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It Says, I Say and So Template
Underline or highlight three places in the text that lead you to make judgments about characters, themes, language or values and put the page numbers and a quote in the 'Text – It Say's column. Refer to the questions/prompts for making inferences and then fill in the "I say" column. After making your inferences, write an interpretative statement about the character, theme, language, value in the "And so…" box.
Text – It says (include page #s) Inferences from the text – I say
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ZEYBEKIKO
Greek
PRONUNCIATION: zey-BEH-kee-koh
TRANSLATION: Two breeches
SOURCE:
Dick Oakes learned this dance from Oliver "Sonny" Newman who presented this dance at the 1964 Santa Barbara Folk Dance Conference.
BACKGROUND:
Zeybekiko (Zeimbekiko), it is said, originated around İzmir (Smyrna) in Karamania (Western Turkey) where the people are actually descended from the Greeks. The name "Zeybek" is of Arabic-Persion origin and means "two breeches," referring to the type of short, full trousers common to these people. The dance, as it is known today, probably descended from slow, heavy footed war-like dances indicating close combat with short swords or daggers. The dancers turn and move about with outstretched arms resembling the wings of birds in flight. Because of this similarity to an eagle hovering over its prey, the dance is sometimes called the "Dance of the Eagle." Zeybekiko has become less a dance of man's warfare and more an outward expression of man's inner struggles, whatever they may be.
In case you were wondering, Zeybekikos is in the nominative case and Zeybekiko is in the accusative case.
MUSIC:
Any Zeybekiko (Zeimbekiko) of slow to moderate tempo, such as: Festival (45rpm) F-3512 A RCA (45rpm) 47g 2146 Phillips International (P.I.) Records (LP) PI-LPS-33, side 1, band 2 Nina PolyDisk (LP) PLS-201, side 1, band 3 Grecophon (LP) GR 307, side 1, band 3
FORMATION:
Zeybekiko is a freestyle solo or couple dance. When done as a solo dance, it is always performed by a man. When done as a couple dance, it is usually performed by two men with one man taking a minor or less active role. As as a couple dance, partners face each other within an imaginary circle. In modern times, the dance is sometimes performed by a man and a woman.
METER/RHYTHM: 9/8
STEPS/STYLE:
Because Zeybekiko is strictly a freestyle dance, the following description is not, nor does it pretend to be, "the dance" Zeybekiko. It does, however, provide somewhat basic "movements" and tries to give the dancer a "key to open the door" into the feelings of the people as they dance Zeybekiko.
1
1
2
1
I. BASIC
Facing ctr of dance area or facing ptr, step R swd (ct 1); close L to R with ball of R ft, touching floor (ct &); pause (ct 2); step L in front of R (ct &); step R back in its previous pos (ct 3); pause (ct &); step L swd (ct 4); pause (ct &);
step R swd (ct 5); close L to R with ball of R ft, touching floor (ct &); pause (ct 6); step L in front of R (ct &); step R back in its previous pos (ct 7); pause (ct &); step L swd (ct 8); pause (ct &);
step R swd (ct 9); pause (ct &).
2 Repeat action of meas 1 to L with opp ftwk.
3-4 Repeat action of meas 1-2 with the following variations:
VARIATION A
Fast Turn: On meas 3, ct 4, pivot CCW on L with the R coming all the way around to the same spot from which it began the pivot.
On meas 4, ct 4, pivot CW.
VARIATION B
Slow Turn: On meas 3, cts 8 and 9, step L, beg to make a CCW turn, and finish the turn by stepping R on ct 9.
On meas 4, cts 8 and 9, make a CW turn.
II. CIRCLING
Step R fwd (ct 1); pause (ct &); step L fwd (ct 2); close R to L, taking wt (ct &); step L fwd, turning toe to L (ct 3); pause (ct &); beg a CCW turn (if as a cpl, ptrs face each other during turn), step R across in front of L (ct 4); pause (ct &);
step L diag bwd (ct 5); pause (ct &); step R bwd twd original pos (ct 6); close L to R, taking wt (ct &); step R bwd (ct 7); pause (ct &); step L in place but slightly to L (ct 8); pause (ct &);
step R slightly swd, still hovering over original pos (ct 9); pause (ct &).
Repeat action of meas 1 with opp ftwk.
III. ROCKING
Step R swd (ct 1); pause (ct &); step L across in front of R (ct 2); rock back on R in its previous pos (ct &); step L swd (ct 3); pause (ct &); step R swd (ct 4); pause (ct &);
2
step L swd (ct 5); pause (ct &); step R across in front of L (ct 6); rock back on L in its previous pos (ct &); step R swd (ct 7); pause (ct &); step L swd (ct 8); pause (ct &);
step R swd (ct 9); pause (ct &).
Repeat action of meas 1 with opp ftwk, but using Variation B of Fig I on cts 3-4 and 7-8.
Repeat entire dance from beg.
DANCE SEQUENCE
While an actual pattern does not exist for this kind of freestyle dance, Sonny Newman suggested the following sequence "to help folk dancers find their way into it." As dancers become more proficient and free, they should "break the mold."
BASIC - 2 meas R and L
BASIC - 1 meas R with FAST TURN
BASIC - 1 meas L with SLOW TURN
CIRCLING - 2 meas R and L
ROCKING - 2 meas R and L
Copyright © 2018 by Dick Oakes | <urn:uuid:ff77dc05-4698-4c2e-91b6-89d966d17867> | CC-MAIN-2018-43 | http://www.phantomranch.net/folkdanc/dances/Zeybekiko_A_Greek.pdf | 2018-10-23T00:50:13Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00031.warc.gz | 519,309,880 | 1,378 | eng_Latn | eng_Latn | 0.950948 | eng_Latn | 0.987786 | [
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Cyclones and depressions over north Indian Ocean during 2001*
1. Introduction
3.1.1. Life cycle
There were 6 cyclonic disturbances (4 cyclonic storms and 2 depressions) over the north Indian Ocean during 2001. Out of these cyclonic disturbances 3 formed over the Bay of Bengal and 3 over the Arabian Sea. One cyclonic storm (21-28 May 2001) reached the intensity of very severe cyclonic storm. No cyclonic disturbance formed in the winter season.
First cyclonic storm (very severe cyclonic storm) formed during 21-28 May over the Arabian Sea. This storm dissipated in the sea area off Saurashtra-Kutch coast without crossing the coast. The second storm formed over the Arabian Sea during 24-27 September and it also dissipated in the sea area over west-central Arabian Sea. The third storm (cyclonic storm) also formed over the Arabian Sea during 8-10 October. It also dissipated in the sea area over east-central Arabian Sea while moving in a northeasterly direction. The fourth storm (cyclonic storm), formed over the Bay of Bengal during 14-17 October, moved in a westerly direction and crossed south Andhra coast near Nellore. It caused moderate damage and loss of 108 human lives.
Tracks of these systems are given in Fig. 1. The brief history and monthly distribution are given in Tables 1 and 2 respectively. In Table 3, crucial observations of ships are given. Seasonwise description of these systems are given below.
2. Disturbances formed during the Winter season (January and February)
No intense cyclonic disturbance formed during the season.
3. Disturbances formed during the Pre-monsoon season (March-May)
During the season, one cyclonic storm formed over the Arabian Sea. Details are presented below :
3.1. Very severe cyclonic storm over the Arabian Sea (21-28 May 2001)
This is the only disturbance which formed during pre-monsoon season.
A low pressure area formed over southern parts of central Arabian Sea on 21 May and became well-marked in the same evening over east-central Arabian Sea. It concentrated into a depression at 1200 UTC of 21 near Lat.13.5 o N/ Long.69.0 o E and into a deep depression in the early morning of 22 and lay near Lat.13.5 o N/ Long.70.0 o E at 2100 UTC of 21. Moving in a northeasterly direction, it intensified into a cyclonic storm at 0300 UTC of 22 and lay centred near Lat. 14.0 o N/ Long. 71.5 o E. It remained practically stationary and further intensified into a severe cyclonic storm at 1500 UTC of 22 near Lat. 14.0 o N/ Long. 71.5 o E and into a very severe cyclonic storm at 2100 UTC of 22 near Lat. 14.5 o N / Long. 71.5 o E. Moving in a northwesterly direction for some time it weakened into a severe cyclonic storm at 0300 UTC of 26 and lay centred near Lat. 17.5 o N / Long 67.5 o E. Thereafter, moving in a northerly to northeasterly direction, it weakened into a cyclonic storm at 0300 UTC of 27 and lay centred near Lat. 18.0 o N/ Long. 67.5 o E. Moving in a northeasterly direction, it further weakened into a deep depression at 1200 UTC of 28 near Lat. 21.0 o N/Long. 68.5 o E and into a depression at 1800 UTC of 28 near Lat. 21.5 o N/ Long. 69.0 o E. The system rapidly weakened into a low pressure area close to Saurashtra coast and was seen in synoptic charts of 0300 UTC of 29 as a low pressure area over Saurashtra & Kutch. The cyclone did not cross the coast and dissipated over the sea, thus, no damage was caused over the Indian coast.
3.1.2. Satellite cloud features and other observations
The system was tracked mainly on the basis of satellite observations it was reassessed over the ocean. Maximum intensity of the system as given by INSAT cloud imagery (ICI) was T 6.0 (115 kts) from 0900 UTC of 24 to 0000 UTC of 25. ICI reported "EYE" between 0300 UTC of 23 and 1430 UTC of 24.
The estimated lowest central pressure of the system was 942 hPa at 241200 UTC. Maximum estimated wind speed was 115 kts. The system moved initially in a general easterly direction till evening of 22. After that it had a northerly course of movement till 23 morning followed by a northwesterly direction of movement till morning of 25. Then it moved generally in a northerly
*
Compiled by
: V. Thapiyal, A.B. Mazumdar, V. Krishnan, Meteorological Office, Pune-411 005, India
direction till morning of 28 and recurved towards northeast direction and weakened rapidly near Saurashtra coast and lay as a low pressure area over Saurashtra & Kutch at 0300 UTC of 29. Under the influence of this system monsoon current in southern parts of Arabian Sea was strengthened which helped early onset of monsoon over Kerala on 23, about 8 days earlier than the normal date.
3.1.3. Weather and damages
Fairly widespread to widespread moderate rainfall occurred in south Konkan & Goa on 22, 23, 24 and 25. Isolated to scattered rainfall occurred on 29 and 30 in Gujarat State.
Principal amounts of rainfall (cm) are:
30 May : Rajula (Saurashtra) 6.4, Surat 3.5, Deesa 3.
The system caused no serious damage, only 1 person died on 29 in Jamnagar.
4. Disturbances formed during the Monsoon season (June-September)
During the season, one depressions and one cyclonic storm formed. Details are given below :
4.1. Depression over the Bay of Bengal (12-13 June)
4.1.1. Life cycle
A low pressure area formed over northwest Bay and neighbourhood on 9. It became well-marked on 11 over the same area and concentrated into a depression in the morning of 12 near Lat. 20.0 N/ Long, 87.0 E. Moving in a northwesterly direction, it crossed coast in the afternoon of 12 near Paradip and lay centred about 50 kms southeast of Keonjhargarh in the morning of 13. It weakened into a well-marked low pressure area on 14 over east Madhya Pradesh & Chattisgarh and neighbourhood and into a low pressure area on 15 over west Madhya Pradesh and neighbourhood.
TABLE 1 Brief history of cyclonic storms and depressions over the Indian seas and neighbourhood during 2001
D- Depression, DD-Deep depression, CS – Cyclonic storm, SCS - Severe cyclonic storm, VSCS – Very severe cyclonic storm, Super CS – Super cyclonic storm
TABLE 2 Storms/depressions statistics 2001
TABLE 3 Crucial observations during the storm periods
15 June Vidarbha
: Moregaon 18, Kalamb 17, Karanja 16, Washim 15
16 June West Madhya Pradesh : Sagar 11
Gujarat Region: Navasari 24, Palsana,
Mahuwa 23
Saurashtra & Kutch: Khambalia 31, Keshod
24, Bhanitad, Ranawab
23, Kalyanpur 21
4.2. Cyclonic storm over the Arabian Sea (24-27 September)
4.2.1.
Life cycle
Under the influence of an upper air cyclonic circulation, a low pressure area formed over east-central
Arabian Sea on 24 morning. It concentrated into a depression at 0900 UTC of 24 over east-central Arabian Sea and lay centred near Lat. 17.0 o N/ Long. 69.5 o E and became deep depression at 1800 UTC of 24 and lay centred near Lat. 17.0 o N/Long. 69.0 o E. Remaining practically stationary for some time and then moving in a westerly to northwesterly direction, it intensified into a cyclonic storm at 0900 UTC of 25 and lay centred near Lat. 17.0 o N/ Long. 68.0 o E. It moved in a northwesterly to westerly direction and weakened into a deep depression at 1200 UTC of 27 and lay centred near Lat. 18.5 o N / Long. 63.5 o E. It further weakened into a depression at 2100 UTC of 27 and lay centred near Lat. 18.5 o N/Long. 62.5 o E. Thereafter, the system weakened into a low pressure area at 0300 UTC of 28 over west-central Arabian Sea. It became less marked on 29 morning over the same area.
4.2.2. Satellite cloud features and other observations
The maximum 'T' number reported by INSAT was T 2.5 (35 kts) from 0600 UTC of 25 to 0000 UTC of 27. The lowest estimated central pressure was 998 hPa at 0300 UTC and 1200 UTC of 26. The estimated maximum wind speed was 35 kts. System moved in a westerly to northwesterly direction. The system did not cross the Indian coast.
4.2.3. Weather and damages
As the system did not cross coast, it did not cause any damage. However, isolated rainfall occurred over south Gujarat Region and Saurashtra on 26 and 27. Principal amounts of rainfall (cm) are:
26 September : Junagarh 7, Jetpur (Rajkot), Dhoraji (Rajkot) 6 each, Gondal (Rajkot) 4
27 September : Visavadar (Saurashtra) 11, Junagarh 6
5. Disturbance formed during the Post-monsoon season (October-December)
During this season, two cyclonic storms (one each in the Arabian Sea and the Bay of Bengal) and one depression formed over the Bay of Bengal. Details are presented below :
5.1. Cyclonic storm over the Arabian Sea (8-10 October 2001)
5.1.1. Life cycle
A well-marked low pressure area formed over south Madhya Maharashtra, south Konkan & Goa and adjoining coastal Karnataka and east-central Arabian Sea. It concentrated into a depression at 21 UTC of 8 near Lat. 18.3 o N/ Long. 71.0 o E and moving in a northwesterly direction, rapidly intensified into a deep depression at 0300 UTC of 9 near Lat. 18.5 o N/ Long. 70.0 o E. Then, it moved in a northwesterly direction and further rapidly intensified into a cyclonic storm at 0900 UTC of 9 near Lat. 19.0 o N/ Long. 68.5 o E. Moving in a westerly direction, it weakened into a deep depression at 0300 UTC of 10 near Lat. 19.0 o N/ Long. 67.5 o E and into a depression at 0900 UTC of 10 near Lat. 19.0 o N/ Long. 67.5 o E. It moved in a northeasterly direction and further weakened into a low pressure area over east-central Arabian Sea.
5.1.2. Satellite cloud features and Radar observations
The Maximum 'T' number was T 2.5 (35 kts) from 0600 UTC to 2300 UTC of 9. The lowest estimated central pressure was 998 hPa at 1800 UTC of 9. Maximum estimated wind speed was 35 kts at 1800 UTC of 9. System initially moved in a westnorthwesterly to northwesterly direction and then recurved to northeasterly direction. The system dissipated over the sea area.
5.1.3. Weather and damages
As the system did not cross coast, it did not cause any serious damage. However, widespread rainfall occurred in Madhya Maharashtra on 7 and 8; in Konkan & Goa from 7 to 9 and in Gujarat on 10. Principal amounts of rainfall (cm) are :
7 October : Pune (PSN) 3.9, Mumbai (SCZ) 2.4
8 October : Pune (LHG) 4.9, Alibag 4.8, Solapur 4.6, Silvasa 4.4, Veraval 2.5, Umbergaon 2.7
9 October : Khamba 10.5, Dharampur 3.8, Bansda 3.5, Madhuban 3.3, Silvasa 3.0
5.2. Cyclonic storm over the Bay of Bengal (14-17 October 2001)
5.2.1. Life cycle
A low pressure area formed over west-central and adjoining southwest Bay off north Tamil Nadu-south Andhra coast on 14 morning. It concentrated into a depression at 1200 UTC of 14 near Lat. 13.5 o N/ Long. 84.0 o E. Moving in a westerly direction, it rapidly intensified into a deep depression at 0900 UTC of 15 near Lat. 13.5 o N/ Long. 81.5 o E. Then, moving in a northwesterly direction, it further rapidly intensified into a cyclonic storm at 1200 UTC of 15 near Lat. 13.7 o N/ Long. 81.0 o E. It moved in a northwesterly direction and made a landfall near Nellore around 0000 UTC of 16 and lay centred as a cyclonic storm at 0300 UTC of 16 near Lat. 14.0 o N/ Long. 79.5 o E. It moved in a northerly to northwesterly direction and weakened into a deep depression at 1200 UTC of 16 near Lat. 14.5 o N/ Long. 79.5 o E and into a depression at 1800 UTC of 16 near Lat. 15.0 o N/ Long. 79.0 o E. The system further weakened into a well-marked low pressure area over Rayalaseema on 17 morning without any appreciable movement.
5.2.2. Satellite cloud features, radar and other observations
The maximum 'T' number of the system was T 2.5 (35 kts) from 1800 UTC to 2000 UTC of 15. The lowest estimated central pressure was 996 hPa at 0000 UTC of 16. The estimated maximum wind speed was 35 kts from 1200 UTC of 15 to 0300 UTC of 16. No significant storm surge occurred in the coastal belt. System moved in a westerly to northwesterly direction.
5.2.3. Weather and damages
The system produced exceptionally heavy rainfall in Nellore, Srikakulam, East Godavari and Chittoor districts of coastal Andhra Pradesh and heavy rainfall in Tamil Nadu. Principal amounts of rainfall (cm) are :
15 October : Vandhalai (Tiruvannamalai Distt.) 7.2 and Arakonam (Vellore Distt.) 7.6.
16 October : Sulurpet (Nellore Distt.) 26.1, Nellore 24.9, Red Hills (Lake area Tamil Nadu), 13.5, Thamaraipakkam (Lake area, Tamil Nadu) 12.2, Puttur (Chittoor Distt.) 10.6, Amlapuram (East Godavari) 10.5, Tiruvallur 10.2 and Rapur (Nellore Distt.), Chennai, Poondi (Lake area)
10.0 each.
17 October : Gudur 15.2, Thambalapalle (Chittoor Distt.) 13.1, Sitaramapuram (Nellore Distt.) 11.4, Tekkali (Srikakulam Distt.) 7.2 and
(Nellore Distt.) Peddapuram (East Godavari Distt.) 6.8.
Number of cattle killed: 1000 approx.
Number of houses damaged : 55,747
Estimated loss (in crores) : Rs. 500/-
Roads damaged
: NHS and R & H roads in Nellore & Chittoor districts
The system did not produce any reportable damage in Tamil Nadu.
5.3. Depression over the Bay of Bengal (11 November 2001)
5.3.1.
Life cycle
A well-marked low pressure area over southwest Bay and adjoining west-central Bay off north Tamil Nadusouth Andhra coasts concentrated into a depression at 0300 UTC of 11 near Lat. 16.0 o N/ Long. 82.5 o E. Moving in a northeasterly direction, it weakened into a well-marked low pressure area over west-central and adjoining northwest Bay on 12.
5.3.2. Satellite cloud features, radar and other observations
Maximum intensity of T 1.5 was reported by INSAT cloud imageries from 2100 UTC of 10 to 0000 UTC of 12.
5.3.3. Weather and damages
The system caused some damage due to very heavy rainfall in coastal Andhra Pradesh as given below :
As the system dissipated over the sea area, no damage was reported. However, widespread to fairly widespread rainfall occurred over coastal Andhra Pradesh and Orissa during the period. Significant amounts of rainfall (cms) are:
Number of deaths
: 108 (Mainly due to heavy rains)
10 November:
Gopalpur 6, Kalingapatnam 5, Paradip 3
Number of persons missing : 21
11 November :
Visakhapatnam 8, Paradip 6, Waltair 5, Kakinada, Kalingapatnam & Tuni 2 each, Bhubaneswar, Puri, Gopalpur & Balasore 1 each
Districts affected
: Nellore, Chittoor and Cuddapah
Number of tanks breached : 1,635
12 November:
Puri & Kalingapatnam 7 each, Gopalpur, Paradip & Waltair 6 each, Bhubaneswar 3, Cuttack 1
Damage to crop
: 1,25,000 hectares (Paddy, Groundnut, pulses etc.) | <urn:uuid:bc6b3344-a6ff-4300-8b59-44bb0c78404f> | CC-MAIN-2018-43 | http://metnet.imd.gov.in/mausamdocs/45331.pdf | 2018-10-23T00:53:25Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00030.warc.gz | 226,656,700 | 4,176 | eng_Latn | eng_Latn | 0.914582 | eng_Latn | 0.966288 | [
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If a question has more than 1 mark, show some working out for full marks.
1. Pythagoras' Theorem (2) Find the value of x
4. Standard Notation (1)
Write 0.09 in standard notation
5. Index Laws (3)
7. Linear Equations (4)
a) Find the gradient of the line joining the points
(-5, 2) and ( (-1, 6) .
2. Fractions (2)
Subtract these fractions
Due:______________
3. Statistics –(4)
Find the mean, median and mode of the following data set.
26, 12, 12, 23, 15, 28, 15, 24
6. Geometry (6)
8. Financial Arithmetic (3)
9. Measurement- time (2)
What is the sale price of a pair of jeans that retails at $135.00 but is discounted by 40%? | <urn:uuid:8b462441-4a6d-4f1e-8e9c-81cfdb248c39> | CC-MAIN-2018-43 | http://www.irysec.vic.edu.au/userfiles/maths_homework/9_T3_Sheet5_gen.pdf | 2018-10-23T01:14:06Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00029.warc.gz | 459,585,205 | 205 | eng_Latn | eng_Latn | 0.978549 | eng_Latn | 0.978549 | [
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I read the book, by E.E.Edgers. Little Hut on the Beach
I read the book, by E.E.Edgers. Little Hut on the Beach
Conventions (Day #1)
Directions: (CCSS.ELA -L.3.2, L.4.2, L.5.2)
- Copy the sentence(s) and add the correct capitalization and punctuation.
- Write the letter that corresponds to each sentence below on a piece of paper.
A. dragonflies through binoculars is a wonderful book written by sydney m dunkle
B. blair nikula wrote a great long play for beginning actors about dragonflies entitled stokes beginner's guide to dragonflies
C. dragonflies of north america was a collection of works written by james g needham
Conventions (Day #2)
Directions: (CCSS.ELA -L.3.2, L.4.2, L.5.2)
- Copy the sentence(s) and add the correct capitalization and punctuation.
- Write the letter that corresponds to each sentence below on a piece of paper.
A. i read in florida's fabulous insects book that dragonflies are one of the fastest flying insects in the insect world claimed matthew
B. dragonflies can reach speeds of 35 mph quoted matthew from the TV series entitled dragonflies
C. dragonflies capture their prey with their jaws while flying according to the movie called dragonflies by mark drupe
Conventions (Day #3)
Directions: (CCSS.ELA -L.3.2, L.4.2, L.5.2)
- Copy the sentence(s) and add the correct capitalization and punctuation.
- Write the letter that corresponds to each sentence below on a piece of paper.
A. according to the book unusual treats by jonas spindly on the island of bali in Indonesia children make the tips of long poles sticky to catch dragonflies
B. the long poem entitled snacks states that after catching dragonflies on sticks, the children pluck their wings and stir-fry them in spices
C. yuck yelled matthew as he closed the book and picked up a magazine called bugs weekly
Conventions (Day #4)
Directions: (CCSS.ELA -L.3.2, L.4.2, L.5.2)
- Copy the sentence(s) and add the correct capitalization and punctuation.
- Write the letter that corresponds to each sentence below on a piece of paper.
A. the larvae are very unique cried matthew as he continued to read another book entitled the life of a dragonfly
B. in the TV series dragonfly, matthew learned that the rectal chamber of dragonfly larvae is lined with gills that help them breathe when water is pumped in and out
C. in another magazine entitled insect world, matthew found that …when the larvae is attacked, they contract their rectum and shoot a jet of water to get away from danger | <urn:uuid:59503575-c6d5-48d5-98b4-211ac98c788b> | CC-MAIN-2018-43 | http://writemath.com/wp-content/uploads/2014/11/Grammar-Conventions-Practice-Preview-Week-19.pdf | 2018-10-23T00:35:06Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00033.warc.gz | 383,044,307 | 620 | eng_Latn | eng_Latn | 0.993869 | eng_Latn | 0.994298 | [
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Electronics 1
Voltage/Current
Resistors
Capacitors
Inductors
Transistors
Voltage and Current
Simple circuit – a battery pushes some electrons around the circuit – how many per second?
Water
The easiest way to think of this simple circuit is as water flowing through pipes
Voltage is the same as the water pressure
Current is the amount of water (electrons) flowing through around the circuit
Resistance is like a constriction in the flow
Ohm's Law
There's a simple relationship:
Know any two you can figure out the other
Demonstration
Go to (you will need java):
http://www.falstad.com/circuit/e-index.html
Bookmark it!
