afraid to repeat stories if they become favourites. Year 1 Spring Term Writing By the end of this term your child is expected to: - Spell words using the graphemes that they have been taught (phonics) - Form lower case letters correctly, starting and ending in the correct place and begin to join some letters. - Write each sentence using a capital letter and correct punctuation (full stop, question mark or exclamation mark) - Reread each sentence to check that it makes sense. You can help your child by: Offer your child lots of opportunities for using writing equipment, e.g. pens, crayons, pencils, chalk, paint to draw, write, colour or even just scribble! All mark making is building valuable skills. Build up fine and gross motor skills with e.g. playdough, sand, threading beads, etc. Discuss what the children write before and after they have done so. Practising spellings and word packs at home. Year 1 Spring Term Maths By the end of this term your child is expected to: - Count beyond 100, forwards and backwards. - Count in jumps of 2, 5 and 10. - Understand and use these mathematical symbols: + - =. - Recognise and describe 3d shapes. - Begin to recognise and understand the value of coins and notes. You can help your child by: Counting everyday objects and discussing quantities, e.g. 'We have 6 apples. If we eat 3, how many will we have left?' Point out numbers and shapes wherever you go. Allow your child to play with or buy items with real money. Neil Armstrong Spring Term Year 1 Background Information on Topic This term we will be learning about the astronaut Neil Armstrong and the topic of Space. Neil Armstrong was an American astronaut and is best known as the first person to walk on the moon in July 1969. The rocket he travelled in was called Apollo 11. Millions of people watched and heard this event on live television. This was a significant event in the history of the world. Launch Day On Monday 7th January, we will be having our launch day. This is where the children are introduced to their topic in an exciting and inspirational way. We would like the children to dress as astronauts for the day. We will have many engaging activities to really get the children excited about our topic. Enrichment This year we have decided to bring space to the school hall. For our Marvellous Middle, we have booked a mobile planetarium to visit us at school on Wednesday 27th February 2019. We expect the cost to be approximately £5 per pupil. PE For the first half term PE will be on Mondays and Fridays. After half term, PE will be on Tuesdays and Fridays. All children are required to have the correct PE kit in school for the whole week. All earrings must be removed and long hair must be tied up. Key Dates for Spring Term Thursday 3rd January 2019– First Day Back Monday 7th January 2019- Launch Day 18th February 2019—22th February 2019 HALF TERM holiday Monday 25th February– INSET Day Wednesday 27th February 2019- Marvellous Middle Tuesday 19th March 2019 - Parent consultations Thursday 21st March 2019 - Parent consultations Thursday 21st March 2019—Fabulous Finish—Alien party Friday 5th April 2019 - Last day of term Homework What do you already know about Space? Do some reading research on Space in preparation for our topic. Keep up with the daily reading— enjoy books that you have at home. Practise your counting skills— forwards and backward to 100 from different starting points. Books to read and songs to sing Read daily and enjoy the books you have at home. Find out about space by reading books or websites for information. Sing—'5 little men in a flying saucer'. Ideas for Launch Day It is always more fun if all children come in dressed up for launch day. Why not Google 'Homemade astronaut costume'? Tin foil could also come in handy for costumes or if you're feeling creative, why not get out the paper mache to make an astronaut's helmet?	<urn:uuid:a5c057ec-854b-4589-b673-92809dfb0574>	CC-MAIN-2019-04	http://www.leverton.essex.sch.uk/wp-content/uploads/2018/12/1-Termly-Booklet-Year-1-Spring-2019.pdf	2019-01-23T03:44:32Z	crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00278.warc.gz	330,009,466	1,014	eng_Latn	eng_Latn	0.998975	eng_Latn	0.999155	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2127, 4536 ]	[ 3.828125 ]	1	0
Southern York County School District Instructional Plan Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 6. Listening to, analyzing, and describing music Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Understanding(s): Essential Question(s): Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 6. Listening to, analyzing, and describing music Understanding(s): Essential Question(s): Students will understand . . . 1. Movement is a response to what we [x] How do people express music through movement? Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Understanding(s): Essential Question(s): Students will understand . . . 1. Singing is an expression of everyday life. 2. Good singing requires many skills and a understanding of how they work together to make good music. Learning Objectives: [x] Why do people sing? [x] What makes good music? Students will know . . . [x] That people sing for a variety of reasons. [x] Register [x] Tempo [x] Dynamics [x] Pitch [x] 4-8 Measure Simple Folksongs [x] AB Form [x] Ascending and descending melodic direction Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Understanding(s): Essential Question(s): Students will understand . . . 1. Singing is an expression of everyday life. 2. Good singing requires many skills and a understanding of how they work together to make good music. Students will be able to: [x] Identify differences in register, tempo and dynamics [x] Demonstrate the differences in register, tempo and dynamics [x] Identifies melodic contour through body movement [x] Why do people sing? [x] What makes good music? Learning Objectives: Students will know . . . [x] That people sing for a variety of reasons. [x] Visual representation of music [x] Register [x] Tempo [x] Dynamics [x] Pitch [x] 4-8 Measure Simple Folksongs [x] AB Form [x] Ascending and descending melodic direction Name: Dates: March-April Course/Subject: Vocal Music K Unit Plan 13 Stage 1 – Desired Results Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Understanding(s): Essential Question(s): Students will understand . . . 1. Singing is an expression of everyday life. 2. Good singing requires many skills and a understanding of how they work together to make good music. Learning Objectives: Students will be able to: [x] Identify differences in register, tempo and dynamics [x] Demonstrate the differences in register, tempo and dynamics [x] Identifies melodic contour through body movement [x] Identifies melodic contour through visual icons [x] How do people sing with accuracy? [x] What makes good music? Students will know . . . [x] That people sing for a variety of reasons. [x] Singers follow a visual representation of music [x] That in-tune singing is an acquired skill [x] Register [x] Tempo [x] Dynamics [x] Pitch [x] 4-8 Measure Simple Folksongs [x] AB Form [x] Ascending and descending melodic direction Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 1. Singing alone and with others, a varied repertoire of music. Understanding(s): Essential Question(s): Students will understand . . . 1. Singing is an expression of everyday life. 2. Good singing requires many skills and a understanding of how they work together to make good music. Learning Objectives: Students will know . . . [x] That people sing for a variety of reasons. [x] Singers follow a visual representation of music [x] That in-tune singing is an acquired skill Students will be able to: [x] Identify differences in register, tempo and dynamics [x] Demonstrate the differences in register, tempo and dynamics [x] Identifies melodic contour through body movement [x] Individually demonstrate melodic contour [x] Begin to recognize pitched and unpitched vocal production [x] How do people sing with accuracy? Students will be able to: [x] Identify differences in register, tempo and dynamics [x] Demonstrate the differences in register, tempo and dynamics [x] Identifies melodic contour through body movement [x] Individually demonstrate melodic contour [x] Begin to recognize pitched and unpitched vocal production [x] Sing from memory a varied repertoire of songs Name: Dates: May-June Course/Subject: Vocal Music K Unit Plan 14 Stage 1 – Desired Results PA Standard(s)/Assessment Anchors Addressed: 6. 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