Click on "ohm's law"
You can see how for a fixed voltage the amount of current depends on the resistance (click on a resistor, change it)
Voltage
Voltage is the pressure on the electrons around a circuit – the higher the voltage the more push they get
High voltages (100v or more) are dangerous and can cause death
1000v or more can cause arcing
Common voltages are what you have in a battery – or 5 or 3.3v for logic families
Current
Current is related to how many electrons are passing a particular spot in a second
1 amp is a high current – if you have an amp or more somewhere in your circuit something is getting hot
Safety
The human body has a relatively high resistance
"it's the volts that jolts and the mills that kills"
Voltage wont actually kill you, but it's what will make you feel a shock (you wont feel a DC shock as an ongoing shock, while you cook)
Current through the body, especially across the heart is what will kill you – it only takes a few milliamps
Resistors
Limit current flow
Are measured in "ohms"
Come in lots of shapes and sizes
Colour codes tell us how big
Resistors2
Resistors also come in power and voltage ratings
Power P = VI = I 2 R = V 2 /R (again know any 2 ..) if your resistor turns into a smoking piece of carbon you probably need one with a higher power rating
Voltage ratings have to do with breakdown (arcing) only an issue of you're playing with dangerous voltages
Resistors 3
If you connect resistors in series the resulting resistance is the sum of the two resistor's values
If you connect them in parallel the resulting value is complicated (I promised little math) but if they are both the same the result is the same as a resistor of half the value
Try the "resistors" demo
Resistors 4
With two resistors in series the voltage in the middle is proportional to the ratio of the two resistors
Click on the "voltage divider" demo
Right click on some resistors to muck with their values
Polarity
Positive charges (an absence of electrons) and negative charges (too many electrons) kind of work the same way
Due to a lot of history before people worked out how electritity we often end up thinking of currents flowing from positive to negative (even though the electrons really move the other way)
It doesn't really matter
DC vs AC
A DC voltage is a fixed voltage that doesn't change
An AC voltage is one that changes continually, usually represented as a sine wave with a fixed frequency:
Complex waveforms are a mix of frequencies
AC vs. DC 2
Often we see a mix of a DC voltage and an AC voltage
On a 'scope they look like an AC signal with an offset from 0
Capacitors
Block DC (infinite resistance)
Pass AC
'resistance' to AC inversely proportional to value and to frequency (we say 'impedance' rather than 'resistance' here)
Measured in "farads" - a farad is a lot, we normally use nano and micro farads
Stores energy using an internal electric field
Capacitors 2
Come in lots of types
Small ones (disc ceramic) are pretty rugged
Bigger ones tend to be voltage limited (electrolytics) and physically big
Specialty ones for high voltages, high reliability, larger temperature ranges, higher frequencies
Capactitors 3
Used for three main things:
Blocking DC voltages
Smoothing AC from DC rails
Frequency sensitive circuits
Capacitors 4
An ideal capacitor will charge infinitely fast
The real world always has resistance – capacitors charge and discharge at a rate proportional to the R and C in a circuit
Click on the "capacitor" demo
Now look at the "AC response" demo – see how the current lags the voltage
Capacitors 5
You calculate the AC impedance values of capacitors in parallel by adding the values together
The rules for capacitors in series is the same as for resistors in parallel
Inductors
Store energy in a magnetic field when a current is flowing
Pass DC with close to 0 resistance
Tend to block AC – resists AC current changes
'resistance' to AC proportional to value and to frequency (we say 'impedance' rather than 'resistance' here)
Measured in "henrys" - a henry is a lot, we normally use micro and milli henrys
Inductors 2
Come in lots of types
Expensive, difficult to buy/use
Physically big
There are issues with stray magnetic fields
Inductors 3
Used for three main things:
Blocking AC voltages
Smoothing AC from DC rails
Frequency sensitive circuits
Inductors 4
An ideal inductors has 0 resistance
Real world always has resistance – current changes occur at a rate proportional to the R and L in a circuit
Click on the "inductor" demo
Now look at the "AC response" demo – see how the voltage lags the current
Inductors 5
You calculate the AC impedance values of inductors in series by adding the values together
The rules for inductors in parallel is the same as for resistors in parallel
Inductors 6
When the current through an inductor is turned off the magnetic field collapses – it induces a voltage that can rise to much higher than the initial voltage – these can damage circuits
Those sparks you see on switches when you turn motors and other inductive loads off are caused by this
Duality
Capacitors and inductors seem to have similar but opposite behaviors
AC impedance goes up with frequency in inductors and down in capacitors
Voltage and current phase shifts are opposite
This is very useful
Try the "parallel resonance", "band-pass", "notch", "Twin-T" and "crossover" demos
Caps are usually much cheaper and easier to use than inductors – we prefer to use them
Bipolar Transistors
Bipolar transistors
A small current flowing between the base (left) and emitter (the one with the arrow) terminals causes a much larger current to flow between the collector and emitter
Positive current always flows thru the arrow
Bipolar Transistors
The ratio of base to collector current (the gain) flowing depends on a bunch of things (no math remember)
In a small range of base currents the gain is pretty much linear (without distortion)
we often set a default DC bias on the base to put it in the middle of this range then introduce AC through a capacitor
Example – AC linear amplifier
R3/R4/R2 set the base DC current
R1/R2 is the output DC load (collector current)
AC signals are inserted and extracted with the caps
Example – switch mode transistor
If we're switching DC signals we ignore any issues around getting the transistor to act linearly
In this case applying a large voltage to Vin will cause enough current to flow to turn the transistor all the way on, it will act as if it has close to 0 resistance
Look at the 'switch' demo
NPN vs. PNP
Bipolar transistors come in 2 flavours – NPN and PNP
All the examples we've seen so far are NPN transistors
PNP transistors act in a mirror way – interacting with respect to the emitter and the +ve power rail as NPN transistors interact with ground.
(NPN transistors tend to be slightly cheaper than PNP transistors)
Power amplifiers
Sometimes we use a symetric NPN/PNP pair of transistors
Look at the example "Simple Push-Pull Follower, with Distortion"
And then "Improved Push-Pull Follower"
Final example
Finally something that pulls lots of stuff together
Look at the example "Astable Multivibrator (Oscillator)"
Can you see how it works? – it uses RC charging delays to turn on switching transistors
Field Effect Transistors
FETs work differently from bipolar transistors – they are controlled by a voltage between their gate and drain terminals (rather than a current between base and emitter)
Applying the voltage causes the channel between the source and drain to change size and the amount of current flowing to change
FETs
You use them in all the same sorts of circuits you use bipolar transistors in
They have linear regions for analog
They make good switching transistors
Gate capacitance can be an issue – even though they are voltage driven device you may need to inject a lot of current to get them to switch
Gates can be static sensitive
FETs 2
They are the basis of most modern digital logic because of their low power consumption and ease of fabrication ….
They come in N-channel and P-channel variants – much like NPN and PNP transistors
Try the MOSFETs 'switch' example
FETs 3
Modern logic uses complementary FETs
Try the "CMOS inverter" example
The "CMOS Inverter (w/capacitance)" example models real world gate capacitance
The "CMOS Inverter (slow transition)" shows how we get current switching transients (the source of much of the heat in modern digital chips
Darlington transistors
Darlington transistors are used when you need high gain switching (ie driven by a really low current)
They are in essence two transistors tied together
You can make your own | <urn:uuid:c79662b2-5ad4-41fc-b9c5-36ad859885d3> | CC-MAIN-2018-43 | http://dspace.org.nz/wp-content/uploads/2013/06/electronics1.pdf | 2018-10-23T01:45:23Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00033.warc.gz | 94,105,018 | 2,571 | eng_Latn | eng_Latn | 0.981959 | eng_Latn | 0.997431 | [
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In the National Curriculum for all Primary Schools, there are high expectations for all year groups for learning their multiplication and division facts.
Here are the expectations for each year group:
Year 1: Count in 2s, 5s and 10s
Year 2: Recall and use multiplication and division facts for the 2,5 and 10 times tables.
Year 3: Recall and use multiplication and division facts for the 3,4,6,8 times tables.
Year 4: Recall multiplication and division facts for all multiplication tables up to 12 x 12.
This is a big change, as there is now an expectation that by Year 4, all children will know their multiplication and division facts.
We are therefore having a big push on teaching multiplication and division facts at school. The more practise your child gets at home, the more it will support their work in school. This leaflet has lots of ideas for helping to learn the facts, other than just by rote! The more fun and practical, the better.
Bronze Award
2 times table
5 times table
10 times table
Learn your multiplication and division facts.
Name of child ................................................
Times Table Challenge – bronze
Each week your child will be tested with a set of multiplication questions based upon the 2, 5 or 10 times tables. When all the questions are quickly and accurately answered for the 10 times table, your child will move onto the 2 times table and then the 5 times table. To complete bronze, your child will then move onto answering division questions for the 2, 5 and 10 times table.
Please practise the times tables at home by games, reciting or learning songs or using ICT APPs. There are some suggestions in this leaflet.
Ideas to help learn times tables:
Games:
A stack of coins – at least a dozen each of 1p, 5p and 10p, and preferably two dozen 2p, will let you make up a full set of tables to 12x12 for the occasions when your child might need to go back and check by counting. No cost, beyond the time it takes to collect up the change.
A pack of cards – take out the aces and Kings, count Jack as 11 and Queen as 12, and you can practise the full range of tables by dealing your child two cards and asking them to multiply them.
A pack of blank cards (make them out of cardboard or paper, or buy premade versions) These are infinitely versatile. You can write down whatever items your child has problems with and make Pelmanism sets with questions and answers. (Write the questions and answers on different cards. Shuffle and turn the cards face down. The child has to turn over a card, then turn over the matching card. You can start with a small number of sets and build up.) How many card questions can your child answer correctly against the clock?
Time challenges can be a really good way of helping times tables become automatic. Some ideas we use in school are:
- Measuring the time it takes to write the times table, then trying to beat that time
- Seeing how many times you can write that table in one minute
- Races/challenges against other people
If you have access to an ipad or tablet, there are lots of great APPs which you can use with your child to learn multiplication and division facts. Here's a couple which might be fun!
Singing times tables can be a really good way for the children to learn. Most book shops and toy shops will have CDs of times tables songs that the children can sing along to, or you could always make up your own to a known tune http://www.topmarks.co.uk/maths-games/7-11-years/times-tables
Some websites can be really useful: http://www.teachingtables.co.uk/ | <urn:uuid:e40777d1-b1db-416e-8a57-11dd2403d974> | CC-MAIN-2018-43 | http://highercallprimary.co.uk/media/2420/times-table-challenge-bronze.pdf | 2018-10-23T00:53:41Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00033.warc.gz | 156,821,341 | 799 | eng_Latn | eng_Latn | 0.998909 | eng_Latn | 0.999112 | [
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Healthier Middle Schools Every student can help.
You're not a little kid any more.
In middle school, you have more say in deciding things for yourself. You can also help to make your school healthier. There's a lot you can do to get more healthy food choices and more opportunities for physical activity for everyone.
There is power in numbers.
We are reaching out not only to middle school students but also to teachers, principals, parents, and food service managers. Working together is the best way to make your school healthier. When you get involved, you have a say in what decisions are made. That's better than letting others make all the decisions for you, right?
!
It's your school. Help to make it healthier.
Do you want to:
Do your best in school? Feel your best?
Have energy for all that you do?
Did you know that good nutrition and regular physical activity can help with all that and help you look your best? Since you spend so much of your day in school, it's up to you to make healthy food choices while you're there. Make physical activity part of every day, too, so you can be your best.
On the back of this flyer are some ideas other kids are using to make their middle schools healthier. Take them to your favorite teacher or the student council, and get things started.
Middle schools get healthier when students get involved.
Sign up. Join in.
Maybe your principal, a teacher, or the food service manager is starting a group to make school food healthier and taste better. Sign up and be part of it.
Everybody likes a little competition.
Start a survey or petition to figure out what new after school sports or activities your school could offer that kids will like.
So, how about a healthy eating or physical activity challenge between grades or schools in your area? Ask teachers and parents to help.
Look around. What snacks and beverages are offered in your school store or vending machines? Could they be healthier? Take your ideas to the student council.
Find more ideas at TeamNutrition.usda.gov.
Remember, it's your school. So, do what you can to make it healthier.
And thanks for your help.USDA, United States Department of Agriculture
November 2011,
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LEVEL
Advanced
PEOPLE
2
BUDGET $$
WHEN
Summer
REPEAT
MODULE 6
VEGETATION PLOTS
IN A NUTSHELL
*
Plots permanently marked and re-visited
*
Species listed along with their maximum and average height, tiers present in and
approx % cover
*
support general observations and
Provide robust, numerical data to impressions
*
height, plant cover exotic plant species composition, plant
INDICATORS MEASURED: Native and
WETLANDS MONITORING AND ASSESSMENT KIT
Every 5 years
Vegetation is a vital part of any wetland. It provides oxygen, shade, cover, nest sites and food for many other species, as well as contributing to biodiversity in its own right, and sometimes providing materials of cultural importance.
Most groups restoring wetlands will want to know if weeds are increasing or spreading, and if planted or naturally occurring native plants are surviving, thriving, reproducing or self-establishing.
Monitoring vegetation allows to you measure changes in:
* plant growth (biomass and height)
* plant type (composition)
* number of plants (diversity)
* number of natives to exotic species (native dominance)
* weed establishment or spread
* appearance of new species (regeneration)
Changes in plant composition or cover can also tell us something about change in nutrient status and hydrology.
Skills needed
Plant identification
Field navigation
GPS use
Estimates of plant height and cover (spread)
Equipment checklist
Standard safety gear
Vegetation map and/or aerial photo of the wetland
VEGETATION PLOT DATASHEET
MAPPING VEGETATION MODULE instructions
Plant ID books (see useful websites/reading below)
Pencils
Clipboard
Digital camera, memory card and
batteries
Spare camera batteries and memory card
Compass
GPS unit, batteries and manufacturer's instructions
Black plastic weed bag
Sample bags (Ziploc)
Permanent marker
50 m tape-measure or 2x 30 m tapes
5 m builders tape
4x plot marker poles per plot with cattle tags attached
Cattle tags or strip of venetian blind
Hammer and nails
1. Plan your approach
1.1 Standard monitoring methods
The standard method for monitoring wetland vegetation is via a plot that is permanently marked and regularly re-measured. The instructions are outlined in the Handbook for Wetland Monitoring, see 'Useful websites' at the end of the module for link. A slightly simpler version is presented here, although it is still more suitable for those with advanced skills.
The time and effort required will depend on your wetland size, number of vegetation types, plot sizes chosen, and ease of access. In general, a 5x5 m plot may take 30 mins to 1 hour to complete.
You will need a vegetation map of your wetland before you start, see the Mapping Wetland Vegetation module.
TOP TIP:
1.2 Find out what's already been done
Ask your regional council and Department of Conservation if they already monitor vegetation at your site. Or if they have any species records or other data from previous surveys that would help you establish a baseline.
1.3 Learn your plants
If you don't have a keen botanist in your group, see if your local Botanical Society, National Wetland Trust member, Forest and Bird Society, DOC office, university, or council has anyone willing to help. For instance, they may:
* provide books or other resources to help you identify plants
* join you in the field for each survey
* join you in the field once to teach you the plants in your site
Make a folder of photos and pressed samples of plants taken from your site.
* help you build a photo ID kit and/or pressed sample file of plants in your site
* identify samples you bring back from the field
1.4 Complete a monitoring plan
If this is the first time you are doing vegetation monitoring, complete the WETLAND MONITORING MINI PLAN. If not, check the mini plan to ensure you are following the plan actions. Key decisions will be how many plots, where to put them, and how big they should be.
1.4.1 Number of plots
Aim for 2 or 3 per vegetation type that you wish to monitor. Use your vegetation map to work out how many types of vegetation occur, which are the most abundant, which are of particular interest to you, which you expect to change the most (e.g. where you are doing weed control or planting, or have recently fenced stock out of), and which you will exclude for safety or other reasons.
1.4.2 Plot placement
Try to place plots randomly within each vegetation type. First draw x's on your vegetation map to show roughly which vegetation types you will monitor and how many plots per type. In the field, go on a track or wetland edge to roughly where each x is located. Ask your field partner what day of the month their parents birthdays fall on. The dates will be the metres you walk along the track or edge (a coin flip will decide if you go left or right), and then forwards into the vegetation. Use different random numbers for other plots, e.g. your children's birthdays.
1.4.3 Plot size
Plots are always a square for this module, but the size can vary between 2x2 m and 10x10 m. A good rule of thumb is that the width of your square should be at least the same length as the maximum height of your vegetation, though in highly variable vegetation choose a larger plot size. For willow forest use 10x10, in mangrove forest, manuka scrub, flax, or diverse sedgelands use 5x5, in very short vegetation like lake edge or saltmarsh herbfields 2x2 may be big enough.
1.5 Check your equipment
Have all the gear on the list? Camera working ok? Batteries charged up? Plenty of space on the memory stick? Got a field buddy and permission from any landowners for access? Boots and clothing free of seeds and dirt? When establishing vegetation plots you will need equipment to permanently mark the corners. Use sturdy bamboo poles or garden stakes that can be pushed firmly into the ground. Attach yellow or pink cattle tags to make the poles easier to find - flagging tape and spray paint break down too quickly.
1.6 Plan your route
Try to reach your pre-marked plot locations by the safest route, from the nearest edge or track, but check there are no hazards like deep channels between you and the plot marker.
Vegetation plots
2. Collect data in the field
Tell a 'minder' where you are going, who with, and when you expect to be finished, call or visit them when you leave the site, so they know you are safe. Mark your wetland entry point on your GPS unit in case you lose your bearings.
In the field you will set up and later re-measure permanent vegetation plots in representative areas of vegetation. In each plot, you will list all the species present and indicate their height range and relative amount of cover. You will also note if seedlings are present.
MINIMISE DAMAGE TO THE PLOT VEGETATION
- keep to the outside of the tapes, be as gentle as you can, don't bend vegetation out of your plot – you want to monitor natural change, not the result of monitoring damage.
2.1 Set up plot
Practise this step in an area of open grass first to get used to following compass bearings. KEEP THE COMPASS AWAY FROM ANY METAL.
When you reach your plot location, place a pole in the ground, tie or fix your tape measure to it, and use a magnetic compass (GPS compasses aren't reliable) to move along north-south and east-west lines. If heading east, turn the compass dial so E is at '12-o'clock' on the compass dial, and turn your body until the needle lines up with the printed north arrow. Keeping both eyes open, face the direction the compass (not the moveable needle) is pointing and look for a landmark about 5 m away to head towards (e.g. a flax stalk). Or send your field partner in the desired direction and have them move left and right until they line up with the compass.
Run the tape out 2, 5, or 10 m depending on pre-determined plot size. Use a second pole to mark the corner. Run the tape around the corner pole to hold it square, then head at right angles to the next corner, etc, until you create a perfect square. You can double check your tape is aligned N-S or E-W by holding the compass on it and checking the lines on the compass match the edge of the tape. You may need to realign the tapes if they have got hooked up around vegetation, or the tape does not end up back at the first pole at the right distance, e.g. should be 8 m for a 2x2 m plot, 20 m for 5x5, 40 m for 10x10.
Keep the tape as straight, tight, and level as you can – if the tape goes up and over or around dense shrubs it affects the length of the plot – slide the tape through between foliage. If a tree is right where your tape needs to go, decide if it is mostly in or out and run the tape around it accordingly.
Vegetation plots
2.2 Permanently mark it
2.3 Photograph it
2.4 Name the vegetation
2.5 List the plants
Push the four corner poles firmly into the soil so they won't wash away in a flood. Give the plot a unique number and write with a permanent marker on a cattle tag, or scratch it onto the venetian strip with a sharp nail. Attach this to the corner pole nearest the track.
Record the GPS coordinates of the plot in NZTM format (use the instruction guide for your particular GPS unit). You may also wish to nail a cattle tag or strip of metal venetian blind to a tree or fencepost along the nearest track, and write on it the direction and distance to the plot.
Take a photo at each corner, looking diagonally into the centre of the plot. Complete the PHOTO RECORD SHEET for each photo.
Complete the top sections of the VEGETATION PLOT DATASHEET with the name and location of your wetland, current date, your name etc.
Next, classify the plot vegetation by writing the vegetation composition and structure. Refer to the instructions in the MAPPING WETLAND VEGETATION module.
This information tells you what species are present, if there are more native or exotic species, if new species are establishing, or species are dying out in the plot over time.
In the first column of the VEGETATION PLOT DATASHEET list all of the species you can identify. Write unique code names for those you can't identify (see section 2.6 Collect unknown plants). Put a star '*' next to those you know are exotic species.
Don't forget to look up! Include plants that have foliage hanging over the tapes into your plot. It can help to start with the tallest plants, then work your way down to the ground.
Include plants that are dead if you can identify them, but note that they are dead in the comments box. List them on a separate line to the live ones. Don't treat natural seasonal die-back of willow, raupo, etc as dead plants, monitor in summer to avoid this.
Vegetation plots
2.6 Collect unknown plants
2.7 Add height data
For any species you can't identify, collect a specimen, but only if there is plenty of plant matter in case it's a rare species. For smaller plants collect an entire plant that has fruit/ flowers/ seeds, include roots. For trees take a small branch that has several leaves, not just one leaf, and include flowers/fruit. Take general and close up photographs and note details about its height, growth form, colour etc. Give the species a unique 'code' name, e.g. 'red-flowered herb', and write this on the datasheet and the collection bag (write the date and plot number on the bag too). Take it to a botanist as soon as you can, or press the sample for longer storage – don't keep in a plastic bag for more than one day.
If you find a bad weed in your plot and can easily remove it, bag it in black plastic, but first record its details on your datasheet and clearly state 'REMOVED'. Dispose of to landfill.
This information tells you what species are the tallest, if species are present as mature trees, shrubs and/or seedlings, if species are increasing in height over time (indicating growth/maturation).
For each species, list the maximum height of the foliage – not flowering parts like flax stalks. Use a builders tape for plants up to about 2 m. For taller plants, have a person stand close to it with their arm up to indicate roughly 2 m, stand back and estimate how many 'people' high the plant is and double that number. Or you can mentally halve the height of the plant, estimate that height and double it.
Estimate the average height for each species, to give an idea of how tall MOST of the vegetation of that species is.
Tick which height tier each species occurs in – top is taller than 2 metres, mid is 30 cm to 2 m, ground is below 30 cm. Use a builders tape or 2 m pole with 30 cm marked in coloured tape or pen. Write '–' if there is no foliage or green stems of that plant in a given tier – e.g. ignore a willow trunk in the bottom tier if all the leaves are above 30 cm, but tick ground if there are willow seedling or re-sprout leaves below 30 cm. If, say, the only flax is a leaf hanging into the plot you will tick mid, but not ground.
Include plants visible under water, or floating on water, like duckweed. For floating plants their height will be '0' but for upright plants currently partly under water their height will be height above the ground, not above the water.
Vegetation plots
2.8 Estimate % cover
This information tells you what species are the most dominant/ abundant, if native or exotic species dominate, what species are increasing in amount, or disappearing over time.
For each species, estimate how much of the plot it covers to the nearest of either <1%, 1%, 5%, or to the nearest 10% value.
How much is 1%? In a 10x10 m plot, 1% is 1x1 m; in a 5x5 it's 50x50 cm; in a 2x2 it's 20x20 cm.
This is the hardest part of the module, use the following tips:
* Focus on one species at a time – mentally blank out the rest.
* Don't add up overlapping foliage of the same species, even if it's from a different plant – the total can never be >100% for a given species because it is the amount you would see looking down from above if all the other species disappeared.
* If there are species that look very similar, estimate the total cover of the look-alikes, and then divide that value among them based on what you think is the relative amount of each. E.g. if Carex tussocks cover about 60%, and there seems to be two Carex secta to every Carex virgata, based on the few you could find in flower, then C. secta is 40% and C. virgata 20%. Make a note that it was hard to separate these and the values are best guess.
* Deal with the less abundant species first, they will probably mostly cover 1 % or less, and it gets them off your conscience!
* For those >1%, pretend you are hovering over the site looking down, how much of the plot does that plant cover. More than half (i.e. >50%)? Less than half? More than a quarter? Keep breaking the plot down this way to home in on the nearest 10%.
* If the species forms a single dense clump it's easier to guess cover. If not, try to mentally 'pick up' scattered plants and put them side by side in one part of the plot and estimate how much they would cover if clumped this way.
* For scattered species you could estimate the actual cover of each patch/plant and add them up. Let's say in your 10 x 10 m plot you have three flax plants. Each one is about 2 x 2 m, so 4 square metres. So together they cover 12 sq m. In a 10 x 10 m square there is a total of 100 sq m, so 12 sq m is 12%, you could round this down to 10%.
* For species thinly scattered throughout the whole plot, like bindweed or spike sedge, look at a typical 1x1 m patch of it within the plot. Decide how much it fills. Imagine how much it would cover if you could gently bring it all together into a solid patch. If you think it would cover, say, half of this representative patch then its probably covering half of the whole plot, so write 50%.
* Ignore small foliage gaps in the canopy – this also includes subcanopy foliage.
Include the amount of the plot covered by water and/or bare ground (exclude bare ground that is under water, it's not bare!)
Vegetation plots
2.9 Make notes
2.10 Check it
2.11 Total the natives
This allows you to record any features of interest, such as dieback, seedlings, flowering or fruiting etc.
Use the notes column to write anything of particular interest about a species, including if there are dead ones in the plot, and if there are seedlings of tree and shrub species – you'll want to know if weeds are establishing or natives regenerating. Also if the plant is fruiting or flowering, particularly in planted areas or of weed species.
Write general comments on the back page – whatever seems relevant, e.g. cattle recently been through, saw possum dung, etc.
Take a good look around your plot to make sure you haven't forgotten any species. Make sure you have a tick or dash in top, mid, ground for every species, and that you've given each a maximum and average height.
Add up the total % cover for all the native species (ignore values you gave for dead plants and for water or bare ground). Then sum all of the live foliage (native and exotic). Divide the amount of total native cover by the amount of all live foliage and multiple by 100 to calculate the % of the plot that natives comprise.
2.12 Collect in the tapes
Carefully wind up your tapes, but leave the poles in place. Take photos of your datasheets.
3. Back at base
3.1 Store the data
* Download photos, including photos of your field datasheets, and GPS data files at the first opportunity and save onto a hard drive (internal or external), with backups on DVD/CD stored in a different location to the originals.
* Store photos in folders bearing the site name, module type and year. If you have used the camera's pre-set photo number on your datasheet, don't rename the file. Right click on an image file and select 'Properties' if you want to confirm the time and date a shot was taken.
* Have the GPS data saved as a kml or kmz file so they can be opened in Google Earth or Google Maps. Double check that they are in the right location.
* Enter the data from the data sheets into an excel spreadsheet. Take great care not to introduce errors.
* If you have a web-site, store the images there too, along with the relevant information (or use an image hosting site such as Flickr). You can also load the photos and waypoints onto Google Earth, positioning the image at its actual location.
* Print out a copy of the spreadsheet and put it in a Vegetation Monitoring folder divided into relevant years. Ideally the folder will also contain this module's mini plan, reports, printed maps, directions to the plots, and other relevant monitoring data, along with CDs/ DVDs and notes on where the hard drive copies are stored.
3.2 Analyse and interpret the data
3.2.1 Count the number of species
Add a column to your spreadsheet labelled Exotic, and put '1' in for each row that is an exotic species – the NZPCN website will tell you which are exotic. A quick sum of all the '1's will tell you how many exotic species you have – or you can sort the data on that column so all exotics are listed after all natives. Count the number of species that are native, and the number that are exotic. List the totals of each, and the ratio of native to exotic species.
3.2.2 Calculate the % of exotic vs native cover
Add up the total cover for all PLANT species (both pages if more than 13 species) – don't include water or bare ground – and then the total for all exotic species (the * 's make them easy to spot). Calculate the % of the total vegetation cover that is made up of non-native species. You can do this step back at base.
If you have data from previous visits, look for changes, including:
* species not previously recorded - new arrivals or overlooked first time?,
* species not recorded this time - possible decline in a species, successful weed control, or overlooked this time/ mis-identified on one of the visits?
* species newly recorded in a height tier (indicating plant growth)
You can create simple graphs to show change over time, e.g. in total number of native species.
Vegetation plots
10
3.3 Report the data
Complete the REPORT TEMPLATE and share the results with your staff/ volunteers, and if appropriate, funders/ supporters and management agencies. Put a printout in your monitoring folder and save a copy with your other monitoring files on your website / computer.
Include in your report (for the wetland as a whole and per vegetation type):
* Total number of species for each of exotic and native species
* Average number of species per plot
* Species most frequently encountered – i.e. that occur in most plots
* Species most dominant – i.e. that have the greatest total % cover
* General vegetation height
* Species present only as seedlings – indicating either weeds to watch or evidence of natural regeneration
* Comments on features like non-seasonal dieback, particularly of weeds under control, and natives you have planted.
* Changes in any of these factors since the last monitoring period
Compare the results with your restoration plan – does it need any changes to deal with new or reduced threats?
3.4 Subsequent visits
* Take a GPS unit with the waypoints of the previous survey and use it to find your plots.
* How often you re-measure the plot depends on the site and what is happening there. If you just want to record what is happening in the absence of any specific restoration work (e.g. a 'control site'), every 5 years is probably fine. You may want to measure more frequently though, e.g. to know what species in your planted areas are surviving/thriving. Be aware of the potential to damage sites, only visit plots as often as you really need to.
* Re-measure plots at the same time of year to capture the data in the same season. Summer may be easier for access (lower water levels), and you'll measure deciduous plants e.g. willow, raupo, in full foliage. This will also help distinguish seasonal change from long-term change.
11
Useful websites/reading
Wetland Monitoring Handbook
www.landcareresearch.co.nz/research/biocons/ restoration/docs/handbook2004.pdf
Wetland Plants in New Zealand – a book by Peter Johnson and Pat Brooke
NZPCN has photos and descriptions of native and exotic plant species www.nzpcn.org.nz
GPS Visualizer – allows you to load a file of GPS data onto a map
www.gpsvisualizer.com/
Loading photos on to Google Maps
www.youtube.com/watch?v=a2SB84D1YWM
Online photo management and sharing
www.flickr.com
Vegetation plots
12
Completed example: (blank word version also available from NZ Landcare Trust website)
Vegetation Plot Datasheet (pg1)
SITE NAME:
Waiora Lagoon
PLOT SIZE: 10 x 10 meters
LOCATION:
Off Waiora Lagoon Rd, 10 km south of Onetaha. E1783653 N5989582
RECORDER:
Sandi Beech
DATE:
07 March 2012
VEGETATION COMPOSITION 1 :
Crack willow/raupo
VEGETATION
STRUCTURE:
Reedland
1 Main 'canopy' species, use / or – for different or same height; 50-100% 20-49% (10-19%) [1-9%]
2 Either <1%, 1%, 5%, or nearest 10% 3 List approx number seedlings, e.g., <10, 20-30, +10 Use next page if > 12 species
REMINDER: Include overhanging vegetation. Height is for foliage, not flower stalks.
Vegetation plots
13
Vegetation Plot Datasheet (pg2)
SITE NAME:
Waiora Lagoon
DATE:
07 March 2012
GENERAL COMMENTS:
Plot is at the edge of raupo where willow forms a narrow band near a channel that runs along the base of the slope. Low diversity in the raupo, mostly just the native bindweed (bright pink flowers and sepal visible between bracts confirm ID). Other species grow under the willow where the ground is quite bare.
Vegetation plots
14 | <urn:uuid:aa5f63ac-902c-4c6f-aca5-b01584a217a7> | CC-MAIN-2018-43 | http://www.landcare.org.nz/files/file/1088/Module%206%20Vegetation%20Plots%202.pdf | 2018-10-23T01:25:49Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00032.warc.gz | 489,770,410 | 5,487 | eng_Latn | eng_Latn | 0.96405 | eng_Latn | 0.997776 | [
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A Little Planning Goes A Long Way… Staying Safe in a Disaster
Emergencies and natural disasters strike without warning, and having a simple "emergency pack" ready to grab at a moment's notice can make all the difference in the first 72 hours, which is often how long it takes first responders to arrive with help in a disaster situation.
Pack Contents:
Calculator for how much to bring: Based on family size (# of adults, # of children, # of pets): http://arcbrcr.org
Keep your pack(s) handy to grab, easy to move to your shelter-in-place room or to fit in your evacuation vehicle. Whether you evacuate or shelter in place, these items are useful in your kit:
- Water – 1 gallon per person, per day (if evacuating, take enough to cover travel time to safe location)
- Multi-purpose tool
- Food – non-perishable (a manual can opener/scissors for packages), special food for infants and pets
- Disposable plates, cups, and utensils (don't use your precious water for washing dishes)
- First Aid Kit: Sterile gloves, cleansing soap and antibiotic towels, antibiotic ointment, burn ointment, adhesive bandages, eye wash solution, thermometer, prescription medications pain reliever (pediatric doses too if you have children), scissors, tweezers, ace bandages
- Flashlight and batteries (LED flashlights can last 5-7 times longer)
- Battery powered or hand-crank radio (some have cell-phone and USB charger ports)
- Sanitation and personal hygiene items
- Medications, eyeglasses, and medical equipment if needed (oxygen, syringes/needles, inhalers)
- Copies of personal documents placed in a water proof container (including insurance papers)
- Cell phone with chargers (solar and hand-crank chargers with cell-phone and USB charger ports are available)
- Family and emergency contact information
- Extra cash
- Emergency blankets and clothing for adverse weather conditions
- Zip lock bags of various sizes
- Paper and marker in case you need to make a sign for help or leave a note
- Maps of the area
See www.ready.gov/build-a-kit for more info.
We are an international service and leadership organization bringing good people together to do good things. Our members become our best selves together through meaningful service to others and developing wonderful friendships. In addition to community safety and preparedness, we support St. Jude Children's Research Hospital, Hope for Heroes (supporting the troops, veterans, their families), literacy causes, victims of domestic violence, and Easter Seals.
Learn more: Visit www.epsilonsigmaalpha.org
and consider joining us as a member.
Make some new friends and make a difference with us.
To Check Out In Advance Web-Based Resources
http://www.ready.gov :
Official U.S. government site for comprehensive disaster preparation information.
- Customized information for the types of disasters you are most likely to encounter in your area (wildfire, hurricane, tornado etc): http://www.redcross.org/prepare/disaster
- Disaster Information for Pets: http://www.humanesociety.org/about/ departments/disaster_preparedness.html
- Disaster Fact Sheets for Kids: http://www.fema.gov/media-library/assets/ documents/34288
IF YOU STAY
- Choose a room in advance for your shelter (recommendations vary by disaster type, select based on likely scenarios… consider windows/doors, access to a bathroom/water supply, which floor of the home)
- Gather notes about "how to" and tools needed for turning off utilities if recommended (Wrench or pliers to turn off gas)
- Supplies to stay warm without power
- Relocate important items to a less vulnerable area of your home (back-up drive for your computer etc.)
- Build a Kit: http://www.ready.gov/build-a-kit
Local Resources for OUR Community
IF YOU GO
- Determine where you will go
- Plan where your family will meet (in case you are not together when you have to evacuate)
- If you have a car, keep a full tank of gas and spare set of keys
- Practice fitting your kits and family all in the car so you can pack in a hurry if needed
- Familiarize yourself with different routes and different forms of transportation
- Leave as early as possible
- Follow recommended evacuation routes (shortcuts may be blocked)
- Be aware of road hazards
- If you don't have a car, plan how you will evacuate
- If you have pets, research places they can stay with you or you can drop them off safely
- Let family members who do not live in the affected area know where you are going | <urn:uuid:355e401d-cdfc-4eab-950d-3a73a4eb6880> | CC-MAIN-2018-43 | https://epsilonsigmaalpha.org/getattachment/service-projects/national-service-projects/emergency-preparedness-(1)/Emergency-Pack-Handout3.pdf.aspx | 2018-10-23T00:30:20Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00033.warc.gz | 669,815,554 | 973 | eng_Latn | eng_Latn | 0.995585 | eng_Latn | 0.995625 | [
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YOUR NAME: REGISTRATION #
H. Waorani Numbers (1/1)
H-1
aroke 1.
mẽña 2.
mẽña go aroke 3.
mẽña go mẽña 4.
ãẽmãẽmpoke 5.
ãẽmãẽmpoke go aroke 6.
ãẽmãẽmpoke go mẽña 7.
mẽña mẽña mẽña mẽña 8.
ãẽmãẽmpoke mẽña go mẽña 9.
tipãẽmpoke 10.
Solution:
Step 1. From b) we can infer that aroke and mena are 1, 2, or 3. Aemaempoke must be 5, 10, or 13 (but 13 is too large, which leaves only 5 and 10 as possibilities).
Step 2. From d) we can see that mena cannot be 1. If aemaempoke is 10, then mena cannot be 2 or 3, therefore aemaempoke is not 10, so it must be 5.
Step 3. Aroke and mena are both 1 or 2, but mena is not 1, so mena is 2 and aroke is 1.
Step 4. Therefore tipaempoke is 10.
Step 5. We still have to account for 3, 4, 6, 7, 8, 9.
Step 6. From c), the squared number cannot be 9, 8, 7, 4, or 3, so it must be 6. Therefore the other two must be 4 and 9 (since 4x9=36). The left hand number is shorter so we call it 4 and the right one is then 9.
Step 7. From a), we are still missing 3, 7, 8. However z+4=2x6=12, so z=8.
Step 8. The missing numbers now are 3 and 7. We build 3 (2+1) by analogy to 6 (5+1) and we build 7 (5+2) by analogy to 4 (2+2). | <urn:uuid:3104dfb8-2a13-4b72-84c5-bc729e695439> | CC-MAIN-2018-43 | http://www.naclo.cs.cmu.edu/problems2012/N2012-HS.pdf | 2018-10-23T01:15:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00036.warc.gz | 512,385,529 | 485 | eng_Latn | eng_Latn | 0.971608 | eng_Latn | 0.971608 | [
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Date of Event:
Date Event Reported:
Student Conflict Report
Incident Statement Sheet: Reported Victim
Name of Student (Print):
Has this person bothered you before?
If yes, how often does it happen?
When and where does it occur?
Who saw this happen and what did they do?
Have you told any adults (teachers, parents) about it? If so, what was their response?
What has been your response to the person bothering you?
School Personnel Signature:
Student Signature:
Answer this Section Only If Reported Victim Did Not Make Report
Was the reported incident accurate? Yes
or No
What is your reaction to the events reported?
Answer this Section if Victim Made Report
What are the details of the reported incident: | <urn:uuid:690a93e0-ef14-498f-a94e-b9ca35f2eea8> | CC-MAIN-2018-43 | http://www.northlamar.net/upload/common/18-19%20Required%20Docs/Victim%20Statement%20Sheet.pdf | 2018-10-23T01:13:43Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00035.warc.gz | 496,113,213 | 149 | eng_Latn | eng_Latn | 0.99845 | eng_Latn | 0.99845 | [
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Curriculum Summary
Seventh Grade – Environmental Education
Students should know and be able to demonstrate mastery in the following skills by the end of Seventh Grade:
[x] Ecology
[x] Describe the relationships between biotic and abiotic components of an ecosystem.
[x] Compare and contrast different biomes and their characteristics
[x] Describe symbiotic and predator/prey relationships.
[x] Explain biogeochemical cycles within an ecosystem.
[x] Define basic features of the rock cycle. Describe the layers of the earth.
[x] Differentiate among the mechanisms by which heat is transferred through the Earth's system.
[x] Explain the flow of energy within an ecosystem.
[x] Compare and contrast the flow of energy between organisms in different habitats.
[x] Explain the concept of trophic levels.
[x] Explain how biological diversity relates to the viability of ecosystems.
[x] Compare and contrast monoculture with diverse ecosystems.
[x] Explain how biological diversity relates to the ability of an ecosystem to adapt to change.
[x] Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce.
[x] Identify factors that contribute to change in natural and human-made systems.
[x] Explain the processes of primary and secondary succession in a given ecosystem.
[x] Watersheds and Wetlands
[x] Explain how water enters, moves through, and leaves a watershed.
[x] Explain the concept of stream order.
[x] Describe factors that affect the flow and water quality within a watershed.
[x] Explain the primary functions of a wetland within a watershed.
[x] Providing habitat, flood control, water purification.
[x] Serving as buffer zones, wildlife propagation areas, and food and fiber systems.
[x] Use appropriate tools and techniques to analyze a freshwater environment.
[x] Interpret physical, chemical, and biological data as a means of assessing the environmental quality of a freshwater environment.
[x] Natural Resources
[x] Explain how products are derived from natural resources.
[x] Describe the process of converting raw materials to consumer goods.
[x] Differentiate between nonrenewable and renewable resources.
[x] Explain the distribution and management of natural resources.
[x] Differentiate between resources uses: conservation, preservation and exploitation.
[x] Agriculture and Society
[x] Describe how agricultural practices, the environment, and the availability of natural resources are related.
[x] Describe the economic importance of agriculture to society.
Curriculum Summary: Seventh Grade Environmental Education
1
[x] Agriculture and Society
[x] Investigate resources, their relation to land use, and their impact on the food and fiber system.
[x] Identify the positive and negative effects of technology used in agriculture and its effects on the food and fiber system and the environment over time.
[x] Humans and Environment
[x] Describe how the development of civilization affects the use of natural resources.
[x] Compare and contrast how people use natural resources in sustainable and non-sustainable ways throughout the world.
[x] Describe the impact of pests in different geographic locations and techniques used to manage those pests.
[x] Identify introduced species that are classified as pests in their new environments.
[x] Research integrated pest management (IPM) practices.
[x] Explain how human actions affect the health of the environment.
[x] Identify residential and industrial sources of pollution and their effects on environmental health.
[x] Describe the wastes derived from using resources, how the waste is managed, and the potential impact on the environment.
[x] Describe how length and degree of exposure to pollutants may affect human health.
[x] Identify diseases/conditions that have been associated with exposure to pollutants.
Compliance Statement
It is the policy of Bear Creek Community Charter School not to discriminate on the basis of race, sex, religion, color, national origin, age, handicap or limited English proficiency in its educational programs, services, facilities, activities or employment policies as required by Title IX of the 1972 Educational Amendments, Title VI and VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act or any applicable federal statute.
For information regarding programs, services, activities, and facilities that are accessible to and usable by handicapped persons or for inquiries regarding civil rights compliance, contact: Bear Creek Community Charter School, 30 Charter School Way, Bear Creek Township, PA 18702; or the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. | <urn:uuid:b2a65611-9d60-45d0-b6bc-6aa8803a52d1> | CC-MAIN-2018-43 | http://bearcreekschool.com/docs/curriculum/seventh/ee.pdf | 2018-10-23T00:55:33Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00035.warc.gz | 43,196,197 | 924 | eng_Latn | eng_Latn | 0.971964 | eng_Latn | 0.972593 | [
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Fact Sheet
The Benefits of Sidewalks
Health Benefits
* Sidewalks provide opportunities for walking, and studies have shown that people with access to sidewalks are more likely to walk 1 and meet the Surgeon General's recommendations for physical activity 2 .
* Physical inactivity contributes to the incidence of obesity, diabetes, hypertension, heart disease and certain cancers; and it carries a risk burden close to that of smoking.
* A study by the Marion County Health Department (MCHD) in 2005 found that 1 in 4 adults in Indiana was obese.
* Another study by the MCHD found that 22% of the Marion County elementary school children measured were overweight.
Economic Benefits
* A study by the Urban Land Institute shows home buyers are willing to pay more for homes in walkable neighborhoods.
* Real Estate Research Corp. analysis shows property values rise fastest in pedestrian friendly areas.
* Sidewalks improve access to business and industry for employees relying on public transportation.
* Sidewalks improve customer traffic for retail businesses.
Other benefits of sidewalks include:
* reduced crime risk through increased pedestrian traffic - "more eyes on the street" as promoted by the International Crime Prevention Through Environmental Design Association (www.cpted.net)
* improved access to buses. IndyGo has been working with the city to add sidewalks at transit stops. The sidewalk amendment will boost their efforts.
* enhanced sense of community through better connections to neighbors and businesses
* decreased use of cars for short trips, saving gas and lowering emissions
- The 1995 National Personal Transportation Survey found that 40% of car trips in the U.S. are less than 2 miles, short enough to be accomplished on foot or by bicycle, if the infrastructure supports walking or biking.
- Cars have their poorest efficiency and so burn more gas during the first few miles of travel.
1. Eyler, A.A., Brownson, R.C., Bacak, S.J., & Housemann, R.A. (2003). The epidemiology of walking for physical activity in the United States. Medicine & Science in Sports & Exercise, 35(9), 1529-1536.
2. Brownson, R. C., Baker, E. A., Housemann, R. A., Brennan, L. K., & Bacak, S. J. (2001). Environmental and policy determinants of physical activity in the United States. American Journal of Public Health, 91(12), 1995-2003. | <urn:uuid:2c27a9ca-e3f5-41eb-b0b7-229c227bdb46> | CC-MAIN-2018-43 | http://allianceforhealth.org/documents/HbDFSSidewalks.pdf | 2018-10-23T00:33:33Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00035.warc.gz | 17,417,094 | 519 | eng_Latn | eng_Latn | 0.994797 | eng_Latn | 0.994797 | [
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Cyclic Quadrilaterals Student Activity
Open or create the TI-Nspire document
Cyclic_Quadrilaterals.tns.
You have seen before that for any triangle, you can find a circle that contains all three vertices (called the circumscribed circle or the circumcircle). When the four vertices of a quadrilateral lie on a circle, it is a special situation and deserves a special name: cyclic quadrilateral. In this activity, you will investigate some of the properties of cyclic quadrilaterals.
Move to page 1.2.
Part 1 – Investigating a Cyclic Quadrilateral
On page 1.2, there is a constructed cyclic quadrilateral with interior angles measured.
Drag any of the vertices of the quadrilateral, making sure the sides do not cross.
The expression a + b is provided so that pairs of angles can be added. Use the expression to find the sums of pairs of angles. Some of the angles are adjacent angles and some are opposite angles.
Class
Press
/
¢
and
/
¡
to navigate through the lesson.
1. Press Menu > Actions > Calculate. Move the cursor over the expression a + b. When it begins to blink, press ·. Then a box will appear with the message "Select a? (or press VAR)." Move the cursor to the measure for angle A and press · or x. When the message "Select b? (or press VAR)" appears, move to the measure for angle B and press · or x. A "ghost" sum will appear. Use the Touchpad arrows to move the sum to a location on the screen, and place it there by pressing ·.
Obtain the other angle sums in the same way. Move the cursor over the expression a + b. When it begins to blink, press ·. Then a box will appear with the message "Select a? (or press VAR)." Move the cursor to the measure for angle C and press · or x. When the message "Select b? (or press VAR)" appears, move to the measure for angle D and press · or x. A "ghost" sum will appear. Use the Touchpad arrows to move the sum to a location on the screen, and place it there by pressing ·.
.
Repeat for other angle sums: A and C, B and D. Press d when finished finding the sums. Note that the letters a and b could be used for any angle measures, not just those for angles A and B Make sure to keep track of where the different sums are placed on the screen.
Cyclic Quadrilaterals
Student Activity
Name
Class
Student Activity
Class
a. mA + mB =
b. mC + mD =
c. mA + mC =
d. mB + mD =
e. Describe the pattern that you see in any of these sums. Be sure to drag different vertices to check your pattern.
Continue to verify patterns. Use the Redefine tool to redefine one of the vertices to be off the circle to investigate. Press Menu > Actions > Redefine. First click on any of the vertices of the quadrilateral and then click outside or inside the circle. The quadrilateral is no longer a cyclic quadrilateral. Press d. Drag different vertices again to check the patterns. Then redefine the vertex you are exploring to be back on the circle to re-establish the cyclic quadrilateral.
2. After redefining a vertex off of the circle, what happened to the sum of the opposite angles?
3. How would you describe opposite interior angles in a cyclic quadrilateral?
4. Determine if you can create each of the following quadrilaterals. Explain why or why not.
a. Trapezoid
b. Isosceles trapezoid
c. Kite
Cyclic Quadrilaterals Student Activity
Name
Class
d. Rectangle
e. Square
f. Rhombus
Move to page 1.3.
Part 2 – Perpendicular Bisectors
This page contains the cyclic quadrilateral ABCD. Construct the perpendicular bisectors of each side by pressing Menu > Construction > Perpendicular bisector. Move the cursor to a side (make sure it says side) and x. Repeat for all sides. Press d when you are finished.
Drag different vertices of the quadrilateral to look for the relationship between the quadrilateral and the perpendicular bisectors.
5. In a cyclic quadrilateral, the perpendicular bisectors .
Move to page 1.4.
Part 3 – Quadrilaterals
6. Josephine tells Bobby that quadrilateral ABCD is a cyclic quadrilateral. He says it isn't. Who is correct? How do you know?
Move to page 1.5.
7. Explore more properties of cyclic quadrilateral ABCD as instructed by your teacher. | <urn:uuid:d4933e0a-17ad-4912-80f9-3988c61ffc85> | CC-MAIN-2018-43 | https://education.ti.com/-/media/03BB3912A0874DF294C2E054010D838F | 2018-10-23T01:51:53Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00036.warc.gz | 660,247,190 | 1,009 | eng_Latn | eng_Latn | 0.992345 | eng_Latn | 0.995861 | [
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Sexuality Match Game Answer Key
1. Homophobia: (3) Being mean to or fearing someone who identifies as a lesbian or gay
2. Straight: (7) A person who only likes people of a different gender than their own (ex. a girl who only likes boys)
3. Bisexual: (1) A person who likes both people of their own and other genders (ex. a boy who likes both boys and girls)
4. Pansexual: (4) A person who likes people of all genders
5. Gay/lesbian: (5) A person who likes people of the same gender as themselves (ex. a girl who likes girls or a boy who likes boys)
6. Sexual Orientation: (2) A word used to describe emotional and physical attraction towards other people (i.e. who you like)
7. Asexual: (6) A person who is not sexually attracted to anyone
**Teachers Note**: Be sure to emphasize that using any of these terms is an individual decision, and it's not okay to label other people or to disrespect the labels people choose for themselves. Also, these definitions are meant to give students a general understanding of how many people use these terms, but there people who use them differently, and people who use other terms, and that's okay. There are also a lot of nuances to how people use these words, which students might be interested in exploring on their own. | <urn:uuid:864fd1f6-a7b7-4156-aa11-2fbf76d03675> | CC-MAIN-2018-43 | https://sexedtoolkit.com/wp-content/uploads/2017/11/IGS-E6b-Sexuality-Match-Game-Answer-Key.pdf | 2018-10-23T01:31:33Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00034.warc.gz | 770,965,173 | 293 | eng_Latn | eng_Latn | 0.997645 | eng_Latn | 0.997645 | [
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HEALTH
During the first grade, students learn about themselves, their families, and their community. They are beginning to learn basic safety practices and how to prevent accidents that could happen with electricity, matches, guns, weapons, etc. They are also learning how to take care of their body and to identify good personal health habits.
First grade students learn:
* family and school rules for health and safety
* how to stay safe in the car
* how to treat simple injuries with basic first aid procedures
* to read, write and speak their name, address and phone number in an emergency situation
* to describe some harmful effects of alcohol, tobacco, and other drugs
* to define pollution and describe how to keep air and water clean
* to identify personal talents, qualities and feelings
* to describe the qualities that make a good friend
* about the meaning of change
* to describe what makes a healthy/safe decision
PHYSICAL EDUCATION
First grade students are learning about their bodies in relationship to the space around them and around other people. They learn about concepts such as direction, force and speed through a variety of teacher-led activities and begin to demonstrate behaviors that are cooperative and respectful.
First grade students learn to:
* name and locate body joints
* toss, catch and strike a variety of objects
* jump rope three different ways
* choose and maintain a personal space without touching others and to respect diversity
* travel with strong and weak force, in different directions, and in relationship to objects and other people
* associate fitness with muscular strength and endurance of the heart and lungs
FINE ARTS
Overview
In Fine Arts, the goal is that students learn to communicate at a basic level in at least two art forms and demonstrate proficiency in at least one art form. In addition, students develop skills to analyze works of visual and performing arts, have exposure to the arts from a variety of cultures and historical periods, and integrate this knowledge within and across art disciplines.
At this time, most schools provide instruction in Music and Visual Arts grades K-6. The student
expectations for these two art forms are listed below. A few schools provide instruction in Dance and Theater. The district is working on expectations and resources for broader implementation of these two art forms.
Music
First grade children explore the foundations of making music: keeping a steady beat, matching pitch and working together.
First grade students learn to:
* sing a variety of songs from diverse cultures
* discover uses of the voice including whispering, calling, speaking and singing
* play instruments such as drums, triangles, tambourines and xylophones
* create musical accompaniments to stories and poetry
* read music with three scale tones and simple rhythm patterns
* listen to music from a variety of cultures
* move to music expressively and rhythmically
Visual Arts
Students in kindergarten through third grade are introduced to a variety of materials, techniques, and processes used for visual arts. Students learn to observe critically and begin to develop a vocabulary for the arts.
First grade students learn:
* how to communicate their ideas using different media, techniques, and processes
* vocabulary that they can use to respond to and discuss art
* how to describe the subject of an artwork
* to examine art objects from different cultures and speculate about the cultural and historical context
* the use and care of tempera paint, clay, crayon, pencil, marker, fibers, paper, and scissors
* how to use overlapping, color, outline, pattern, line quality, and horizon line in their artwork
INFORMATION MEDIA AND TECHNOLOGY
First grade students learn to:
* choose books they can read
* understand the concept of "authorship"
* locate and use various technologies at school
* locate a specific book in the picture book section by using the author's last name
* recognize the works of a certain author/illustrator
* compare text illustrations
* report using easy-to-read books
* use visual props for presentation purposes and produce a voice recording
* use icons and pull-down menus to identify available applications
* use a variety of applications and perform simple functions in word processing and drawing programs
Grade One Guide to Grade Level Expectations
The Grade Level Expectations outlined in this guide describe the learning goals for first grade students. They are based on the Minnesota State Standards, Benchmarks and the Minneapolis Grade Level Expectations.
Families help students achieve these expectations by taking an interest in the schoolwork they do at home and by ensuring that they come to school prepared to learn.
Curriculum and Instruction 807 NE Broadway, Minneapolis, MN 55413 (612) 668-5300
Board of Education
Joseph Erickson, Sharon Henry-Blythe, Lydia Lee, Judith Farmer, Audrey D. Johnson, Peggy Flanagan, Colleen Moriarty
Superintendent of Schools William D. Green, J.D., Ph.D. | <urn:uuid:5cbd9807-c940-49ff-95d8-23e914cdc470> | CC-MAIN-2018-43 | http://kenny.mpls.k12.mn.us/uploads/grade_1_legalF_2_2.pdf | 2018-10-23T01:39:44Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00036.warc.gz | 192,335,851 | 1,004 | eng_Latn | eng_Latn | 0.996871 | eng_Latn | 0.996871 | [
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Coaching Page.
Orienteering Skills for Orange and Red Courses.
Orange and Red courses expect the orienteer to travel cross-country by determining their own route choice. A compass is therefore necessary.
Orange.
1. Orient the map
2. Determine a route choice, that includes a series of features to keep you in contact with the map.
3. Recognise the "attack point" to find the control
4. Interpret the contour lines (know uphill or downhill)
5. Follow a handrail or set a compass bearing, and recognise features being passed (eg. watercourse, hill, rockface)
6. Estimate distance travelled
7. Recognise the "catching feature" that tells you that you have gone past the control (eg. watercourse, track, top of hill)
Red.
1. Orient the map
2. Determine the best route choice, that allows to keep you in contact with the map.
3. Recognise the "attack point" to find the control
4. Interpret the contour lines (know uphill or downhill)
5. Use the features in the terrain as handrails or set a compass bearing, and recognise features being passed (eg. watercourse, hill, rockface)
6. Accurately estimate distance travelled
Last newsletter covered how to orient the map. When reading a map it must be turned around so the Map always points North and always faces the same way as the ground it represents
Thumbing the Map
To help the orienteer keep in contact with where they are on the map, it is essential that they do three basic things at all times:
1. Fold the map to make it easier to hold and read. This may be needed to be done constantly as new sections of the map come into consideration.
2. Keep the map oriented at all times.
Means that you grip the map with your thumb just below the exact spot where you are. This is a very simple but effective way of avoiding a common mistake– reading the wrong part of the map. Because you have to constantly glance up from the map to the terrain and back because there are many similar-looking features on the map– it is easy to mistakenly start reading the wrong part of the map, with disastrous results. This is called a parallel error.
The essence of success in orienteering is to maintain contact with the map, always knowing exactly where you are. Moving your thumb along the map as you move through the terrain helps you keep this contact.
Think ahead, read both the map and the terrain, moving your- thumb along the map as you pass the major features. | <urn:uuid:649ffeb3-219d-49e7-b388-e467eb34e105> | CC-MAIN-2018-43 | http://newcastleorienteering.asn.au/images/coaching/cp3.pdf | 2018-10-23T02:09:08Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00035.warc.gz | 242,274,673 | 527 | eng_Latn | eng_Latn | 0.998562 | eng_Latn | 0.998562 | [
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Finding the Equations of Lines
The default way of writing the equation of a line is
Remember also that the gradient between two points is given by
Also remember that given a point that a line goes through (x1, y1) and its gradient, the line's equation is
Find the equations of the following lines in the form y = mx + c
1. Line with gradient 4, passing through the point (2, − 5).
2. The line that passes through (1, 1) and (4, 7).
3. Line with gradient − 1, passing through the point (3, 2).
4. The line that passes through (2, − 3) and (0, 1).
5. Line with gradient 1 2 , passing through the point (10 , 3).
6. The line that passes through (0, 1) and (6, 4).
7. Line with gradient − 1 3 , passing through the point (1 , − 4).
8. The line that passes through ( − 3, 0) and (1, − 1).
9. Line with gradient 2 3 , passing through the point (0 , 0).
10. The line that passes through ( − 3, 2) and (4, − 1).
11. Line with gradient − 5 2 , passing through the point ( − 3 , 0).
12. The line that passes through ( 1 2 , 3 2 ) and (4 , − 1).
13. Line with gradient 7 8 , passing through the point ( − 1 2 , 5 3 ).
14. The line that passes through ( − 2 3 , 7 3 ) and ( 4 5 , 1). | <urn:uuid:8d78a507-2b39-4a8d-a346-b192f23ff943> | CC-MAIN-2018-43 | http://www.mathshelper.co.uk/worksheets/4th%20Lines%20Equations.pdf | 2018-10-23T02:16:37Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00038.warc.gz | 502,031,627 | 388 | eng_Latn | eng_Latn | 0.982759 | eng_Latn | 0.982759 | [
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IS S U E
S p ri n g 03
2 0 2 1
Egglescliffe School Safeguarding & Well-Being Newsletter
Our safeguarding team
DSL
Spring 2021: Issue 03
Mrs D Williams
From September 2020 Relatonships and Sex Education and Health Education is compulsory in schools. The launch has been delayed until the summer term 2021. However, Egglescliffe School is an ' Early adopter' of the new RSHE curriculum. This means that we have additional support to get the curriculum prepared ready for teaching Sept 2020.
DDSL
Dr. C. Lear
DDSL
Miss G Crook (6 th form)
DDSL
Mr S. Morrison
DDSL
Mrs C Hewitt
Useful acronyms
DSL: Designated safeguarding lead
DDSL: Deputy desigated safeguarding lead
CAMHS: Child and adolescent mental health service
CEOP: Child exploitation and Online protection
CPOMS: Child protection online management system
EHA
E
l h l
We are proud of our inclusive curriculum and believe it is vital for young people to be made aware of important issues to equip them for life in Modern Britain.
Relationships and Sex Education
Relationships and sex education will build on the work done at primary. It aims to give young people the information they need to develop healthy, nurturing relationships of all kinds.
At Egglescliffe School we will cover content on what heathly and unhealthy relationships look like and what makes a good friend, collegue and commited relationship. At the appropriate time, the focus will move to developing intimate realtionships, to equip your child with knowledge they need to make safe, informed and healthy choices as they progress trhough adult life
Page.1 What is RSHE?
Page.2 How are parents/carers being consulted about RSE?
HSSCP: Hartlepool and Stockton safeguarding children's partnership
KCSIE: Keeping children safe in education
SEND:
Special educational needs and disabilities
Useful vocabulary
Children's Hub: A central point of contact if you have a concern about a child.
01429 284284
Operation Encompass: A procedure for the police to communicate with school when a child has been exposed to domestic abuse
Prevent: Part of the Government's Counter Terrorism Strategy to stop people being drawn into extremism
Why IS PSHE and RSE are important?
[x] To help pupils make informed decisions
[x] To help pupils understand their rights and responsibilities
[x] To know where pupils can see advice and support on a range of issues
[x] To help prepare pupils for life in the community and wider world
The topics we study can be found at
Egglescliffe School Pastoral Programme
Parental/carer consultation
We are very keen for parents and carers to be consulted about what is taught in PSHE and more importantly the RSE curriculum.
This is because it is crucial parents and carers know what is being taught when, so the conversation can be carried on at home with the child in a supportive and appropriate way.
We have produced a short presentation about RSE at Egglescliffe. This explains the rationale behind the programme and how it is layered across the year groups in order to ensure progress of the pupils. This is available to view here.
Parents and carers should read the school's RSE policy and also view the week by week lesson content for each year group.
We would like you to complete the questionnaire which is available on parentmail or through the link below.
The questionnaire consultation will be avialable from the 22 nd March until 14 th April 2021
RSE consultation questionnaire
The findings of the questionnaire will be shared in a later newsletter
In future newsletters
Operation Encompass
Online safety
County lines
You do have the right to withdraw your child from some small sections of the RSE programme. If you wish to discuss this please make an appointment to meet one of our pastoral leads at school.
Egglescliffe School Safeguarding Information | <urn:uuid:708c453d-e923-4b8b-8fa5-377c57396c9a> | CC-MAIN-2021-49 | https://egglescliffe.org.uk/wp-content/uploads/2021/03/Newsletter-Spring-02.pdf | 2021-12-03T16:24:49+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00008.warc.gz | 295,654,726 | 844 | eng_Latn | eng_Latn | 0.996636 | eng_Latn | 0.997588 | [
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22.214.171.124.2.80 Constitutions and equality
The constitutions and legal systems of most countries today are based on an intellectual error that dates back to Western European philosophy of the 18th century. The misconception which has long turned into a dogma and is enshrined in the United Nations Declaration of Human Rights and the constitutions of many countries is: that all humans are equal, and therefore should have equal rights and obligations.
Of course, we are not all equal. Most strikingly, men and women are different, they have different ambitions in life, and their patterns of fulfillment in life are different.
The task is to create just human societies that meet the principal ambitions of men and women. Declaring all humans equal, and giving everybody the same rights and obligations, does not achieve this. Different rights are important to women versus men, and it does not make sense to give men certain female rights they don't care for, or to give women certain male rights, they are not interested in. Likewise, some obligations, degreed by governments or traditions, are suitable to male citizens, and other obligations befit female citizens.
Article 2 of the United Nations' Universal Declaration of Human Rights starts with:
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
In a just society, a woman, or the family of a woman, deserves guarantees that the first man a woman grants sexual access to, or, to a lesser extent, subsequent men have serious intentions for a lasting relationship. Such guarantees can either be given financially before sexual access is granted, or they can be enforced later on by institutions.
Furthermore, women should be granted more rights for financial support from men to whom they grant, or have granted, sexual access, even beyond the duration of a relationship. Men should not have such rights.
In a just human society, rights and obligations are balanced well between men and women. To give everybody the same rights, and demand the fulfillment of the same obligations, is the wrong approach. | <urn:uuid:e32f2670-6fab-4274-a1f9-a10458fcb537> | CC-MAIN-2018-43 | http://sergekreutz.org/3.2.2.3.2.80-Constitutions-and-equality.pdf | 2018-10-23T00:52:20Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00037.warc.gz | 330,738,722 | 508 | eng_Latn | eng_Latn | 0.996908 | eng_Latn | 0.996486 | [
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Make a Plan to Save 30% or More on Your Heating Bills
October is Financial Planning Month – and there's nothing better than making a plan to save money. If your utility bills in winter put a crunch on your budget, these tips to reduce energy usage can help.
#4 Get a pro to test your energy efficiency
#1: Turn down the thermostat
You can save as much as 10 percent a year on heating and cooling by simply turning your thermostat back seven to 10 degrees for eight hours a day from its normal setting. Those eight hours could be while you are away at work or school, when sunlight is warming your house, or when you're asleep under a pile of cozy blankets. For every two degrees, you can save an average of three percent on your energy bill.
#2: Seal up your house to keep cold air out, and warm air in
Caulking and weatherstripping help seal your house up, keeping the warm air in. These are affordable DIY ways to improve energy efficiency and can save you about 7.5 percent on your energy bill! About $240 can cover weather stripping all your windows and doors.
Additionally, minimize the air that escapes by closing the damper on your fireplace when it's not in use, and use bath and kitchen fans sparingly. This can save another 10 percent on your energy bill.
#3: Change your furnace filters regularly
Your furnace or heating system is responsible for about half your energy bill. Changing the filters every three months means your furnace doesn't have to work as hard, saving you energy and money in the long run. A clean filter costs about $20 and can lower energy use by as much as 15 percent according to the U.S. Department of Energy. That means of another 7.5 percent savings on your monthly bills.
Many utility companies offer free energy audits, which can help you figure out how much energy your home uses and take steps to increase efficiency. Start by contacting your utility company or find an auditor near you. According to Energy.gov, an energy audit can show you ways to save five to 30 percent on your utility bills.
#5: Get free heat from the sun
Warm sunshine can heat your home, for free! Open curtains on south- and west-facing windows during the day to warm your interior rooms and surfaces. Then close your curtains at night to help keep the heat from escaping. This could help save another one or two percent on your energy bill in colder months.
If you are having trouble keeping up with higher winter utility bills, ask your utility company about a payment plan. Many companies offer a year-round plan that spreads costs out over all 12 months.
PA T H WAY S
GREENPATH NEWSLETTER
Financial Wellness at Work
Your financial health factors into your overall wellbeing — mentally, physically and emotionally. If you're stressed about your finances, chances are it's affecting you at home, and at work. Financial stress hogs more than its fair share of energy and compromises your attention span.
People all over the pay scale are feeling the stress. In a 2016 CareerBuilder survey, 68 percent of all workers said they were in debt, and workers in all income levels report living paycheck-to-paycheck — even nine percent of those making $100,000 or more.
If you're feeling stressed about your finances, you're NOT alone.
According to the PwC 2017 employee wellness survey, one in three people have been distracted at work by personal finance issues within the past year. Nearly half of those distracted by finances spend three or more hours a week dealing with personal finance issues at work. Your financial wellness is a key component in your overall wellness.
Here are some ways you can cope
* Take time for you and your money: Like a "mental health day," take one of your vacation days, PTO days, or devote a day that you aren't scheduled to work to accomplishing some important financial tasks.
* Identify your root cause: High credit card debt? High interest rates got you spinning your wheels? Not enough income? Have the cash, but still have trouble managing where it's going? Trouble with your credit score?
* Once you know your goals, plan out your finances: Confirm your total income. Determine how much of it is already committed to bills and necessities, and how much of it is available for paying off debt, saving and spending.
* Have questions? Help is here: If you have high credit card debt or you are struggling to keep up with your bills, GreenPath offers free debt and credit counseling. We will help you understand your options and make decisions about your next steps. Give us a call: 877-337-3399. It's free!
When you are financially healthy, you are less stressed, more productive and more content. This makes life easier and more satisfying all around! It leads to a better work experience, better relationships, and can set you on your path to achieve your dreams.
Webinar Wednesdays for October
Vision Boards — Another Way to Help Your Dreams Come True — October 17th, Noon ET
Goals are powerful tools for personal finance. When you have a goal, you can make a plan. But what about the other aspects of our dreams? How will I feel when I achieve this goal? What will my life look like when my dream comes true? These are also powerful motivators, and they can help you stick to your plan. Envisioning your future can actually help turn your dreams into reality.
Join our webinar to find out how a vision board can help you realize your goals and learn how to make one. Visit greenpath.com/gfw-webinar-wednesdays to register.
As a member of Hampton Roads Educators Credit Union, you can take advantage of GreenPath, a financial education and counseling program. To use this service, simply call 1-877-337-3399 or visit them on the web at www.greenpathref.com. | <urn:uuid:d0ea1df5-4e51-4b27-b995-223348f65373> | CC-MAIN-2018-43 | https://www.hrecu.org/Documents/Pathways-News_Aug18_tracked.aspx | 2018-10-23T01:41:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00037.warc.gz | 984,531,834 | 1,220 | eng_Latn | eng_Latn | 0.998957 | eng_Latn | 0.999037 | [
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MOLD PREVENTION
Kathleen Parrott, Ph.D. Professor of Housing, Virginia Tech
Virginia Cooperative Extension has three publications to help you deal with mold in your home:
* Mold Basics: What is mold? How does it grow? What are the health concerns?
* Mold Prevention: Can we prevent water problems in the home? How do we keep water problems from becoming mold problems?
* Mold Remediation: What do we do if we have mold in our homes?
Can We Really Prevent Mold Growth?
Molds are everywhere in the environment. They are a natural part of the ecosystem and we can not eliminate them completely. The problem is when there is an excess of mold growth in our buildings and the mold growth damages building materials or threatens our health. To prevent mold problems in our homes, we need to understand how mold grows and to learn to control the conditions that lead to mold growth.
In order to grow, molds require:
* A food source.
* Oxygen.
* Appropriate temperature.
* Adequate moisture.
Molds digest organic matter as a food source. This includes many materials found in our homes, including wood, paper, textiles, plants, and food. Therefore, there is always a food source for molds in our homes, including many of the materials that we use to build and furnish our homes.
Molds typically grow at temperatures ranging from about 40 degrees to 100 degrees Fahrenheit. Therefore, the temperature in our homes is usually adequate for mold growth. Of course, most places in our homes have an adequate oxygen supply for mold growth.
This leaves a moisture source as the last requirement for mold growth. Molds require a high level of moisture to begin growing. Most molds require a surface moisture or humidity level of 70% to 90% to start growth. Most of the time, the materials or air in our homes does not contain this amount of moisture. However, when there are water leaks, uncontrolled condensation or humidity, flooding or weather damage, or other water problems, then moisture levels can get high enough to support mold growth. Therefore, to control mold growth in our homes, we must control excess moisture and water!
Let's emphasize the first important point: when materials in our homes get wet, they can get moldy.
Mold growth can begin very quickly. Some species of mold can begin growing in only a few hours. We must assume that if materials in our home – walls, carpet, furniture, flooring, or ceiling tiles – get wet, mold growth can be expected within 24 to 48 hours.
Let's emphasize the second important point: wet materials in our homes will get moldy very quickly!
Now we have learned the third important point: water problems = mold problems! Therefore, the key to preventing mold is preventing and quickly solving water problems in our homes.
How Can I Prevent Water Problems in My Home?
A well-maintained home is less likely to have water problems than one that is in poor repair. If you practice regular preventive maintenance around your home, you are likely to spot potential problems before they become big problems. Preventive maintenance also helps protect your investment in your home and makes it a safer, healthier, and more pleasant place to live.
Preventive maintenance is practiced in several ways:
* Take care of needed repairs quickly while they are minor and before neglect can cause damage to the structure of the home. This can be as simple as replacing a washer on a dripping faucet or as major finding and replacing a leak in roof flashing.
* Maintain the home and its systems on a regular schedule. For example, trim shrubbery, clean dehumidifiers, and replace a worn flapper valve on a toilet. Keeping the home and its parts in good working order reduces the likelihood of a water emergency.
* Once or twice a year, do a home inspection. Many people choose fall and spring as a good time for a home inspection, as they get ready for seasonal changes. Look for signs of potential water problems, such as damp spots, worn roof shingles, or water stains. Note where regular maintenance and upkeep needs to be done in the future, and put it on your "to-do" list. Follow through with your home maintenance tasks!
As you practice preventive maintenance on your home, there are some areas that need particular attention in order to minimize the likelihood of water and moisture problems. Here are some suggestions.
* Begin with the exterior of your home and make sure that water is directed away from the foundation of the home. Check that:
o The roof drainage system, such as gutter and downspouts, takes water away from the walls and foundation.
o The land slopes away from the foundation.
o Landscaping is clear of the foundation so that it does not hold moisture against the building exterior and allows ventilation around the foundation.
o Sprinklers do not water the building.
o Your sump pump (if you have one) operates properly.
* Control the humidity inside your home. A relative humidity range of 40% to 50% is comfortable for most people without leading to potential condensation problems.
o Do you use exhaust fans when showering – always?
o Do you use an exhaust fan when cooking on a range; especially if you use a gas range? Did you know that water vapor is a by-product of gas combustion?
o Have you eliminated these moisture sources from you home: lots of house plants, firewood stored inside, clothes being dried inside, unvented combustion heaters (like kerosene heaters, which can produce large amounts of moisture), or humidifiers?
o If your home has a crawl space, is the ground covered with a moisture barrier, such as heavy plastic?
* In addition to limiting sources of moisture and humidity, there are some management practices in your home that can help prevent mold.
o Insulate any exposed cold water pipes and cold air ducts so that condensation will not form on the pipes and ducts.
o Avoid carpet on concrete basement floors as this is likely to become a great place for mold.
o Allow space for air circulation between furnishings and window treatments on exterior walls.
o Vent all combustion appliances to the outside.
o Do not overcool you home, if you have an air conditioner, as this can lead to more condensation, as well as using lots of energy!
o Consider using dehumidifiers in trouble spots if other moisture control measures do not work.
I Have Water in My Home – What Can I Do to Prevent Mold?
Water in your home – where it is not supposed to be – can be a scary proposition. Don't panic. Deal with the water problem, quickly, calmly, and efficiently – and reduce the likelihood that you will have a mold problem in the future. Good advice: turn off the water supply first, and then deal with locating the leak and fixing it.
It is possible that your homeowner's insurance may cover some cost of repairing damages from a water leak. Take pictures of the water leak, and of any structural or material damage to the home.
If your water problem is from a plumbing leak, your first priority is to find the leak. Sometimes this is easy – water coming from a faucet or pipe. Sometimes it is not so easy – a water stain on a ceiling. Keep in mind that water seeks the lowest point, and that it will sometimes follow a joist, duct, or pipe for quite a distance from the source of the original leak. Good detective work is sometimes needed. Professional help may be necessary. Once the leak is located, repair it.
Once the source of the water leak has been identified and repaired, wet building materials must be dried and/or removed. The extent of the water damage and the type of material will determine the best solution. The goal is to dry out materials quickly, before mold can start growing.
Ventilation with fans and use of dehumidifiers is helpful to dry out building materials. Keep in mind that water may have spread such as underneath carpeting or behind wallboard.
Cellulosic building materials – wood, paper, natural fiber textiles – are particularly susceptible to mold growth. In addition, these materials tend to absorb moisture. Therefore, building materials, such as paper-faced gypsum wallboard, particleboard, and carpet are sometimes better replaced if they have gotten very wet, or have been wet for a period of time.
What if My Water Problem Is From a Flood?
Cleaning up after a flood can be heart breaking. Salvaging personal possessions and saving a home can be the priority and you might not think about mold prevention. However, mold is a water-related problem that will come along after a flood if immediate prevention steps are not taken.
Mold prevention after a flood is similar to that of any water problem in the home, except that it is complicated by the following factors:
* Flood water typically take a period of time to recede, therefore flooded buildings are wetter, and may have been wet for extended time periods. Mold growth is likely to be active before residents can begin clean-up.
* Flood waters typically contain run-off from many sources, therefore the flood water is dirty, possibly toxic. This makes clean-up more difficult, and also provides more food sources for mold growth.
* Flooding can involve extensive damage to the home and its possessions. Therefore, the cleanup and repair of the home is a long and extensive process, in addition to dealing with mold issues. Expert advice, and perhaps professional help, is needed. (Consult the reference list with this publication).
What if I Am Planning a New Home or Renovating My Current Home? Can I Minimize My Chances of Water and Mold Problems?
A well-planned home can reduce the chance of water problems, and thus mold problems. Attention to detail in planning the building site, foundation, construction techniques, mechanical systems, and choice of materials reduces the risk of water and mold problems. Consult experts knowledgeable about quality housing design and construction to help you plan your home to minimize water problems.
Here are some important tips and recommendations to consider.
Building Construction
* Choose a site that is well drained and out of a flood plain. Look for the ability to slope land away from the building foundation and to provide good foundation drainage.
* Regardless of the type of foundation chosen, it should be designed to prevent moisture migration from the soil into the foundation floor or walls. Place a 4-inch layer of gravel or stone, topped by polyethylene, beneath the basement slab. Drain tile at foundation footings is recommended.
* Roof overhangs and a roof drainage system, such as gutters and downspouts, should be used to control roof drainage away from walls and the foundation.
* All building joints, windows, and wall penetrations should be properly flashed to shed water.
* Select high performance, energy efficient windows, such as with low-emissivity glass, to reduce winter condensation problems.
Building Systems
* Make plumbing accessible in case repairs are needed, including avoiding plumbing in exterior walls and concrete slabs.
* Install secondary water shut-offs for all plumbing fixtures and water-using appliances – in case of leaks and emergency repairs.
* Install floor drains under water using appliances, such as clothes washers.
* Provide exhaust ventilation wherever there are moisture sources, including kitchen, bathroom, and laundry.
* Size cooling systems correctly for maximum dehumidification.
* Insulate all cold water pipes and cold air ducts to prevent condensation.
Building Materials
* Consider using gypsum wall-board without paper facing.
* Inspect all building materials, before installation, for excess moisture and mold.
* Before installation, store all building materials under roof, protected from weather and off the ground.
How Can I Learn More About Molds?
Virginia Cooperative Extension has two additional fact sheets on mold that you can read:
* MOLD BASICS
* MOLD REMEDIATION
You may also want to consult the following references (current as of 1/09):
Environmental Protection Agency (EPA) at www.epa.gov/mold. In particular, consult:
For more detailed information, consult:
* o A Brief Guide on Mold, Moisture and Your Home.
o Mold Remediation in Schools and Commercial Buildings
o Mold Course: Introduction to Mold and Mold Remediation for Environmental and Public Health Professionals.
*
American Industrial Hygiene Association at www.aiha.org . Select the mold link for:
o
The Facts about Mold
(consumer brochure)
* Federal Emergency Management Agency (FEMA) at www.fema.gov. This web site has fact sheets and case studies about mold clean-up and prevention after flooding, hurricanes and other weather disasters.
* Building Science Corporation at www.buildingscience.com/resources/mold. Search the data base for detailed information on moisture and mold control in buildings.
* New York City Department of Health and Mental Hygiene: Guidelines on Assessment and Remediation of Fungi in Indoor Environments at:
http://home2.nyc.gov/html/doh/downloads/pdf/epi/epi-mold-guidelines.pdf. These guidelines are generally considered the standard for remediation and mold clean-up.
Drawing source: Durability by Design: A Guide for Residential Builders and Designers (May 2002). www.pathnet.org
Thanks to the following professionals for their review of the Mold Fact Sheets:
Linda Jackson Cole, Extension Agent, Family and Consumer Sciences, Chesterfield, VA Johanna Hahn, Extension Agent, Family and Consumer Sciences, Newport News, VA Joseph Ponessa, Extension Specialist in Housing and Energy, Rutgers Cooperative Extension (retired) Cristin Sprenger, Extension Agent, Family and Consumer Sciences, Verona, VA | <urn:uuid:05261cc7-6fef-4b7d-9c19-f8808096cc4b> | CC-MAIN-2018-43 | http://pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/2901/2901-7020/2901-7020_pdf.pdf | 2018-10-23T00:42:16Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00038.warc.gz | 290,336,489 | 2,814 | eng_Latn | eng_Latn | 0.956374 | eng_Latn | 0.998233 | [
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A Note from PJ Goes to School
Your child's exploration of Jewish values through PJ Library books
Featured book and Jewish values
My Grandfather's Coat by Jim Ayelsworth Illustrated by Barbara McClintock Published by Scholastic Press
A young man travels by boat to America, where he becomes an industrious tailor. The young tailor makes himself a handsome coat for his wedding. As the tailor ages, and becomes a father, grandfather, and great grandfather, he continually refashions the fraying coat. As the coat changes from a vest, to a tie, to a toy for a baby, we witness many poignant moments in the tailor's life.
Values
From generation to generation - Le-dor va-dor - לְדוֹר וַדוֹר - the passing of traditions, values, objects, songs, and stories from one generation to the next
Preventing waste - Bal tash-chit - בַּל תַּשְׁ חִ ית - preserving the world's resources through recycling and caring for the environment
What to talk about at home
What else you can do
* Why did the grandfather keep making the tattered coat into something else? Why didn't he just throw the coat away?
* Which of our family's possessions or traditions would you like to pass down to your children and your children's children? Why?
To learn more about PJ Library, and to subscribe and receive books, go to www.pjlibrary.org
* Search the house for an item of clothing that originally belonged to someone else. Try to discover how the item first came to your house and whether it carries any interesting history.
* Choose a room in your house. Set a timer for five minutes and see how many items you can gather that can be recycled, repurposed, or donated to others.
More PJ library books about journeying to a new country, protecting the environment, and passing traditions from generation to generation
The Always Prayer Shawl by Sheldon Oberman The Blessing Cup by Patricia Polacco Just a Dream by Chris Van Allsburg Solomon and the Trees by Matt Biers Ariel | <urn:uuid:eea87e4a-a35e-44f6-9d0e-35fde39c5867> | CC-MAIN-2021-49 | https://pjlibrary.org/HGF_ResourceCenter/media/LiveResourceLib/My-Grandfathers-Coat-Parent-News.pdf | 2021-12-03T16:31:43+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00008.warc.gz | 513,784,897 | 448 | eng_Latn | eng_Latn | 0.997052 | eng_Latn | 0.997052 | [
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activity stories adventure series PE-905
A Day at the Carnival
Story Overview
* Children in wheelchairs can also participate. If certain exercises are beyond their capability, these students may choose to perform alternate exercises while following the story.
* Purpose of Activity: The purpose of this activity is to encourage children to practice good listening skills, cooperate with others, and consistently follow directions. • Standard: Students will demonstrate competency in the motor skills and movement patterns needed to perform a variety of physical activities. • Objective: Students will travel forward and sideways, changing directions quickly in response to a signal or obstacle using a variety of locomotor skills. Students will also develop the basic movement patterns and performance cues related to outdoor play. Students will show consideration for others while participating in the game. • Suggested Grade Level: K-2 • Materials Needed: Adventure Series Equipment, bean bags, foam balls Assessment Ideas: • Sharing and taking turns is very important for both safety on the equipment and making the game more enjoyable. Adaptations for Students with Disabilities: This activity combines a story with physical play. 1. Warm Up: The teacher will lead the students in a warmup activity followed by a light stretch before the activity begins. 2. Tell the students that they will be taking part in a learning adventure during today's class. 3. Reinforce to students the importance of following directions as the story is being read to them. 4. If students are not listening, stop the story. The adventure will not continue until students start to follow directions again. 5. Tell everyone to try their best to perform the tasks in the story. If a student has difficulty, other members of the class can assist in helping that student accomplish the task. 6. Closure: The teacher will review some of the movements from the story. The teacher will also ask the students questions concerning the story. CheckList P Have you ever visited a Carnival? P What are some attractions you may see at a Carnival? Today we are going to take a journey to one of the best carnivals on Earth. This carnival has it all – elephants, acrobats, ring masters, rides, games, and much more. In order to get into the carnival, we need to make sure we have our tickets. Make sure to wear a good pair of shoes because we will be doing a lot of walking today. sample
Continued on the next page...
6
| PE-905 Activity Stories oth1003026 © 2010 Playworld Systems®, Inc.
A Day at the Carnival (continued)
As we move on through the carnival, the next major attraction we see is the elephant. This is one of the biggest elephants we have ever seen. The trainer of the elephant asks if we want to climb on the elephant's back go for a ride. We quickly say yes and take turns climbing on top of the elephant.
Let's all get on the bus and go! (Walk around the outside of the Adventure Series Equipment.) Is everyone getting excited about the carnival? We're here! Let's go through the entrance (enter underneath the Sky Arch) and walk toward that rock wall. We all give the attendant our ride tickets, and now we can take turns climbing it to the top. sample
Let's continue walking
Everyone is having so much fun! We keep walking around the carnival grounds. The next thing we see are three games that we really want to play. The first game tests our strength. The object of the game is to throw a heavy ball over the wall as quickly as you can. Let's each take a turn trying to get the ball over the wall.
through the carnival until we see the trapeze act.
They are practicing their routine for the show and
have asked if we want to try to walk across the tight rope that is suspended above the top of the carnival tent. Let's carefully cross the tight rope.
7
| PE-905 Activity Stories oth1003026 © 2010 Playworld Systems®, Inc.
Let's move on to the next game. This game looks challenging! It is a series of wires that cross to make a ladder. This ladder moves from side to side, so make sure to keep your balance, or you might fall off!
Continued on the next page...
activity stories
A Day at the Carnival (continued)
Each person makes it across without even breaking a sweat. The final game we play is an overhead ladder that he climb across using only our hands. There are still more fun attractions to see at the carnival! The next stop is at the giant spider web. The web stands thirty feet tall and forty feet wide. It is the biggest web we have ever seen. Let's all pretend that we are spiders and climb across it. The next attraction is a beanbag tossing game. Let's all take turns trying to throw bean bags through the holes in this wall. If you make it in, you win a giant stuffed toy that you can take home! Once we are done playing the beanbag game, we realize that we have reached the end of the carnival. Before we leave, we have a chance to climb across one more overhead ladder on our way back to the bus. Everyone take turns and trying to make it across without touching the ground. It is now time for us to leave the carnival and head back home. The bus takes us around the carnival grounds one last time before we leave. (Walk a lap around the Adventure Series Equipment.) We finally arrive back home and are really tired from our trip, but we all had such a good time! The End sample
8
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Planting Tips for Native Bare-Root Trees and Shrubs
Once you get home with bare-root trees and shrubs, what should you do? This sheet will help you in your site selection, site preparation, and bare-root placement.
Timing
Bare-root plants should be planted as soon as possible after purchase, ideally within a day or two. Proper planting is critical to their survival and long-term success. If you need to wait a few days to plant the bare roots, make sure the plants are moist and place them in a cool, shady place where the plants will not freeze.
Location
To plant your bare-root trees and shrubs it's most important to choose the right spot for each genus. The plants in our sale have varying soil, sun exposure, and moisture requirements. Check Benton Soil and Water Conservation District's online Native Plant Sale Catalog (https://www.bentonswcd.org/ programs/plant-sale/) or Native Plant Database (https://www.bentonswcd.org/resources/native-plantsdatabase/) for details on the specific plant's preferences before planting.
Site Preparation and Placement
Once you have established the best location to plant, dig a hole that is twice the diameter of the root spread. The hole should be deep enough to accommodate the roots without crowding or bending. One of the main causes of plant collapse is planting too deep. The plant crown should be about an inch below soil level. Partially fill the hole, firming the soil around the lower roots. Add in the remaining soil. It should be firmly but not tightly packed.
It is not recommended to amend the soil with compost or fertilizers. Native plants are suited to our soils so the best preparation you can do for your plants is to plant in the right location, as mentioned above.
Construct a water-holding basin around the plant and give the plant plenty of water. (In general it is better to water for longer less often than watering for a shorter time more frequently. Watering longer encourages the roots to spread downwards.) After the water has soaked in, spread protective mulch two inches deep in a 3-foot diameter area around the base of the tree, but not touching the trunk.
If you have problems with browsers (deer, mice), using plant protection (such as mesh tree protectors or caging) while the plant is still young may be beneficial.
Planting Tips for Native Bulbs
Once you get home with a bagful of hard-to-find native bulbs, what should you do? This sheet will help you in your site selection, soil preparation, and bulb placement.
Timing
The best time to plant bulbs is in the fall after the first rains when soils are cool and not so hard. This generally occurs in late October in our area. Since it is February, the best time to plant will be as soon as possible, especially because you don't want the bulbs to dry out. If you need to wait a few days to plant the bulbs, make sure the bulbs are moist and put them in a plastic bag with ventilation holes so they stay moist yet don't sweat and mold. Keep the bag in your refrigerator or a cool, dry place until you are able to plant. Tiger lily and fawn lily are especially susceptible to molding so it is important for them to be kept in a refrigerator until planting time. Keep in mind that if kept in the refrigerator, store away from other fruits as the ethylene off-gassing can damage the undeveloped flower within the bulb.
Location
To plant your native bulbs it's most important to choose the right spot for each genus. The bulbs in our sale have varying soil, sun exposure, and moisture requirements. Check Benton Soil and Water Conservation District's online Native Plant Sale Catalog (https://www.bentonswcd.org/programs/plant -sale/) or Native Plant Database (https://www.bentonswcd.org/resources/native-plants-database/) for details on the specific plant's preferences before planting. For example, most bulbs like well-drained soils but great and common camas need winter and spring moisture.
Site Preparation
Once you have established the best location to plant, loosen the soil to a depth of 5" – 8". Smaller native bulbs are not treated the same as the much larger daffodil and tulip bulbs typically sold this time of year. A shallow planting hole is best for natives. Also, it is not recommended to amend the soil with compost or fertilizers. Native bulbs are suited to our soils so the best preparation you can do for your bulbs is to plant in the right location, as mentioned above. If you have problems with moles, then a bulb like checker lily might benefit from enclosing in an underground wire mesh.
Placement
Native bulbs have a bigger visual impact – and greater benefits for pollinators – when planted in groupings of three to five or more. Place the bulbs in the planting hole at a depth of two to three times the bulb size with the roots pointing down. If it's hard to tell which end grows roots then it's safe to lay the bulb on its side. Cover the bulbs with soil and tamp lightly. You can pretty much leave your bulbs alone for the rest of their life. They don't want irrigation or fertilizing, but a top coating of compost once in a while will be appreciated. The first year your bulbs may not flower but by the second year you will have native flowering bulbs for wildlife and you to enjoy. Thank you for supporting Benton Soil and Water Conservation District's Native Plant Sale! | <urn:uuid:b6a929bd-91e0-4423-a10e-e61b6ad094a5> | CC-MAIN-2021-49 | https://bentonswcd.org/wp-content/uploads/2021/09/Combined-Planting-Tips.pdf | 2021-12-03T16:48:10+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00009.warc.gz | 199,889,438 | 1,159 | eng_Latn | eng_Latn | 0.997733 | eng_Latn | 0.997825 | [
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'The Roaring Twenties'. Is this a good description of the USA in the 1920s?
The pace was faster, the buildings were higher, the morals were looser and liquor was cheaper..
F Scott Fitzgerald, Echoes of the Jazz Age (1931)
F Scott Fitzgerald was a romantic novelist.
* * * * *
This huge topic is really five topics, each one a big subject, and - as well as a question about the 'Roaring Twenties' as a whole topic - you have to be prepared for a specific question on just one of the five topics in the exam.
One the positive side, there were exciting developments in entertainment and women's lives.
On the negative side, there was Racism, Prohibition, and Organised Crime.
1. Entertainment
If the term 'roaring twenties' applies to anything, it applies to entertainment, in which area there were many exciting developments:
a. Films:
* movie actors such as Charlie Chaplin, Rudolf Valentino and Mary Pickford became 'stars'.
* in 1927,The Jazz Singer starring Al Jolson, was the first 'talkie'.
* a well-known early two-colour film was The Toll of the Sea (1922) and two-colour films were common by the end of the 1920s; after 1932, films were produced in threecolour technicolour.
* Mickey Mouse was created by Walt Disney in 1928 (who released Snow White in colour in 1937).
One way to remember the five aspects of life in America in the 1920s would be POWER:
* Prohibition
* Organised crime
* Women's lives
* Entertainment
* Racism
Links
FANTASTIC CLIP of the original Charleston! Clara Bow in 'It' - clips from the film.
Clara Bow - the 'It' girl, playing self-confident shop-girl Betty Lou Spence, who has 'it' and is 'it', flirting with rich businessman Cyrus Waltham.
* by 1930, 100 million Americans went to the movies every week.
* companies like United Artists and MGM produced hundreds of films a year.
* films taught people new fashions (e.g. smoking) and new ways to behave - many girls wanted to be like It' girl, Clara Bow.
b. Jazz:
* Jazz was first played in New Orleans by black musicians such as Louis Armstrong and Jelly Roll Morton. After 1917, racist violence forced many of them to leave New Orleans, so they went north to play in the night clubs of towns like Chicago and New York.
Watch the movie 'It' on YouTube.
* The invention of radio and the phonograph (record player) made it available in people's homes. The first jazz record was made in 1917 by the Dixieland Jazz Band. They were called 'race records', because they were recorded by black musicians.
* Because it was often played in speakeasies, by black musicians, it was seen as wild and exciting which soon made it very popular.
* Jazz music contributed to many of the social developments of the age baggy trousers and short skirts, wild dancing such as the Black Bottom, and a new kind of convention-free poetry called 'jazz poetry' (poets such as TS Eliot and ee cummings). It was part of the Harlem Renaissance, and the growth of black pride (see below).
c. Dances:
* The Charleston was a fast dance developed in Black communities which was adopted by flappers, who danced it alone to challenge the 'drys' who wouldn't go out to clubs. (Both Joan Crawford and Ginger Rodgers began their movie careers by winning Charleston competitions.)
* The 'Black Bottom Stomp' was first recorded by Jelly Roll Morton and named after Black Bottom - a Black neighbourhood in Detroit. After 1926 it became the most popular dance.
The Charleston
* The dances scandalised many Americans, who thought they were immoral.
2. Women
How significant were the changes in women's lives in the 1920s?
Argument 1 - VERY significant:
a. Work: Many women had taken over jobs traditionally reserved for men (such as manufacturing), and 1920-29 the number of working women increased by 25%; many went to be teachers and secretaries.
b. Vote: In 1920 the 19th Amendment gave women the vote. The former suffrage campaigners formed themselves into the Woman's Joint Congressional Committee, which lobbied successfully for a Maternity and Infancy Protection Act (1921), equal nationality rights for married women (1922), and the Child Labor Amendment (1925).
c. Flappers: dumped the old restrictive fashions, corsets etc. in favour of short skirts, short hair, and the flat-chested 'garconne' look. Many of them wore men's clothing. They smoked, drank, used make-up, played tennis, and danced wildly in jazz clubs. Some were openly lesbian, others were sexually active.
Argument 2 - NOT significant:
a. Work: most working women were in low-paid jobs, and they were paid less than men for the same job. 10 million women were working in 1930 ... but this was still only a quarter of the females age 15 and over; the rest worked for free in the home and on the farm.
b. Vote: Apart from exceptions such as Florence Kelley and Alice Paul, few suffrage campaigners went
Links
Youtube of original footage
into politics; they gave up politics and returned to being housewives. Women campaigned in vain after 1920 for an Equal Rights Act.
c. Flappers: The flappers scandalised many Americans - the Anti-Flirt Association tried to persuade young Americans to behaved decently. Most girls, especially in rural America, still behaved 'decently', got married and had babies.
3. Race Relations
How far were the 1920s a time of racism and discrimination for Black Americans?
Argument 1 - A time of racism [HACKLE]:
a. Hostility to immigrants: and the Red Scare' - see this page for more information.
d. American Government: refused to pass laws banning lynchings or giving Black Americans the vote.
c. Jim Crow Laws: the name for laws passed in the southern states which prevented Black Americans from mixing with whites ('segregation'), denied them equality of education and civil rights, and prevented them from voting.
b. Ku Klux Klan: an organisation to maintain WASPs supremacy, which had 5 million members by 1925. Many supporters were poor whites, who did not want Blak Americans to be their equals/fear they would take their jobs, but many were racism wealthy white Americans. They wore white sheets and hoods, and marched with burning crosses. They spoke with each other in a secret language which they called 'Klonversations'. They attacked, tortured and killed Black Americans, but also Jews and Catholics and 'immoral' people such as alcoholics.
Source A
e. Lynchings: mobs of white people often hanged ('lynched') Blacks Americans whom they suspected of a crime (usually the police turned a blind eye).
In the morning, a Black mother sent her children to a school for colored children only. Going to town, she sat at the back of the bus, in the seats for coloreds. She went to the posy office for coloreds, visited the library for coloreds, and walked in a separate park. When she went shopping, she stood in line, so White women could go in front of her.
f. Even in the north: Black Americans ended up with the low-paid menial jobs, such as janitors, bootblacks, cooks, houseboys, baggage handlers, waiters, doormen, dishwashers and washroom attendants. In 1919, white Americans in Chicago rampaged through Black neighbourhoods after a drowning black man clinging to a log had drifted into a whites-only swimming area.
Argument 2 - A time of flowering [RHINO]:
a. Role models: some Black Americans became famous - the sprinter Jesse Owens, the baseball player Jackie Robinson, the dancer Josephine Baker. They were an inspiration to other Black Americans.
b. Harlem Renaissance: a cultural flowering in the New York Black neighbourhood of Harlem, based on jazz, but also excellent Black architects, novelists, poets and painters. Many of these believed in 'Artistic Action' - winning equality by proving they were equal.
c. Identity: in 1925 Alain Locke wrote The New Negro, who had to smash the old image of 'Uncle Tom' and 'Sambo', and develop a new identity, 'uplift' the race and fight for equality. There were Black newspapers and magazines. This was the time when the phrase was coined: 'Black is Beautiful'.
d. NAACP: Set up in 1909, it campaigned for civil rights.
e. One-and-a-half million Black Americans migrated from the south to the north. Although many of them ended up in low-paid jobs, some of them formed a new Black middle class, and were educated at university.
4. Prohibition
In 1919 - as the result of a long and powerful campaign (see Source B) - the 18th Amendment to the Constitution made the manufacture, transport or
Her husband went to work, but he was not the boss; that was a job for a White man. He used a separate rest room, and went to a separate toilet.
John D Clare, The Black Peoples of America (2001)
Links
YouTube on the Harlem Renaissance. Harlem Renaissance women
Links
Brilliant Prohibition mindmap.
Good essay arguing the traditional case that Prohibition was a
failure.
sale of alcoholic drinks illegal. The Volstead Act, passed at the same time, declared any drink more than 5% proof 'alcoholic'.
Argument 1 - A failure [DAMAGE]:
a. Drinking continued: impossible to enforce (not enough police only 4000 agents, many of whom were sacked for taking bribes).
b. Available: the liquor trade just 'went underground'. speakeasies (illegal bars), moonshine (illegally-made alcohol), bootlegging (smuggling alcohol to sell). It is sometimes asserted that there were more speakeasies than there had been saloons (not true, but there were 200,000 speakeasies in 1933).
a. Made criminals of ordinary people
a. Adverse effects: moonshine was poor quality and sometimes killed people. 'Jackass brandy' caused internal bleeding, 'Soda Pop Moon' contained poisonous alcohol.
a. Gangsterism flourished running the illegal trade: It became hugely profitable, and led to a growth of violence, protection rackets etc. associated with the illegal trade (see 'Organised Crime' below). The general flouting brought the rule of law in general into disrepute as police 'turned a blind eye. Corruption grew.
a. End: in 1933 the 21st Amendment abolished Prohibition (= 'proved' that it failed).
Argument 2 - A Success [ALE]:
a. Alcohol destroyed: in 1929, 50 million litres of illegal alcohol were discovered and destroyed.
b. Legacy: the actual consumption of alcohol fell, not just during prohibition, but for many years after - did not reach pre-1914 levels until 1971.
c. Eliot Ness and the Untouchables: became famous as examples of the high standards police SHOULD achieve.
This site shows that Americans used many other addictive substances before 1919
Great student's video
Powerpoint:
* Prohibition ppt.
Source B
Why Prohibition [ACRIME]
a. Anti-Saloon League - campaigned that drink hurt families because men wasted money on beer, that it ruined their health and lost them their jobs, and that it led to domestic violence and neglect.
b. Christian organisation – esp. Women's Christian Temperance Union – supported prohibition. (The early 20th century was a time of Christian revival.)
c. Rural America – scandalised by behaviour in the towns – supported it.
d. Isolationism – it was said that money spent on drink 'flew away to Germany' because much of the beer drunk in America was brewed there.
e. Madness, crime, poverty and illness were seen as caused by alcohol - many (including BOTH my grandparents, 'signed the pledge' never to drink.)
f. Easy Street – Charlie Chaplin's comic film (1917) showed how drink damaged, and Christianity nurtured, families' happiness and prosperity.
Source C
Why Prohibition Failed [NCP]
a. Not enough Agents - only 4000
b. Corruption and bribes – one tenth of Agents sacked for taking bribes
c. Public support – most people did NOT support a ban.
5. Organised Crime
Organised crime stepped in to take over from the breweries and spirits manufacturers:
Links
St Valentine's Day Massacre - description History Learning Al Capone: Crime Library
a. They ran the speakeasies, and bootlegging.
b. They also ran protection rackets, prostitution and drug-running.
c. They bribed trade union leaders, police, lawyers, judges and even Senators.
d. The most famous gangster was Al Capone, who earned $100,000 a year from beer sales alone, ran a private army of more than 700 mobsters, and is thought to have murdered more than 200 opponents.
e. They fought with each other for control of their 'territory' - the most famous incident was the St Valentine's Day Massacre in 1929, when 'torpedoes' from Capone's gang shot dead 7 members of Bugs Moran's gang.
Source D
Prohibition is a business. All I do is supply a public demand. I do it in the best and least harmful way I can In 1930, Al Capone made the front page of Time magazine
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Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred
Alfred Tennyson,
The Charge of the Light Brigade, 1854
Survivors of the Light Brigade after the Battle of Balaklava R. Fenton, 1855
The Great War
A chronology of the Crimean War 1853-1856
The Crimean War was one of the most gruesome wars Europe had witnessed up until then, an object lesson in bad planning and even worse organization.
The first war of the modern world, the first industrial war, in which material superiority mattered more than brilliant tactics. Pure attrition warfare, where human lives even counted less than before, while new military technologies were put to the test: improved firearms and ammunition of longer range, trenches and curtain fire.
This kind of technical progress laid the foundation for the devastating outcome of subsequent wars like the American Civil War or World War I.
On the other hand, the paralleling progress in the care for the wounded and the ill - like in the military hospital of Scutari under Florence Nightingale - was not more than a drop in the ocean.
Some of the most important events of this war resp. the most relevant for the novel are listed here in chronological order; for a better orientation, prominent events in the novel's storyline, indicated in color, are also included.
1853
End of February
May 31 st
July 2
nd
October 5
th
November 30
th
December 19th
Prince Menschikow, envoy of the Tsar, travels on a diplomatic mission to Constan- tinople in order to issue an ultimatum by the Tsar to the Ottoman Empire: The holy sites in Jerusalem are to be guarded by Russia instead of France; Russia intends to control the Orthodox Church on the territory of the Ottoman Empire and demands the dismissal of high officials of the sultan - demands the sultan conceives unacceptable and as provocation.
After the refusal of the sultan to meet Russia's demands, the tsardom severes diplomatic relations with Constantiople.
The Russian army invades Moldovaand Walachia.
The Ottoman Empire declares war on Russia.
The Russian Black Sea Fleet destroys a Turkish naval squadron in the Battle of Sinope, resulting in the decision of Great Britain and France to take reprisals.
Jonathan returns to Black Hall on leave and brings Ralph Garrett with him as a guest.
1854
June 28 th
The French and the British government decide to destroy the Russian naval base in Sebastopol.
September 12 th -14 th
Allied forces land in Calamata Bay north of Sebastopol, soon ironically called Calamity Bay by the soldiers.
September 19 th
First clash of Allied forces and Russian troops on the Crimea; the fight for Sebastopol begins.
September 20 th
Battle of Alma.
Great Britain: 26,000 infantry, 1,000 cavalry, 60 guns
France: 28,000 Mann infantry, 72 guns
Ottoman Empire: 7,000 Mann infantry, unknown number of guns
Russia: 33,000 infantry, 3,400 Mann cavalry, 120 guns
After the war, Alma became a popular name for British girls in remembrance of the battle; the Parisian bridge Pont de l' Alma, location of Princess Diana's fatal car
accident in 1997, is also named after it.
October 9 th
Allied forces start to encircle Sebastopol.
October
Burton und Maya visit the Tower of Silence.
October 25 th
Battle of Balaclava:
Allied forces ca. 20,000 infantry, ca. 3,500 cavalry, 76 guns. Russia ca. 23,000 men.
Casualties: Great Britain ca. 350, France ca. 250, Russia ca. 1,000
This battle gained sad fame by a wrong decision leading to great losses among the Light Brigade under Lord Cardigan, only saved by French cavalry; this episode, symptomatic for the whole war, was immortalized by Alfred Tennyson's poem The Charge of the Light Brigade.
November 5 th
Battle of Inkerman:
Great Britain 8,500 men, 38 guns; France 7,500 men, 18 guns.
Casualties: Great Britain 2,357 men, France 929 men. Russia 12,000 men.
1855
January 26 th
The Kingdom of Sardinia-Piedmont enters the war on the side of the Allied forces.
January 31 st
Government of British premier minister Lord Aberdeen dissolved.
February 5 th
Lord Palmerston forms new government.
February 23rd
J.A.G. (1826-1855)
"The Valley of Death": Balaklava after the battle, ammunition on the ground – R. Fenton, 1855
1856
_______________________________________________________________________________________________________
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fiction write an original story write an original narrative characters
Write a story Name character(s) Include a problem and solution
step by step explain the process sequence of events describe the steps order of events describe the topic explain the important explain the parts provide multiple reasons describe the features
compare and contrast write a comparison main differences show how alike and different details presented about both determine a position make a claim draw conclusions your viewpoint agree or disagree provide multiple reasons support reasons with evidence
Write information List steps Use first, second, third
Write information 3 points or reasons Topic sentences and details
Write information Explain how they are similar Explain how they are different
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My name is
This Is The Way We Carve A Pumpkin
From
Super Simple Songs - Halloween
Make a jack-o'-lantern.
Get more worksheets at www.supersimplelearning.com
© Super Simple Learning 2014
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Loyola Preparatory School
Fundamental British Values Statement
"Loyola Preparatory School will strive to instil recognition of the talents and achievements of all its members. It will seek to identify and develop a range of skills , techniques and abilities within its pupils which will serve the individual in future life, but will also be put to use as an expression of the Greater Glory of God, both in the personal development of the self and in service to others and the community."
Ad Majorem Dei Gloriam To the Greater Glory of God
Approved by: Full Governing Body
Last reviewed on: November 2021
Next review due by: November 2022
British Values
Loyola Preparatory School: Fundamental British Values Statement
Loyola Preparatory School: Active Promotion of Fundamental British Values
The School recognises not only the importance of enabling pupils to flourish academically: we also embrace with enthusiasm our wider role in preparing pupils for later life in modern British society. Our own School Aims stress the importance we place on doing one's best as a way of expressing the Greater Glory of God, both in the personal development of the self and in service to others and the community. Part of our role is to prepare pupils to become positively engaged with a rapidly changing world which means ensuring that we actively promote and reinforce fundamental British values.
The government set out its definition of British values in the 2011 Prevent Strategy: they are democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. At Loyola Preparatory School these values are reinforced in a pervasive manner and permeate the school community. The examples that follow are an indication of some of the many ways we seek to embed British values at the School. They should be seen as examples of our approach, rather than as an exhaustive list.
At Loyola Preparatory School the principle of democracy is alive and well. The School Council plays an active part in reflecting upon whole school questions and suggestions. Less directly, but no less importantly, the principles of democracy are explored routinely through the PSHEE programme and through school assemblies, as well as in many Schemes of work such as History, Religious Studies and English lessons.
The importance of laws that govern the country - as well as rules which govern the School – are embedded in the School's culture and in our key documents, such as our School Aims, our Behaviour Policy, our Safeguarding Policy and our Codes of Conduct. Pupils are taught the value of and reasons behind rules and laws, namely that they govern and protect us, vouchsafing our freedoms as well as our responsibilities. Lessons will also explore the history of the rule of law across a range of cultures.
Pupils are actively encouraged to make independent choices, knowing that they are in a safe, secure and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely. Pupils are encouraged to know, understand and appreciate their rights and personal freedoms – as well as the responsibilities that accompany them. This is achieved through equipping pupils with the ability to understand their place in a culturally diverse society and by giving them opportunities to experience such diversity within the School community. Our PSHEE curriculum provides a broad and balanced education on a range of faiths and cultures.
Respect is at the core of our School Aims, and is modelled by pupils and staff alike. The School promotes respect for others: this is iterated throughout our classroom and learning environments. In line with our commitment to freedom of speech pupils are always able to voice their opinions and we foster an environment where they are safe to disagree with each other. Respect and tolerance is embraced throughout the curriculum, from the concept of 'fair play' in PE to our 'buddy' programme, which promotes mutual respect between pupils across different year groups within the School. | <urn:uuid:608b4510-e94a-40b8-a4ee-16b10f69ac90> | CC-MAIN-2021-49 | http://loyola.essex.sch.uk/uploads/Policies/British_Values_2021_11.pdf | 2021-12-03T15:37:26+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00009.warc.gz | 48,093,186 | 800 | eng_Latn | eng_Latn | 0.997383 | eng_Latn | 0.998028 | [
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Put Time in a Bottle
Kindergarten - Grade 3
Collecting things from their lifetimes and putting them in a time capsule is a history lesson that children will never forget.
What You Need
Magazines or newspapers
Sealable container
Camera
Tape or other sealant
What to Do
* Talk with your child about time capsules. Explain that when buildings such as schools, courthouses and churches are built, people often include a time capsule—a special container into which they place items that can tell about their lives and times to future generations who open the container.
—Tell your child that you want to help him make his own personal time capsule. Talk with him about what he might want to put in it. Ask, for example, what things he might include to give people of the distant future a good idea of what he was like and what the time he lives in was like.
—Have him use a simple camera to take pictures of a few important objects in his life—a favorite CD, poster or pair of shoes; a baseball bat, football jersey or basketball; his computer, music player or cell phone. Have him locate and add magazine pictures of games and toys; cars, airplanes and other types of transportation; different kinds of sporting events; and clothes. Next have him locate examples of slang, ads for movies and TV shows, and selections from important speeches, poetry and stories or novels. Also help him find stories about current heroes and local, national and world events; and accounts of current issues and crises. Finally have him write a letter to someone in the future that describes life today.
—Call the family together and have your child do a "show and tell" of the items he's collected.
—Once everyone is satisfied with the collection, help your child label the items with his name and with any other information that will help those who find them understand how they are significant to the history of our time.
—Have him place the items in a container, seal the container and find a place to store it.
—Have him write in his history log a short description of what he has done and record the date. Encourage him to draw a map that shows the location of the time capsule and to use the correct directional words to label it.
* Try to find news stories (your local newspaper, library or local historical society or museum can often direct you to such stories) about the opening of such a capsule in your area and what was in it. If possible, take your child to look at the contents of an opened time capsule—perhaps at your local historical society or museum. Also try to locate buildings in your area that contain unopened time capsules. Take your child to see the buildings and point out the cornerstones— the places in which most capsules are placed. Talk with him about the information on the cornerstone.
Let's Talk About It
Ask your child:
What did the collection of items tell you about the period in which we live?
Did the items tend to be of a certain type? | <urn:uuid:6aa8eeba-2a1f-4bb5-a046-e8154e9cb441> | CC-MAIN-2021-49 | http://www.parenting-by-example.com/wp-content/uploads/history-activities/put-time-in-a-bottle.pdf | 2021-12-03T15:36:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00009.warc.gz | 127,603,360 | 613 | eng_Latn | eng_Latn | 0.999111 | eng_Latn | 0.9991 | [
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Year 4
Autumn 1
ENGLISH TEXTS SELECTED
FROM:
The Hero Twins
The Rabbit and the Jaguar
The Three Tests
The Chocolate Tree (L Lowery)
The Ancient Maya (J Maloy)
Autumn 2
ENGLISH TEXTS SELECTED
FROM:
Little Firefly
Internet Guides to
Earthquakes
Spring 1
ENGLISH TEXTS SELECTED
FROM:
Water Horse
River Poem
Information text about states of mater
Spring 2
ENGLISH TEXTS SELECTED
FROM:
Romeo and Juliet
Information text
Summer 1
ENGLISH TEXTS SELECTED
FROM:
Room 13
Summer 2
ENGLISH TEXTS SELECTED
FROM:
Beowolf
Feather head dresses or
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The Americas – What is the use of having totem poles?
Layers of The Rainforest
The Layers
Map of The Amazon Rainforest
Emergent Layer – It's sunny here because it's the highest point. Only the tallest trees reach this level. You will find butterflies, bats, insects, monkeys and many birds here
Canopy Layer – Most trees of the forest grow to this height. Certain plants grow at this level but their roots do not reach the ground. These are called air plants. You will find toucans, snakes, orang-utans, sloths, parrots, lizards and many insects here.
Understory Layer – Vegetation and vines can be found here and it is very dark. You will find bugs, jaguars, poison dart frogs and kinkajous
Forest Floor- A damp and dark part of the forest. Look out for tapirs and wild boar
In the water – Beware electric eels, anacondas and piranhas in the water!
The Amazon Rainforest
The Amazon River
Rainforests are warm and wet areas.
The Amazon Rainforest is the largest tropical rainforest in the world with more than half located in Brazil.
There are approximately 10 million species of animals, plants and insects known to man and more than half of them call the rainforest home.Tribes of people still live in some areas of the rainforest with no contact with the outside world.
20% of the world's bird species
live here such as toucans,
hummingbirds and the hoatzin.
The river is approximately 4,000 miles long, mostly flowing through rainforest.
It has around 200 tributaries
It begins in the Andes Mountains and is the second longest river in the world.
Piranhas, anacondas and thousands of species of fish can be found here.
No bridges cross the river at any point.
In Autumn term 2, Year 4 are learning about
The Americas
The Digestive System
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I BET YOU DIDN'T KNOW...
bees and caterpillars can change the evolution of plants
Individuals are, by definition, different in some way to all others: they have different characteristics to each other. These could relate to any part such as leg length or eye colour in animals or stem length and flower colour in plants. These differences can be due to differences in genes and may give one individual an advantage over others. For example, giraffes with longer necks may be able to reach more food so they stay healthy and are more likely to have babies.
Over many generations, the characteristics of a group of animals or plants can change depending on which versions of characteristics are passed on to their children. This is Darwin's theory of evolution by natural selection. It is driven by anything that affects the survival of individuals and their likelihood of producing babies. Scientists at the University of Zurich in Switzerland have been studying how evolution in plants is driven by pollination and herbivory. Herbivory means the eating of plants by animals and animals that do this are calledherbivores.
The scientists noted that the effects of pollination and herbivory on evolution have been studied before but that they have only been looked at separately. In real life, evolution is not controlled by only one thing but by a range of different things at the same time. For example, plants that need insects for pollination compete with each other to attract these insects. They may produce bigger flowers or sweeter scents to do this. Similarly, plants that are eaten by herbivores are more likely to survive if they develop ways to put off the animals that eat them. Plants may produce defensive poisons to do this.
If a plant has a certain amount of energy that it must use to produce flowers and to produce defensive poisons, it has to balance how much energy it puts into each of these two characteristics. The more energy it puts into one characteristic, the less it has for the other. In
Dr Katharine Pemberton, PSTT College Fellow, links cutting-edge research with the principles of primary science
email@example.com addition, and unfortunately for the plant, the effect of characteristics designed to attract pollinators may accidentally increase herbivory. For example, showy flowers attract pollinators but may attract herbivores too. Similarly, the production of poisons to put off herbivores could make nectar taste bad or make it partially poisonous and put off pollinating insects.
The scientists grew a species of plant related to the cabbage (Brassica rapa) in greenhouses to study its evolution (Figure 1). They divided the plants into four different groups. Some plants were pollinated by bees (Figure 2) while others were pollinated by scientists, who transferred pollen between plants using brushes ('hand' pollination). Some groups had caterpillar larvae added to them (Figure 3). The caterpillars fed on the plants, so these plants had to defend against herbivory.
Figure 1. Brassica rapa is a plant species growing in many cultivated forms including the turnip, some types of cabbages and field mustard. The scientists used a variety with a short life cycle of about 40 days which makes it suitable for experiments about evolution.
1
1
Figure 3. Pieris brassicae caterpillars were used as herbivores. These are caterpillars of the large white butterfly (also called the cabbage butterfly or cabbage white).
Table 1 shows the conditions in which different groups grew. In each of the different groups, there were 3 replicate sets of 36 plants. These meant that the scientists could check their results were reliable by comparing plants within each treatment group. Group 1 acted as a control group to represent how the plants could grow if they did not depend on pollinators for survival and were not affected by herbivory.
Table 1. the conditions for each group of plants.
Each plant was allowed to grow and was then pollinated. After pollination, the plants produced seeds that grew into a new generation of plants. This new generation was then pollinated and produced seeds and so on for 8 generations. That means that the plants used at the start of the study were the great great great great great grandparents of the final plants in the 8 th generation!
The scientists measured the characteristics in the 8 th generation plants and compared them to the characteristics of the control group, which was assumed to be identical to the original great great great great great grandparent plants. They had evolved! The characteristics they measured included the scent and shape of flowers and the production of poisons to defend against herbivores. At the end of the study, there were differences in the characteristics of plants from each group, showing that the plants had evolved in different ways (Table 2).
Bee pollination led to greater evolutionary changes than herbivory from caterpillars. Plants that were pollinated by bees and did not have caterpillars, evolved more sweetsmelling flowers, which tended to be larger. The studies also showed that the bees clearly preferred these flowers to those from all other groups. This reflects how the plants had evolved over 8 generations to maximise their attractiveness to the pollinators.
However, the presence of herbivores changed the evolution of bee pollinated plants. If caterpillars were included with bee pollination, plants did not evolve sweeter smelling or larger flowers. Even so, these plants were still more popular with the bees than plants that had been hand pollinated. The scientists suggested that the plants evolved in a way that was a compromise between how attractive they were to bees and how they could defend themselves against herbivores. Plants that were more likely to be eaten by herbivores seemed to put more energy into defensive adaptations, meaning that they did not have so much energy to use for adapting their flowers.
Table 2. Summary of the effects of pollination and herbivory on different plant characteristics. ✓s show a statistically significant change in the characteristics . Xs show no significant change.
In conclusion, the scientists showed that there were evolutionary changes in the plants that were exposed to both pollination and herbivory. These changes were different to those in plants that were exposed to only pollination or herbivory. This is important because in the real world, most living things evolve in response to more than one thing at a time, particularly as humans change natural ecosystems. If a living thing invests in being better at one thing, it may not be able to save itself from another.
2
Questions to discuss:
What changes in the environment do you think might affect the evolution of plants' characteristics?
How do you think plants might evolve because of these environmental changes?
In the classroom, children can compare the different characteristics of flowering plants, and investigate how different characteristics could give some species an advantage over others. Details of pattern-seeking investigations are given in the Teacher Guide that accompanies this article.
The paper that inspired this work was:
Rapid plant evolution driven by the interaction of pollination and herbivory.
By Sergio E. Ramos and Florian P. Schiestl.
GLOSSARY
control group
the group in an experiment that does not receive treatment by the researchers and is then used to compare how the other tested subjects do
ecosystem
a community of living things (e.g. animals and plants) in a habitat, together with the non-living parts of the environment (e.g. air and water)
herbivores
animals that eat only plants
herbivory
the eating of plants by animals
pollination
the transfer of pollen grains from the male anther of a flower to the female stigma of the same flower or another flower
pollinators
an animal that moves pollen from the male anther of a flower to the female stigma of a flower. Some birds, bats, butterflies, moths, flies, beetles, wasps, small mammals, and bees are pollinators
replicates
the same experiment is repeated many times
species
a group of living things with similar characteristics which are capable of breeding and having offspring
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Music Revision in preparation for your Listening Assessment
The Musical Elements
Make sure you know the musical elements and what they mean. You will be expected to listen to music and write about how these elements are used. If you don't know the meanings of these words, learn them!
TASKS: Suggested revision activities
- Create a quiz to help you learn the keywords.
- Make some flash cards with the keyword on one side and the definition on the other side.
- Create a symbol/picture which might help you visualise and remember the keyword.
- Listen to any piece of music and write down what the music is like, making sure that you can use the keywords above. Can you do this without the keywords in front of you? You will need to do this in your listening assessment!
- Log onto www.teachinggadget.com (username – woodhammusic, password – music) and practise the musical elements quiz which is found in the 'games' section
- Use YouTube to listen to some different examples of musical instruments, so you can recognise what they sound like. | <urn:uuid:16c76350-546e-41f8-86b9-88f5e2c21f1e> | CC-MAIN-2021-49 | https://woodham.org.uk/pdf/Revision/y7_music_revision_tasks.pdf | 2021-12-03T17:11:07+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00010.warc.gz | 675,694,484 | 218 | eng_Latn | eng_Latn | 0.998237 | eng_Latn | 0.998237 | [
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Boulder Valley School District
Adopted: November 27, 2001
File: JS
Revised: October 23, 2012, May 26, 2020
STUDENT USE OF TECHNOLOGY
The Board of Education believes that technology, including the Internet and electronic communications (email, chat rooms and others) have vast potential to support curriculum and student learning.
Use of technology requires students to think critically, analyze information, write clearly, use problem-solving skills, and hone computer and research skills that employers demand. Use of these tools also encourages an attitude of lifelong learning and offers an opportunity for students to participate in distance learning activities, ask questions of and consult with experts, communicate with other students and individuals, and locate material to meet educational and personal information needs. The Board believes technology should be used in schools as a learning resource to educate and to inform.
Student use is a privilege
Use of technology, including the Internet and electronic communications, demands personal responsibility and an understanding of the acceptable and unacceptable uses of such tools. Student use of technology, including the Internet and electronic communications, is a privilege, not a right. Students shall use district computers, devices and computer systems in a responsible, efficient, ethical and legal manner. Failure to follow the School District's policies and expectations may result in the loss of the privilege to use these tools, require restitution for costs associated with damages, and may result in school disciplinary action, including suspension or expulsion, and/or legal action. The School District may deny, revoke or suspend access to district technology or close accounts at any time.
Students and parents/guardians shall be required to sign the School District's Acceptable Use Agreement annually before Internet or electronic communications accounts shall be issued or access shall be allowed.
Assigning student projects and monitoring student use
The School District will make reasonable efforts to see that technology, including the Internet and electronic communications, are used responsibly by students. Administrators, teachers and staff have a professional responsibility to work together to monitor students' use of technology, help students develop the intellectual skills needed to discriminate among information sources, to identify information appropriate to their age and developmental levels, and to evaluate and
use information to meet their educational goals. Students shall have specifically defined objectives and search strategies prior to accessing material and information on the Internet and through electronic communications.
Opportunities shall be made available on a regular basis for parents to observe student use of the Internet and electronic communications in schools.
No expectation of privacy
School District technology and computer systems are owned by the School District and are intended for educational purposes at all times. Students shall have no expectation of privacy when using School District technology, including Internet or electronic communications. The School District reserves the right to monitor, inspect, copy, review and store (at any time and without prior notice) all usage of School District technology, including all Internet and electronic communications access and transmission/receipt of materials and information. All material and information accessed/received through School District computers and computer systems shall remain the property of the School District.
Unauthorized and unacceptable uses
Because technology and ways of using technology are constantly evolving, every unacceptable use of district computers and computer systems cannot be specifically described in policy. Therefore, examples of unacceptable uses are detailed in the accompanying regulation.
Security
Security on School District technology and systems is a high priority. Students who identify a security problem while using technology, including the Internet or electronic communications must immediately notify a system administrator. Students should not demonstrate the problem to other users. Logging on to the Internet or electronic communications as a system administrator is prohibited.
Because technology and related security issues are constantly changing, not every practice that could jeopardize the School District's technology resources and systems can be described in policy. Therefore, examples of security risks that violate the School District's policies are detailed in the accompanying regulation.
Any user identified as a security risk, or as having a history of problems with other computer systems, may be denied access to the School District's Internet and electronic communications.
Safety
In the interest of student safety, the School District shall educate students and parents about appropriate online behavior, including cyberbullying awareness and response, and interacting on social networking sites and in chat rooms.
Accessing obscene, pornographic and harmful information
Technology, including the Internet and electronic communications, present fluid environments in which students may access materials and information from many sources, including some that may be inappropriate for students. While it is impossible to predict with certainty what information students might locate or come into contact with, the School District shall take reasonable steps to protect students from accessing material and information that is obscene, child pornography or otherwise harmful to minors, as determined by the Board. Web and Email filtering software that blocks or filters material and information that is obscene, child pornography or otherwise harmful to minors, as determined by the Board, shall be installed in the District's data center.
Students shall take responsibility for their own use of technology to avoid contact with material or information that may be harmful to minors. Students shall report access to material and information that is obscene, child pornography, harmful to minors or otherwise in violation of this policy to the supervising staff member and shall encourage others to report when appropriate.
School District makes no warranties
The School District makes no warranties of any kind, whether express or implied, related to the use of district computers and computer systems, including access to the Internet and electronic communications services. Providing access to these services does not imply endorsement by the School District of the content, nor does the School District make any guarantee as to the accuracy or quality of information received. The School District shall not be responsible for any damages, losses or costs a student suffers in using the Internet and electronic communications. This includes loss of data and service interruptions. Use of any information obtained via the Internet and electronic communications is at the student's own risk.
LEGAL REFS.:
20 U.S.C. § 6751 et seq. (Enhancing Education Through Technology Act of 2001)
47 U.S.C. § 231 (Childrenʼs Online Privacy Protection Act of 1998)
47 U.S.C. § 254(h) (Children's Internet Protection Act of 2000)
47 C.F.R. Part 54, Subpart F (Universal Support for Schools and Libraries)
C.R.S. § 22-87-101 et seq. (Childrenʼs Internet Protection Act)
CROSS REFS.:
AC, Nondiscrimination/Equal Opportunity JB, Equal Educational Opportunities
End of File: JS | <urn:uuid:a37c0563-310b-446e-bbbc-a8e3e99547ed> | CC-MAIN-2021-49 | https://resources.finalsite.net/images/v1590699785/bvsdorg/jifuqapwk2p8hj7kltth/JS.pdf | 2021-12-03T15:48:00+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00011.warc.gz | 550,944,733 | 1,318 | eng_Latn | eng_Latn | 0.992831 | eng_Latn | 0.995223 | [
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EXTRA PRACTICE: Limiting and Excess Reactants Practice #2
Name: __________________
1. 50.0 grams of sodium metal reacts with 60.0 grams of chlorine to produce sodium chloride. What is the L.R. and E.R.?
____Na + ____Cl2 à ____NaCl
2. In an S-R reaction, 50.0 grams of zinc reacts with 30.0 grams of hydrochloric acid (HCl) to produce zinc chloride. How many grams of zinc chloride are produced?
____Zn + ____HCl à ____ZnCl2 + ____H2
3. 40.0 grams of sodium iodide reacts with 50.0 grams of silver nitrate in a D-R reaction. How many grams of silver iodide is produced?
____NaI + ____AgNO3 à ____NaNO3 + ____AgI
4. When 2.60 grams of hydrogen reacts with 10.2 grams of oxygen, water is produced. What is the L.R. and E.R.?
____H2 + ____O2 à ____H2O
5. How many grams of water are produced if 50.6 grams of magnesium hydroxide and 45.0 grams of hydrochloric acid react in this D-R reaction?
6. In a D-R reaction of 30.0 grams of calcium nitrate and 50.0 grams of sodium phosphate, how many grams of calcium phosphate are produced from the limiting reactant?
7. If 100.0 grams of lithium carbonate reacts with 45.0 grams of magnesium sulfide, how many grams of magnesium carbonate are produced from the limiting reactant in this D-R reaction?
8. If 15.0 grams of copper (II) chloride react with 20.0 grams of lead (II) nitrate in this D-R reaction, what is the L.R. and E.R.? | <urn:uuid:16cf1be9-c614-4c9d-aab8-d8effce4b8a0> | CC-MAIN-2021-49 | http://arulscience.weebly.com/uploads/8/7/8/4/87847134/extra_practice_-_limiting_and_excess_reactants_2.pdf | 2021-12-03T15:41:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00011.warc.gz | 5,396,894 | 407 | eng_Latn | eng_Latn | 0.972189 | eng_Latn | 0.977899 | [
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First Telescope?
Des Moines Astronomical Society | www.dmastronomy.com
We are usually reluctant to make specific recommendations about telescopes. The choice can vary widely depending on goals, price, and the context of how the telescope will be used. What is available also changes as manufacturers update product designs.
Binoculars: It might even be better and cheaper to start with binoculars if the interest is uncertain or the person is young. Some objects in the night sky actually look best through the lower power of binoculars. You can't beat the portability, speed, and ease of using binoculars, and if you do decide to get a telescope later, binoculars remain a useful investment. A telescope takes more effort to use.
Sanity about aperture: A smaller diameter telescope (e.g., 3-4 inches or 70-100 mm) will work great on bright targets like the Moon and planets like Jupiter, Saturn and Venus. Those are some of the most satisfying targets, especially to young viewers. (Warning: NEVER look at the Sun! That will instantly cause permanent eye damage.)
If you decide to explore the idea of a telescope, a logical way to start is to get experience looking through telescopes – come out to Ashton Observatory on a Saturday Public Night and begin looking through different telescopes to sample the differences.
A telescope is comprised of two parts, (1) the optical tube and (2) the mount. Quality in each is important. The optical tube is what most people think of when they say "telescope." However, you need a way to hold and point the optical tube, and that is a "mount." It's not unusual for the mount to cost as much as the optical tube. Quality matters in both.
Design of the optical tube: There are different designs. A reflector will be less expensive than a refractor in larger sizes. Either design is good. In smaller sizes a refractor is affordable, and they are a closed tube so you won't have issues with interior dust, or collimation (alignment of optical elements) that applies to reflectors, not that those are serious problems with reflectors.
Aperture (diameter): What's the most important measurement of a telescope? Diameter. Larger diameters gather more light and show more detail, which means you will be able to see fainter light and more detail in the night sky. Quality of materials and workmanship matter too, and will affect cost. Cost also increases as aperture increases. If you want to see the fainter deep space targets, an aperture of 8 inches or more will be appreciated.
Magnification: Most people tend to think more magnification is the goal. Not really. Many targets are best seen at lower magnification – magnifications in the 20-100 range are usually all you need. Magnification is the result of the focal length built into the optical tube combined with the focal length of the eyepiece that is being used. You can't change the focal length of the optical tube. To change the magnification you are seeing, change the eyepiece.
Use this formula to calculate magnification: P=FL/fl, where P is the magnification power, FL is the focal length of the optical tube in mm, and fl is the focal length of the eyepiece in mm. A 10 mm eyepiece will give you twice the magnification of a 20 mm eyepiece.
Eyepieces: Quality is important – even the best optical tube will deliver poor views if the eyepiece is poor quality. There are many designs of eyepieces, varying in focal length (longer focal length is lower power), angular width of the field of view (should be at least 50 degrees), eye relief (that's the distance your eye is from the surface of the eyepiece lens; over 10-15 mm is ideal especially if you wear glasses), and diameter (whatever fits your focuser; 1-1/4 and 2 inch are common). Many factors affect cost, but good choices exist at reasonable prices. One good idea is to have a 2x Barlow lens that you can stack with other eyepieces to double the magnification they deliver.
Seeing conditions: Even if you have the most expensive equipment, poor atmospheric conditions will prevent success with high magnification. It takes ideal seeing conditions to get good results from high magnification, and ideal conditions are rare.
Light pollution: Ground lights reflecting off the atmosphere will always be a big obstacle to seeing
well. The difference between views in a dark location and an urban location will be surprising.
Reality check about the views: You've seen those dramatic images from the Hubble Telescope. No, that is not what you will see through your telescope. Because the actual light is very faint, you will not see much color. Those beautiful photos are the result of combining hours of exposures using specialized cameras, processed by experts using the latest technology. Except for the Moon and the bright planets, what you will see will be faint and grey, but you will be seeing the real thing live!
Mount design: A simple design like an alt/az (it pivots left-right and up-down) is both cheaper and easier to use than other designs such as an equatorial mount (an equatorial mount can be a great design, but is confusing to set up for beginners). GOTO mounts with motors and computers to aim the telescope are complex and expensive, but do help point at targets that are difficult to find. A child will need adult help to operate a complex mount. That mentoring relationship might in the end be the biggest reward for both parties.
The most important attribute of a mount is that it be steady. It is maddening to use a telescope on a shaky mount. It will take the fun out of it fast, and can make it nearly impossible to use the telescope.
Dobsonian mount: A Dobsonian mount is about as simple, sturdy, and inexpensive a design as there is for an alt/az mount. There are alt/az tabletop telescopes too, but that requires a steady tabletop surface located where the telescope can point at the sky. That is a lot of limitation unless having the compact size is a requirement.
Finder scope: You will soon learn that using a telescope requires a "finder scope" in order to point the telescope accurately. The most usable design is a "red dot" type. It will do all that you need. If your telescope doesn't have one, you can usually add that for a modest price.
Star charts: Once you begin exploring the night sky you will quickly realize that you need to know what's in the sky in order to find anything. A monthly star chart is one way to get that information. We have links to several good ones on our website. There are also apps for smartphones that can show you what's in the sky. SkySafari and Stellarium are the best.
Price: No, a bargain price of $79 in a discount store is not a good telescope. Price is not a guarantee of quality, but good telescopes are available in the $150 to $400 range. If you want additional eyepieces they will cost more. Often a telescope is sold as a package or kit that includes useful accessories, so that increases the value of the deal.
Biggest bang for the buck: It's hard to beat a reflector on a Dobsonian mount. There is nothing wrong with a tripod mount if it is sturdy, but solid designs are hard to find and come at a price. You will also have to make sure the specific tripod can attach to the specific optical tube you want to use.
Good examples of the Dobsonian design are available from Apertura, Zhumell, and Orion. While a smaller size might be easier to carry and store for some people, more aperture will deliver better views. Those can be purchased directly from various online sellers. Just the basic manual design is all you need to get started.
Celestron and Meade are two other respected brand names, and can offer quality in large and expensive products.
Bottom line: In the end, the best telescope is the one you will actually use. For normal humans that often means light weight and easy to use.
© 2020, The Des Moines Astronomical Society, Inc.
Classic Newtonian reflector on a
Dobsonian mount. | <urn:uuid:7c7ffffe-c927-44fc-aad6-a9e3208eb0d1> | CC-MAIN-2021-49 | https://img1.wsimg.com/blobby/go/36bbe4d4-e49b-4eb2-8625-6cee5abd2dec/downloads/FirstScope.pdf?ver=1634852550054 | 2021-12-03T15:40:49+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00010.warc.gz | 390,695,119 | 1,710 | eng_Latn | eng_Latn | 0.999168 | eng_Latn | 0.999281 | [
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Scientists have discovered obesity genes but they are still trying to crack the code. But we already know that obesity and a tendency to be overweight can be inherited or rooted in the behavior we learn from our families. If both parents are overweight, you will have to work a little harder to change your genetic predisposition.
For children, the statistics are even more alarming. According to the National Longitudinal Survey of Children and Youth, more than a third of Canadian children aged two to eleven are overweight, and half of those are obese. More boys than girls were found to be overweight, and preschoolers fared the worst, with one in four children between the ages of two and five being obese. The Report on America's Children, prepared by the U.S. National Institutes of Health and the U.S. Census Bureau, contains similar statistics. That is a lot of children suffering obesity, and they are not the ones buying the groceries or driving to fastfood restaurants.
We must change the way we feed our children. Aside from the health problems associated with being an overweight child, the emotional issues can be damaging. We know that overweight children are treated differently by teachers and classmates, resulting in lower
self-esteem, which further exacerbates the psychological aspects of eating. I know myself that being a chubby kid was torment. No parent wants this for his or her child.
If you know you have a family history of easy fat gain, type 2 diabetes, or heart disease, you will want to ensure that you don't eat the same way as your mom and dad. We know that it is not just our genetic makeup, the foods we choose, our hormones, or lack of exercise, but also our psychological and emotional programs, that can keep us trapped in patterns of behavior that increase our propensity to overeat and not exercise. And where do all these patterns begin?
Environment vs. Genetics
Both the foods mom ate while you were still in the womb and the foods you were fed during early childhood have an effect on the likelihood of weight problems. If a woman develops gestational diabetes during pregnancy, or smokes, her baby is at higher risk of having an increased number of fat cells. This is one reason adopted children have been found to have similar body composition and weight-management concerns as their biological parents. Babies are less likely to be obese if breastfed for over three months. Feeding children more than they can burn off through activity, can lead to more fat cells being created. These excess fat cells make losing and maintaining a healthy weight harder in adulthood. Fat cells increase through childhood and adolescence, leveling off in adulthood. Once we have a set number of fat cells we cannot decrease our numbers, we can only shrink them.
The study most often quoted on genetic factors was led by Dr. Albert J. Stunkard, a prolific researcher on the subject of obesity. He looked at 540 Danish adults who had been adopted. A comparison of height and weight overwhelmingly demonstrated that the individuals studied were more likely to have the same body weight characteristics as their biological parents than those of their adopted family. A more recent study (2010) out of the University of Helsinki found that while environment did play a bigger role during mid childhood, once adolescence is reached and through adult hood, genetics play a larger role.
According to Harvard Medical School, over 400 different genes can contribute to weight gain. However few play a very strong role. These genes influence appetite, fullness levels when eating, how fat is distributed around the body,what foods we crave, and how fast the body's metabolism operates. The amount genes influence weight can be anywhere from 25 to 80 percent. While genetics can make weight loss harder for some people, it does not mean weight loss is not possible. However, for people whoes weight is strongly influenced by genes, professional weight loss support from a doctor, nutritionist, or fitness trainer may be required.
Passing on Your Eating Patterns
Other studies have been conducted on the metabolic rate of children. Researchers found that children of overweight parents had a lower metabolism than did the children of parents who were not overweight. We know that when diets are predominantly made up of refined carbohydrates (processed cereals, white flour, white pasta, white sugar, white rice) and low protein, the metabolic rates will reset lower in those eaters then. It makes sense that if children eat the same types of foods as their parents, they will also have similar fat-burning rates. But being overweight has more at its core than having an increased number and size of fat cells and overweight parents. Psychologists point to the patterns of behavior that send people down the fat path.
Rewards, Love, and Fat Patterns
Patterns of behavior in children are formed at an early age. Parents, other primary caregivers, and then teachers provide a framework for children about how to behave, and food is often one of the techniques used to reinforce or deter certain behaviors. Frequently children are rewarded with candies, cookies, and junk food for good behavior or to get them to stop a behavior that adults find annoying when food is used as a reward. A child looking for attention soon learns that along with that attention comes food.
In other words, the child discovers that love and feeling good are associated with eating. Most of us have experienced this, but probably never thought about it. When we are young, a warm chocolate chip cookie is often given to soothe a bad day at school. Cookies are high in sugar, which wreaks havoc on blood sugar balance and serotonin levels. When you eat sugar, your serotonin (the feel-good hormone) increases, and you feel better. Thus there is a vicious cycle of cravings and weight gain. When your mood drops, you suddenly start craving sugar-laden foods. Eating these foods causes your serotonin to increase, and you feel good, but when the serotonin level drops, you crave these foods again. Balancing your moods and maintaining normal serotonin levels can reduce food cravings and binge eating.
An Active Model
Not only do children pick up on your eating habits, they are also influenced by how active or sedentary you are. Children of active parents are more likely to be active themselves. A study done by Boston University School of Medicine "Influence of parents' physical activity levels on activity levels of young children" concluded that children with an active mother were 2.0 times as likely to be active, children with an active father were 3.5 times as likely, and when both are active, children were 5.8 times as likely to be active.
A 2008 study out of the University at Albany School of Public Health, found that girls were more physically active if at least one parent logistically supported their daughters activities, such as attending and enrolling them in sporting events, or at least one parent set an active or athletic example.
Home Alone Syndrome
Often, both parents work and children are left to fend for themselves before and after school. In an average week most adults spend forty to fifty hours at work, fifty-six hours sleeping, thirty hours doing house-work, and twenty-one to thirty hours watching television or searching the Internet. Children between the ages of two and eleven average nineteen hours watching television, and children older than eleven spend twenty-one hours or more on average per week in front of the television. Even families with very low incomes may have on average two televisions.
What's worse, the television sends thousands of negative messages about food. A Saturday morning T.V. stint provides dozens of different types of fattening, toxic, fast foods and negative food messages. Advertisers are encouraging our kids to eat foods that will cause heart disease, diabetes, and cancer. And these advertisers are slick. It can be hard for parents of young children to say no to determined kids who want a McDonald's Happy Meal™ with the hot toy of the week.
Remember, you, the parent purchases the groceries and you drive the car. Your children can't eat junk food if you refuse to buy it. The food you keep in the house should be the food the entire family is encouraged to eat. If you have a cupboard with snacks aka 'treats' that you, the parents, sneaks food from, or tell your children it is only as a reward. You are then setting up your kids to have an unhealthy relationship with food. You could even be encouraging closet eating or worse shame towards the types of foods consumed.
Healthy Eating Tips for Families with Children
Remember, you purchase the groceries and you drive the car. Your children can't eat junk food if you refuse to buy it.
Purchase washed and cut veggies so they are ready to use when you come home from work or when you are putting lunches together. They will also be ready for kids to eat when you aren't home.
Don't buy snack cakes and cookies. Instead bake healthier versions at home if possible – Almond Butter Cookies
No soda pop or sugar-laden, artificially flavored and colored water.
Buy a SodaStream to make fizzy water at home or start juicing at home
On Sunday, bake lots of chicken (skinless) or boil eggs so they're ready to eat for the next few days. Then it will be easy for you to make lunches with good, clean protein, not bologna and processed meats.
Limit television and video games to a certain number of hours per day and certain days per week. I know parents who unplug the television before they leave for work. Others put video games under lock and key.
Sit down with the entire family to eat supper and talk to your kids. If you can't do this every night, then pick a couple nights a week that are mandatory family nights. Too many families are so busy that they fail to teach their children about proper eating habits.
Play with your children—dance in your living room, go for walks, throw a ball, ride a bike, or just have fun. Spending time with your children in fun activities will stop the negative pattern of television and food consumption that most families have adopted.
Be physically active and support your children's activities.
Encourage and support hobbies and interests
Say loving words to your children every day. Tell them, "Have I told you how much I love you today?" or, "You are so smart." And start early—most children learn patterns by five years of age. Good self-esteem is essential to a child's psychological eating habits. | <urn:uuid:c2bab43e-1e2c-40ed-a85a-46fe77c5f8bd> | CC-MAIN-2021-49 | https://lornahealth.com/programming-your-kids-for-healthy-eating/?pdf=1308 | 2021-12-03T17:05:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00011.warc.gz | 438,445,934 | 2,107 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.999081 | [
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Bee Balm (Wild Bergamot) Planting Guide
About Bee Balm
Famous for its beauty and its fragrance, Bee Balm, also known as Wild Bergamot, is an old flower garden favorite. And did you know that Bee Balm is one of the best attractors of beneficial butterflies, hummingbirds, and bees? All in all, Bee Balm is a "must" for any garden.
When to Plant
Plant your bee balm seeds in the spring or early fall. If planting for spring, start seeds indoors in later winter.
Where to Plant
Bee balm performs best in full sun or partial shade in dry to medium moisture, well-drained soil. Bee balm isn't picky when it comes to soil type- it will tolerate poor soils and, it is heat and drought tolerant.
How to Plant
Sow seeds in small pots. Apply a starter fertilizer solution and water. After the initial watering, only water when soil surface is dry to the touch. Pinch off the tops of the plants several times during the growing season to encourage branching and a bushier growth habit. When the roots fill the container, about 2 months after sowing, they are ready to be transplanted into your garden. Direct sow or transplant seedlings into a sunny, weed-free soil. Space plants 20-30" apart. Irrigate regularly to keep herb seeds moist until germination.
Caring for Bee Balm
To prevent powdery mildew, be sure to thin out large clumps to improve air circulation around your plants. Deadhead your bee balm plants to prolong bloom time. | <urn:uuid:12d9eb37-21bb-4663-ba12-f6649cda13ba> | CC-MAIN-2021-49 | https://www.edenbrothers.com/store/media/pdfs/How-to-Plant-Bee-Balm.pdf | 2021-12-03T16:55:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00011.warc.gz | 806,654,133 | 337 | eng_Latn | eng_Latn | 0.998334 | eng_Latn | 0.998334 | [
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The invention of flight meant that people could travel all over the world – but how well do you know the world? Research and put the correct letter or number by the correct continent or sea. | <urn:uuid:5ed031ab-c3d3-4710-9539-d574bfa286ac> | CC-MAIN-2021-49 | https://www.kates-hill.dudley.sch.uk/_site/data/files/homework/year3/BEFD71C814F3CCA95F3A7917870AFFD0.pdf | 2021-12-03T15:58:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00010.warc.gz | 925,517,570 | 38 | eng_Latn | eng_Latn | 0.953043 | eng_Latn | 0.953043 | [
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Close Reading and Analyzing Your Quotations
Paragraphs obviously need support from the novel, short story, essay, or poem you're discussing, and this support usually comes in the form of quotations. You may quote words, phrases, or images as evidence, discussing in detail how these quotations support your specific point. At times, of course, you'll want to quote longer sections of the text to discuss. Such quotations should be indented (see the quotation style guide for how long they need to be). If you're taking the time and giving the space for a block quotation, however, you must spend considerable time analyzing it. As a general rule, you should spend at least as much time discussing a long quotation as you do quoting it. This means you should pull out specific words, phrases, and images to discuss, analyzing the content and the style of the passage in detail. If you find you have little to say about a long quotation—don't quote it!
Say, for example, you're writing an essay on Rebecca West's The Return of the Soldier. You might have a paragraph that analyzes the following quotation in detail:
I could send my mind creeping from room to room like a purring cat, rubbing itself against all the brittle beautiful things that we had either recovered from antiquity or dug from the obscure pits of modern craftsmanship, basking in the colour that flowed from all our solemnly chosen fabrics with such pure intensity that it seemed to shed warmth like sunshine. Even now, when spending seemed a little disgraceful, I could thin k of that beauty with nothing but pride. I was sure that we were preserved from the reproach of luxury because we had made a fine place for Chris, our little part of the world that was, so far as surfaces could make it so, good enough for his amazing goodness. (6)
After introducing your central topic for the paragraph, and then introducing and quoting the passage and explaining its context in the chapter, your discussion might run roughly as follows:
From the first sentence, Jenny presents both a lovely surface and the darker elements that might lie beneath. On the one hand, she notes the beauty of the surroundings, carefully managed to present a dignified and luxurious atmosphere. The intense colors and fabrics have been carefully (and almost religiously) chosen, and the effects are "like sunshine," the beautiful objects creating a warm domestic enclave where a cat might rest contented. All this loveliness is furthermore in service to Chris, whose "amazing goodness" deserves nothing short of the best. And yet, on the other hand, amid all this beauty, Jenny introduces more sinister notes. The cat may be "purring" but it is also "creeping"; the things may be lovely, but they are also "brittle" and pulled up from "obscure pits." The very sentence structure reflects the way these darker elements have been enfolded and masked within the opulent surroundings of the house; the wandering sentences seem to steal over the darker elements. This tension between the . . . | <urn:uuid:da0e6caf-753a-4e5d-9c58-54013670c537> | CC-MAIN-2021-49 | https://english.richmond.edu/courses/writing-tips-documents/quotations.pdf | 2021-12-03T16:21:44+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00010.warc.gz | 316,399,557 | 632 | eng_Latn | eng_Latn | 0.999134 | eng_Latn | 0.999134 | [
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Nutrition and the genome: A new chapter in health and disease
03 February 2003
Foods that are safer and more nutritious, new medical treatments and novel ways to help save the environment – these are just some of the many potential benefits that are expected to be derived from research into genes and how they function.
1. INTRODUCTION
While it has been known for some time that diet and specific nutrients can affect the gene functions, new research is expected to greatly advance our knowledge of nutrition and health. With the arrival of the first draft of the human genome, a whole new chapter on genetics, health and nutrition will be written. Research in this area has accelerated since the unravelling of genes in humans because scientists can now identify the various ways in which diets and nutrients affect individuals and how our genes are turned on or off by what we eat.
In February 2001 two independent teams of researchers raced against the clock to simultaneously publish their findings in two of the world's most prestigious journals – Nature and Science. The first "rough draft" of the human genome had been unravelled. This is an achievement nothing short of astonishing when one considers that the complete sequence of the human genome consists of 3.2 billion letters and is so enormous that it can only be published in data bases on the Internet. It has been estimated that it would take more than 75,000 pages of a newspaper just to print the full sequence!
The entire sequence of the human genome is expected to be completed by 2003 yet this will only signal the beginning of increased activities into identifying specific functions and interactions of genes in an effort to unlock the enormous potential of genetic information. Research on the human genome has been painstaking and exacting, requiring an in depth knowledge of cell function and reproduction. The following paragraphs very briefly and simply review current understanding of the structure and function of various aspects of the human genome.
2. UNDERSTANDING DNA
2.1 DNA structure and function
Cells are the fundamental units of all living systems. We are all made up of billions and billions of cells, but each has the information necessary to make a new entire human. This is possible because all of the information and instructions needed to make a human are encoded in a single group of molecules called deoxyribonucleic acid (DNA). DNA is found in the nucleus of the cell. In humans, and all higher species, a DNA molecule consists of two strands of DNA, which wrap around one another to resemble a twisted ladder (Figure 1). The sides of the ladder are made up of sugar and phosphate molecules (deoxyribose) while the rungs consist of chemical compounds called bases.
DNA encodes an information language made up of just 4 letters, which are termed chemically, bases. In the DNA molecule the two strands are mirror images of each other because each base in one strand is matched to a specific partner on the opposite strand. Adenine (A) is paired with thymine (T), and guanine (G) is paired with cytosine (C).
All of the information needed for a cell to function or reproduce is encoded in the sequence of these four bases. This sequence extends for billions of bases along the genome. Every life form on the planet uses this same language and hence, the particular order of the bases – adenine, thymine, guanine and cytosine – is important because this is what makes a human a human, rather than an earthworm. In other words, it is the sequence of bases that underlies the diversity of organisms. Imagine the possibilities made possible by this biological constant. All organisms use the same language to store all of the information needed to create them. The DNA sequences hold the secret of every life form from bacteria to humans, and science has now decoded these books of life called genomes.
2.2 What is a genome?
A genome consists of the entire DNA sequence of an organism, including, of course, its genes. Genomes vary in size depending on their source. For example, the small genomes from bacteria have approximately 600,000 DNA base pairs (bps). The human genome has about 3 billion base pairs.
While genes get a lot of attention, the actual workhorses are the proteins. Genes carry information to
enable the cell to make thousands of proteins. The proteins in turn determine a whole host of features such as what the organism will look like, how well it functions and perhaps even how it behaves.
When a cell needs to use a particular piece of information, the appropriate section of the double-stranded DNA molecule is opened like a zipper, and one of the strands is used as a template to synthesise a new molecule called "messenger ribonucleic acid (mRNA)", by a process called transcription. mRNA is a long single stranded molecule that resembles a comb. It is made up of ribose (a sugar) and phosphate molecules with one of the four chemical bases attached to each ribose chain. The sequence of bases on mRNA but here consisting of uracil, adenine, guanine and cytosine is the same as the section of DNA that was used to create it. mRNA carries the DNA's message out of the cells' nucleus where it can be used to make proteins.
3. THE HUMAN GENOME
The human genome is enormous. If the DNA molecules in just one human cell were stretched end-to-end they would be approximately 2 molecules wide and 5 feet long. A 1 mm thick thread of equivalent proportions would be 1000 km long. This DNA is arranged in 23 units or chromosomes, each chromosome occurs as a pair of 2 with one chromosome donated by each parent. In the simplest terms, a gene corresponds to a section of the DNA molecule that codes for a protein. In the human genome the genes are spread throughout the various chromosomes, and although all 3 billion bases of the human are now known, scientists do not yet know precisely all the genes. This information is the basis of ongoing research.
Research using the knowledge from the Human Genome Project will ultimately enable scientists to understand the functions of human genes and the laws that regulate how they are turned on and off. This knowledge in turn will provide them with information on how genes and nutrients interact and the effect of individual genetic differences on diet, nutrition and health. For example, the actual way in which some nutrients such as those from milk, fruits and vegetables, produce desirable changes in metabolism is largely unknown, which is why dietary recommendations are still so frustratingly vague. The study of nutrigenomics can help to identify these effects and help to understand why certain ingredients and foods are of benefit to health. Similarly, the genetic basis behind the differences in how some people respond to particular foods and nutrients can be identified and used to recommend foods and diets that are most beneficial for each individual.
Nutrigenomics will also help to provide new information for developing more accurate biomarkers (indicators) to detect various diseases much earlier and identify the genes that can be targeted by nutritional intervention to prevent them.
4. POTENTIAL BENEFITS OF RESEARCH INTO GENES
4.1 More nutritious foods
Research into the functions of genes will help to identify just how diet affects gene and protein functions and why individuals vary in their response to nutrients and diets. We all know that even when people are eating the same diets, some will develop overweight, some develop heart disease and some develop
allergies while others do not. Wouldn't it be wonderful to know why? This knowledge can help in the development of even more nutritious foods. Specific foods with beneficial properties (functional foods) could then be developed to help optimise the health of each individual according to its genes. This may seem far in the future, but we already eat foods according to our genetic differences. Women know that they need to eat foods with more iron than men do and the difference in iron requirement is due to their genetic difference. As we understand more about the other differences between men and women and between all of us, we can provide the knowledge to individuals so that they can choose foods that are most appropriate for them. For example, knowing how individuals develop allergies would lead to foods not simply to avoid allergens but foods that prevent people from even developing allergies in the first place.
One of the most intriguing areas of research, that will eventually help everyone, is understanding the processes of ageing and diseases of the elderly. Scientists have found that about half of the diseases that come with ageing have a genetic component. Substances in foods can influence some of these functions so the potential exists to identify dietary ways to delay ageing or to promote healthy ageing.
Genetic research can help in identifying ways to develop functional foods to deliver benefits that we hadn't even thought of until recently. One example is the role of certain bacteria in intestinal and overall health. Imagine eating bacteria to make you feel better! Genetic research will help to understand why certain bacteria (for example lactic acid bacteria), have beneficial properties such as enhancing immune functions, assisting digestion and improving intestinal comfort. A greater knowledge of the types of beneficial bacteria and the way in which they act in the digestive tract to provide protection from other bacteria can also improve our ability to minimise harmful bacteria and foodborne illness. The expected benefits are better tasting, safer and more nutritious foods.
4.2 Individual diets
Although public health policy currently dictates one generalised set of dietary guidelines for all of the population, one size does not necessarily fit all. There are many examples of how individuals respond differently to diet. For example, vitamin and mineral needs vary between individuals and by age, condition, health, etc. The effects of consuming phytochemicals, such as isoflavones and other flavonoids, or even starch, differs from person to person. Sodium increases blood pressure in some people but not others and the ability of dietary fibre to reduce cholesterol is also subject to genetic influences.
The time is approaching when it will be possible to use genetic testing to screen for the risk of various diseases and to determine an individual's ideal health promoting diet. It will become commonplace for health care professionals to deliver tailor-made drug advice based on an individual's genetic information. Similarly, it will be possible to deliver dietary advice more precisely. Better knowledge on the functions of genes and their variation does not mean that we have to measure someone's genes to allow them to take advantage of this knowledge. After all you don't need a genetic test to know what sex you are! By the same token, a person won't need to know their genetic variations in order for them to select diets that improve their health. Simple blood tests that provide now for such things as cholesterol will provide much of the assessment necessary to deliver more precise dietary advice.
4.3 Food processing
Another potential use of research into the functions of genes is to improve food processing of the raw materials of foods, plants, animals and micro-organisms. These raw commodities can be selected for optimal levels of various nutrients or to make processing easier, or more economical, or safer or even more nutritious. In fact, commodities will be selected to have better nutrients and better processing and safer and better flavour and more value. As a simple example, potatoes with higher levels of starch could be developed that when processed into potato chips or french-fries, would absorb less fat offering the choice of a low fat potato chip. Fruits and vegetables that have delayed ripening properties could be grown so that they can be transported more easily with less damage and arrive in stores fresher and tastier.
Many genes contribute either directly or indirectly to the flavour of a plant. Scientists can identify and study the genes responsible for flavour and aroma and use the information to improve the taste of foods.
Improved food safety is a key area that will benefit from research into genes. Fast and sensitive techniques are being developed to identify unwanted food-poisoning bacteria and other contaminants in foods. Several techniques have already been applied to improve quality control procedures. Using techniques developed via genetic research, it will be possible to study the physical, chemical and microbiological responses of various foods during processing, transport and storage. This in turn can help to identify optimal processing and handling conditions to help ensure a safe and desirable food product in the marketplace.
4.4 Improved diagnosis of disease
It has been known for centuries that many diseases have a genetic component. Scientists have already identified more than hundred genes linked to diseases such as breast cancer, muscle disease, deafness and blindness.
Information from the human genome, in conjunction with powerful microarray techniques (see annex), is making it possible to identify the exact gene (or genes) that influence a person's susceptibility to the diseases linked to diet. These techniques can also be used to screen large numbers of people for the presence of such genes. Once high-risk individuals are identified, measures can be taken to help prevent the disease or detect it early when treatment methods are most effective. In the case of dietary-related conditions, these interventions will involve dietary changes and/or the inclusion of functional food components. This principle has already been the basis of life saving treatments of humans with a rare genetic disease phenylketonuria (PKU). Individuals with this disease cannot metabolise the amino acid phenylalanine so, for them, the amounts of phenylalanine normally present in foods is toxic. These people nevertheless now live full lives because special foods have been designed and produced just for them with no phenylalanine.
5. ETHICAL, SOCIAL AND LEGAL ISSUES
The huge potential offered by genome research is tempered by the ethical, legal and social challenges that
must be addressed. One critical issue is privacy and fairness in the use of genetic information. Privacy of information on an individual's genetic profile by groups such as employers, insurance companies, schools and adoption agencies must be absolute to preclude genetic discrimination. Several companies in the United States have banned the use of DNA testing in job applications in an effort to address this concern.
Some countries, such as Iceland and Estonia are taking a bold approach to develop genetic databanks of the whole population. Coupled with other data such as health statistics, this information has potential benefits in helping governments to determine future health policies and funding. However, the information is also of great interest to many third parties. A proper balance between individual privacy and the fair use of genetic information must be identified. In some countries, this may be covered by anti-discrimination regulations although the scope of such coverage has not yet been tested in the law courts.
The question of ownership of genetic information and technologies derived from genetic research is yet another area that requires deliberation and international debate. The EU European Group on Ethics and Science in New Technologies has been examining the issue of patents in agricultural genetic research and has introduced measures to govern fairness in this area (EU Council Directive 98/44/EC). The area of patenting in human genome research is still being addressed.
There are no easy answers to the above questions. Ethical, legal and social issues pose challenges as research into the human genome progresses. A great deal of work has already and still needs to be put into discussions and provide information to address these concerns and to foster public understanding of the technology so as not to slow scientific progress. One of the challenges will be to balance the multiple benefits that can be derived from the technology with careful protection from genetic discrimination.
6. THE WAY AHEAD
The importance and complexity of the interaction between food, genes and health poses a huge challenge to the future development of products, especially in the area of foods and food ingredients. Research in this area will enable the identification of new targets for pharmaceuticals and the discovery of new compounds. However, unlike pharmaceutical products that generally target one specific function or endpoint (such as cholesterol), the comprehension of the complex and multiple interactions between nutrition and genes will enable greater understanding of metabolic problems such as obesity and diabetes and the identification of new treatments.
As it becomes possible to assess an individual's genetic susceptibility to disease, it will become possible to create special foods and medical treatments uniquely tailored to help manage that susceptibility. At the same time, these new technologies will spark profound ethical and human rights challenges. To derive the long-term benefits from a new technology such as this, society must balance the benefits with current scientific limitations and social risk. As with any new technology, the public must be educated about gene technology so that they can make informed choices.
Reviewed by Prof Dr. Hannelore Daniel, Technical University Munich.
ANNEX:
SCIENTIFIC TECHNIQUES TO STUDY DNA.
Unlocking the secrets of the human genome.
The key to unlocking the secrets of the human genome will be to understand how the individual genes function, how they are regulated and how the encoded proteins interact with one another. This is a daunting task when examining more than 30,000 genes and possibly 50,000 proteins.
One way to study chromosomes is through a light microscope. Chromosomes can be stained with various dyes to reveal light and dark patterned bands. The patterns reflect the location and amounts of the base pairs – adenine and thymine, and guanine and cytosine. Differences in the size and banding patterns allow scientists to distinguish individual chromosomes. This type of analysis, called karyotype (Figure 2), has been used to identify major chromosomal abnormalities, such as Downs Syndrome.
Most changes in DNA however are too subtle to be detected by this technique. A new and more powerful analytical technique called microarray analysis offers researchers the benefit of being able to examine thousands of genes simultaneously. The process uses a gene "chip" which is composed of tiny spots of DNA from many known genes attached to a solid surface (like a glass slide) in a grid-like array (Figure 3).
To identify which genes in a sample of cells are active, their mRNAs are isolated (A) and converted in a test tube to another molecule called complementary DNA (cDNA) (B). A fluorescent label is then attached to the cDNAs (C) and the cDNAs are allowed to mix with the DNA spots on the array (D). The cDNAs with a sequence that matches the sequence of one of the gene fragments stick to the fragment like glue and the cDNA with a sequence that doesn't match is washed away.
A computerized detector is used to measure the amount of fluorescence associated with each spot (E). The brighter the fluorescence, the more copies of the gene were expressed in the original cell. The patterns of light that emerge from the array represent a snapshot of the genes that were active in the cell at a single point in time.
Examination of the microarray results from different cells exposed to different conditions at different times will help scientists understand the basic genetics of normal and diseased cells. This information has the potential to dramatically increase our ability to understand and treat human disease..
Individual DNA
Microarrays can also be used to gather information about the genetic endowment of an individual. This technique works by exposing the microarray to a sample of DNA. This technique has the potential to screen people for a specific gene, mutation or any combination of genes. As more information about the human genome becomes available, it may be possible to screen entire populations for virtually any genetically derived trait – diseases susceptibility, intelligence, longevity and many many more..
Another technique called DNA amplification, makes it possible to analyse minute quantities of DNA, a method already used in forensic science. This technique takes advantage of the fact that DNA can be induced with specific chemicals to reproduce itself. By exposing a DNA sample to specialized enzymes and other chemicals, it can be induced to copy itself. The process can be repeated over and over to increase the amount of the DNA many millions of times in a matter of hours. .
DNA is a very stable molecule and a tiny sample that is many years old can still be examined. This allows for example to trace and reconstruct human evolution from the earliest hominids to the most modern homo sapiens sapiens. Moreover, even the genetic basis of diseases in prehistoric populations can be analyzed..
FIGURE 3: Schematic representation of the microarray analysis technique.
REFERENCES:
1. Working Draft Sequence Analysis Papers, Nature, Feb 15, 2001.
2. The Human Genome, Science, 291; 5507, Feb 16, 2001.
3. Primer on Molecular Genetics, United States Department of Energy, 2001.
4. United States Department of Energy, Human Genome Project www.ornl.gov/hgmis.
5. European Parliament and Council Directive 98/44/EC, 6 July 1998. Official Journal L213, 30-7-98.
6. Roberts MA, Mutch DM and German JB. Genomics: food and nutrition. Current Opinion in Biotechnology 2001,12:516-522.
7. Mollet, Beat. For Better Health and Nutrition. Current Opinion in Biotechnology 2001, 12:481-482.
8. Schiffrin EJ and Blum S. Food Processing: probiotic micro-organisms for beneficial foods. Current Opinion in Biotechnology 2001, 12: 499-502.
9. Verrips CT, Warmoeskerken MMCG and Post JA. General introduction to the importance of genomics in food biotechnology and nutrition. Current Opinion in Biotechnology 2001, 12: 483-487.
10. Van der Meer IM, Bovy AG and Bosch D. Plant-based raw material: improved food quality for better nutrition via plant genomics. Current Opinion in Biotechnology 2001, 12: 488-492.
11. De Vos WM. Advances in genomics for microbial fermentations and safety. Current Opinion in biotechnology 2001, .
12. Mercenier A, Wiedermann U and Breitender H. Edible genetically modified organisms and plants for improved health. Current Opinion in Biotechnology 2001, 12: 510-515.
GLOSSARY OF TERMS
Cell: The basic unit of any living thing. Chromosome: Structures that contain the genes. The human somatic cell has 23 pairs of chromosomes (46 chromosomes).
DNA: Deoxyribonucleic acid, contains the genetic information that cells need to replicate and to make proteins.
Gene: A subunit of DNA that encodes a protein and other elements.
Gene mapping: Identification of the locations of genes on a DNA molecule.
Genetic discrimination: Discrimination or prejudice against individuals based on a genetic difference. For example, discrimination against people who have, or are likely to develop, an inherited disorders.
Genetic marker: A gene or other portion of DNA whose inheritance can be followed. Genetic predisposition: Genetic (inherited) susceptibility to a disease. The disease may or may not actually develop.
Genetic screening: Testing a group of people according to their genetic differences in order for example to identify individuals at high risk of having or passing on a specific genetic disorder.
Genetics: The study of heredity.
Genome: The sequence of all of the genetic material in the chromosomes of an organism.
Genomics: The study of genes and their function. Junk DNA: Stretches of DNA that do not code for genes. This is called non-coding DNA.
Karyotype: A photo-image of chromosomes showing the number, size, and shape of each chromosome type. The karyotype can be used to map gross abnormalities Messenger RNA (mRNA): RNA that serves as a template for protein synthesis.
Mutation: A change or changes in a gene observed by differences in number, arrangement or sequence of bases.
Nutrigenomics: The study of the interaction between genes and nutrition and individual variance in response to dietary intake.
Polymorphism: Difference in DNA sequence among individuals that may underlie differences in protein function and health.
RNA (Ribonucleic acid): A single chain as a copy of the DNA containing ribose instead of desoxyribose and that important for protein synthesis and other cell functions.
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Transcription: The process of copying information form DNA into new strands of messenger RNA (mRNA) that serves as the building device for the protein.
Translation: The process by which the instructions carried by mRNA are directed into the synthesis of proteins from amino acids.
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Tools for Materials Science - Challenge n°4 - 40'
"PLASTIC": IF YOU KNOW IT …YOU SORT IT!
Plastic" is much too generic a word: different polymers have different properties and therefore different uses. There are standard identification symbols for each of the commonly used polymers.
Polymers are often sorted by automated flotation using a series of separation tanks where any material which is denser than the liquid falls to the bottom of the tank while materials which are less dense float. Your task is to model the sorting process.
On the table you have different plastic samples (each one with an identification number but NO symbol): some of them you will be definitely able to identify, some others only as "it is A or B". You have also three "tanks" with pure water, a saturated salt solution and glycerol (propane-1,2,3-triol) in them.
1. First place each sample in the water and observe whether it floats or sinks. Record the results.
2. When you have tested all the samples in water, leave them to dry on a piece of paper towel and move on to the salt solution: this time you need only to test the samples which sank in the water. Record the results.
3. Dry off each of the samples and move on to the next "tank": this time you need only to test the samples which sank in the salt solution. Record the results.
CAREFUL! It may seem that ALL samples float on water and other liquids but ... try to stir vigorously or sink them and watch what happens!
Polymer density chart
Common polymers in order of increasing density, compared to three liquids of known density. Polymers listed above the liquid will float in it. Those below will sink. The density of a polymer type can vary within a characteristic range rather than having a single, specific value.
OUTPUT WANTED: Fill the table given in the answer sheet
pag. 1
1
Tools for Materials Science – Chall.4
Answer sheet
GROUP N°___________
Ch.4 --- "PLASTIC": IF YOU KNOW IT … YOU SORT IT!
Q1 Fill the following table
2
Teacher's notes
Technical notes:
- Recycling is seen as preferable to landfill and Energy Recovery processes because:
it reduces the amount of raw material being used;
uses less energy than needed to produce the raw materials.
- However recycling has its own environmental costs as well as benefits. For materials to be recycled they first have to be sorted."Plastic" is a much too generic word: different polymers have different properties and so different uses. There are standard identification symbols for each of the commonly used polymers. (See polymers symbols table in pag.n.1)
- Most sources of recyclable material provide a random mixture of various plastic types, but recycling processes generally require a single polymer to be used. Therefore, the first step of the recycling process is to sort the input waste stream into its components. The economic viability of recycling plastic materials depends on developing an inexpensive and fast method for sorting dirty, crushed plastic bottles and containers. At present, this sorting process is labour-intensive and represents a significant portion of the costs associated with the recycling process. Automating the sorting process is essential for any large-scale effort. Recycling plants use mostly physical properties for identification and separation of polymers. They are sorted by: density, near-infrared absorption, colour, electrostatic properties, manual separation …
- Polymers are often sorted by automated flotation using a series of separation tanks where any material which is denser than the liquid falls to the bottom of the tank while materials which are less dense float. Polymers are shredded into flakes: items which could trap air or are made of more than one material would give odd results.
- Each liquid only produces a float sink separation, so several tanks with several different liquids might need to be used where there are more polymers to be sorted.
- The different plastic samples can be very easily found and completely free of charge in students' waste bins at home: wrappers, boxes, shampoo or detergent bottles, water and soft drinks bottles, yogurt vases, plastic cutlery, food trays, etc… Ask them to bring them over. Each of them should have an identification number and symbol: it will help you check your density sorting.
Organizational notes:
- Each student will keep a copy of the students' sheet but the group will collectively fill in the answer sheet and give it over to the teacher in charge at the end of the lab.
Correction grid
Mark 2 point for each sample which is put in the right Group
Key to Answer
The correct answers are given by previously testing the same samples the students will have been working on.
The activity is considered propedeutic to project about plastic recycling collection of bottle caps, shredding with Filamaker shredder, extrusion with Felfil extruder + 3D printing of open source files to be customized of lab equipment to enhance the school lab and also of the junior neighbouring schools. See From Plastic to lab sheet.
pag. 3
Tools for Materials Science – Chall.4
3
Tools for Materials Science – Chall.4
As an alternative it can be used to complement the activity on the ecoplate Pappami, Ch10_TEACH_EN_eco alternative to disposable plates
All MoM-Matters of Matter materials, this sheet included, belong to MoM Authors (www.mattersofmatter.eu) and are distributed under Creative Commons 3.0 not commercial share alike license as OER Open Educational Resource
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Year 3 Key Science Vocabulary
Plants
Air—an invisible gas, made up of mainly oxygen and nitrogen.
Seed Dispersal– when seeds are carried away from the parent plant.
Nutrients—parts of food that a living thing uses to survive and grow.
Soil—the substance on the surface of the earth in which plants grow, made up of pieces of rock and humus.
Fertiliser—a substance that is added to soil to help the growth of plants.
Animals, including humans
Nutrition— getting food for health and growth.
Carbohydrates—provide energy. Proteins— needed for growth. — needed
Vitamins and minerals to help the body work properly and reduce illness.
Fats– used in the body for energy and warmth. Balanced diet– is a diet that means you get the right types and amounts of foods and drinks to keep you healthy.
Rocks
Rock—a natural substance, made up of one or more minerals.
Fossils—a trace or remains of an ancient living thing.
Peat— is formed when a plant material does not fully breakdown in acidic conditions, with no air.
Forces
Force
– a push or a pull.
Contact force– a force where objects need to touch each other to push or pull.
Non– Contact force– where objects do not need to touch each other to push or pull.
Pollination– when pollen is moved from plant to plant to produce more plants.
Skeleton– hard structure that supports the body of a living thing.
Muscles– moves different parts of the body, inside and out.
Skull— protects the brain. Spine– made of vertebrae and supports the upper body's weight. Joints– hold two bones together and allow movement.
Bones—support and protect organs of the body.
Tendons—attach muscle to bone.
Light
Light– makes things visible.
Light source— any device serving as a source of illumination
Reflective- used to describe materials that reflect light.
Reflect—
to move in one direction, hit a surface, and
then quickly move in a different and usually opposite direction.
Magnetic force– a force between
magnets.
Magnet– a material that produces a magnetic field.
Attract
– to pull together.
Repel
— to push away.
Magnetic material
—is a material attracted to magnets.
Magnetic pole
—is where the magnetic field is strongest. | <urn:uuid:21723f75-b3c6-4aca-b91c-16c4c593e853> | CC-MAIN-2021-49 | https://www.newarkhillschool.co.uk/attachments/download.asp?file=222&type=pdf | 2021-12-03T16:28:15+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00011.warc.gz | 985,397,099 | 496 | eng_Latn | eng_Latn | 0.997955 | eng_Latn | 0.997955 | [
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Chris Ramsey
Monday, May 14, 2018
What is Eating My Evergreen Trees and Shrubs?
The bagworm is a common pest of many evergreen plants in the landscape. The host plants of the bagworm include junipers, arborvitae, cedar, spruce, and pine. If you don't catch these small worms early in the season, control will be very difficult late in the year. Most homeowners notice these bagworms when they are seen hanging on evergreens like Christmas tree ornaments. At this stage, the only option is to pick them off and destroy them. The problem is if you leave only one, there will be enough eggs to reinfest the plant next year.
If you've had these pests before, your best defense is to inspect your plants in mid-May. You want to look for the immature bagworms crawling and feeding on your landscape plants.
They are controlled easily early in the season before they have the protection of their bag. The bagworm builds its bag from pieces of material from the plant upon which it is feeding. The worm drags the bag wherever it goes, retreating into the bag when disturbed. As the bag becomes well developed, the worm is very well protected from insecticides, making control difficult. Feeding continues until August when the female prepares for mating and winter. After mating, the female drops to the ground and dies. The eggs overwinter in the bag until they hatch in early to mid May. Fortunately, there is only one generation per year.
If insecticides are used, they must be applied when bagworms are small and without the protection of their bag. Make sure you read the label to insure that your plant of concern is listed. The rate of application may vary depending on the plant. Recommended insecticides include carbaryl, Bt, malathion, acephate, trichlorfon, bifenthrin, cyfluthrin, spinosad, and lambda-cyhalothrin. These are the active ingredients in each of the insecticides.
The bagworm also has natural enemies that feed on the larvae and eggs helping to keep it under control.
Remember insecticides only work when sprayed on juvenile larvae before they get their bag formed. If you miss this opportunity for control, I would recommend handpicking and destroying all of the bagworms to prevent further damage. This will be impossible due to plant size for some mature plants. | <urn:uuid:4c2e49f4-0047-434d-80dd-6d02b87e6475> | CC-MAIN-2021-49 | https://www.netmga.net/app/download/7124524406/Bagworms+in+the+Landscape.pdf | 2021-12-03T16:58:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00012.warc.gz | 988,140,779 | 497 | eng_Latn | eng_Latn | 0.998679 | eng_Latn | 0.998679 | [
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Limiting & Excess Reactant Practice #3
Name:___________________________
1. Given the following reaction:
____ C3H8
+ ____ O2
-------> ____ CO
2
+ ____ H
2O
a) If you start with 14.8 g of C3H8 and 3.44 g of O2, determine the limiting reactant
b) Determine the number of moles of carbon dioxide produced
c) Determine the number of grams of H2O produced
d) Determine the number of grams of excess reactant left
2. Given the following equation:
____ Al2(SO3)3
+ ____ NaOH ------> ____ Na2SO3
+ ____ Al(OH)
3
a) If 10.0 g of Al2(SO3)3 is reacted with 10.0 g of NaOH, determine the limiting reactant
b) Determine the number of moles of Al(OH)3 produced
c) Determine the number of grams of Na2SO3 produced
d) Determine the number of grams of excess reactant left over in the reaction
3. Given the following equation:
____ Al2O3
+ ____ Fe ------> ____ Fe3O4
+ ____ Al
a) If 25.4 g of Al2O3 is reacted with 10.2 g of Fe, determine the limiting reactant
b) Determine the number of moles of Al produced
c) Determine the number of grams of Fe3O4 produced
d) Determine the number of grams of excess reactant left over in the reaction
4. Consider the reaction:
____ I
2
O
5
(g) + ____ CO(g) -------> ____ CO
2
(g) + ____ I2(g)
a) 80.0 grams of diiodine pentoxide, I2O5, reacts with 28.0 grams of carbon monoxide, CO. Determine the mass of iodine, I2, which could be produced?
b) If, in the above situation, only 0.160 moles of iodine was produced, what mass of iodine was produced?
5. Consider the reaction:
____ Zn + ____ S ---------> ____ ZnS
If 25.0 g of zinc and 30.0 g of sulfur are mixed:
a) Which chemical is the limiting reactant?
b) How many grams of ZnS will be formed?
c) How many grams of the excess reactant will remain after the reaction is over?
6. a) Which element is in excess when 3.00 grams of Mg is ignited in 2.20 grams of pure oxygen?
b) What mass is in excess?
c) What mass of MgO is formed?
7. Silver nitrate, AgNO3, reacts with iron (III) chloride, FeCl3, to give silver chloride, AgCl, and iron (III) nitrate, Fe(NO3)3. In a particular experiment, it was planned to mix a solution containing 25.0 g of AgNO3 with another solution containing 45.0 grams of FeCl3.
a) Write the chemical equation for the reaction.
b) Which reactant is the limiting reactant?
c) What is the maximum number of moles of AgCl that could be obtained from this mixture?
d) What is the maximum number of grams of AgCl that could be obtained?
e) How many grams of the reactant in excess will remain after the reaction is over?
8. Calcium carbonate and sulfur dioxide will synthesize:
____ CaCO
3
+ ____ SO
2
+ ------> ____ CaSO3
In a particular experiment, 255 g of CaCO3 was exposed to 135 g of SO2 in the presence of an excess amount of the other chemicals required for the reaction.
a) What is the theoretical yield of CaSO3?
b) If only 198 g of CaSO3 was isolated from the products, what was the percentage yield of CaSO3 in this experiment? | <urn:uuid:88e9f9ae-3049-4506-8191-6745b5dbfab0> | CC-MAIN-2021-49 | http://arulscience.weebly.com/uploads/8/7/8/4/87847134/extra_practice_-_limiting_and_excess_reactants_3.pdf | 2021-12-03T16:13:33+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00012.warc.gz | 8,628,033 | 864 | eng_Latn | eng_Latn | 0.797547 | eng_Latn | 0.934971 | [
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Series: Understanding Scripture
Lesson: Written Review No. 10
Author: Stafford North
1. List as many of the ten principles of understanding Scripture as you can.
2. Fill in the following blanks from our study of Acts 2:1-13.
a. Speaking in tongues may be defined as people speaking fluently in a ____________________ they have never ___________________. b. On the day of ___________________, the apostles received the ______________________ of the Holy Spirit.
c. Although 15 different locations are mentioned from which people were present on Pentecost, the number of languages to cover this number was probably _________.
d. The word "tongue" is used in a figurative sense to mean ______________________. This type of figure is called _____________.
e. The only two occasions of Holy Spirit ___________________ recorded in the New Testament. One was on the _________________ on the day of Pentecost and the other was on the household of __________________, about ten years later. | <urn:uuid:2ef68136-f885-434a-b962-76e553640cce> | CC-MAIN-2021-49 | http://ebiblestudy.org/contentAsset/raw-data/8ace9e56-70ec-421f-b7bf-1f67cb0fc58c/worksheet2/Written%20Review%20for%20Lesson%2010.pdf | 2021-12-03T17:10:33+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00012.warc.gz | 24,203,888 | 207 | eng_Latn | eng_Latn | 0.999077 | eng_Latn | 0.999077 | [
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Color the j's orange.
j
j
j
l
k
Circle the words that start with j.
l
j
Connect the j's. Color them orange.
Get more worksheets at www.supersimplelearning.com
© Super Simple Learning 2014 | <urn:uuid:e960adb4-3ea3-4d18-ac10-7e7d88460512> | CC-MAIN-2021-49 | https://supersimple.com/downloads/letter-recognition-phonics-j-lowercase.pdf | 2021-12-03T16:06:20+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00013.warc.gz | 609,370,506 | 56 | eng_Latn | eng_Latn | 0.859159 | eng_Latn | 0.859159 | [
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Dog Adopter Tips: Puppy Care
Congratulations on adopting your new puppy! Puppies bring an endless sense of fun and sweetness, but because they are babies, there are some extra considerations when raising one. Here are some tips for keeping your puppy safe and happy while helping them grow to be your lifelong companion!
The Great Outdoors:
Puppies' immune systems are weaker than adult dogs', so infections are more dangerous for them. Parasites and germs can be in the soil, on the ground, in other dog's fecal matter, and in urine. Be very careful where you take your puppy until they have received all of their booster vaccines and de-worming treatments, following your veterinarian's recommendations. (And remember to keep up to date on monthly flea preventative and annual vaccines and exam!)
Playtime:
Puppies don't know a whole lot about the world yet, and much of their experience playing so far has been with their littermates. Puppies wrestle with each other to learn how to use their bodies, and bite/tackle each other during this rough play. While this is normal play between dogs, puppies need to learn not to bite or scratch people. Their teeth may be tiny now, but soon they'll break skin if they're encouraged to play rough with you.
When your puppy nips at you or jumps on you in play, immediately stand up and pull away and give them a toy instead, praising them once they begin to chew or toss it. They'll learn to only chew on the toy and not your hands or clothing, satisfying their natural mouthing energy in a constructive way. Be careful with games of tug, and try to always win the toy in the end by offering them a treat or another toy as a reward when they let go.
If, after a few months with you, your puppy still isn't learning that humans can't be nipped, it may be time to reach out to a professional trainer. Contact PAWS for help and trainer recommendations.
Socialization
Puppies are naturally social and it's very important for them not to be isolated from people, or they may grow up to be defensive or aggressive around strangers. Of course your family and friends provide a great way to start socializing your new puppy, but make an extra effort to introduce them to strangers who may look or act different from you. | <urn:uuid:77d4d9e1-c27f-440c-bb05-4d7ebda66945> | CC-MAIN-2021-49 | https://cdn2.phillypaws.org/wp-content/uploads/Dog-Puppy-Adopter-Tips-Puppy-Care.pdf | 2021-12-03T16:38:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00013.warc.gz | 230,379,775 | 475 | eng_Latn | eng_Latn | 0.998557 | eng_Latn | 0.998557 | [
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az1876
April 2021
Drought and Extreme Heat: Plant Responses and Landscape Maintenance Practices
Ursula K. Schuch
Drought and heat conditions are becoming more common in the southwestern United States with below average annual rainfall, highly variable local and regional rainfall patterns, and warmer than normal temperatures. Drought conditions are characterized by a prolonged period of less than normal rainfall in the environment, or lack of surface or ground water. In arid climates, drought is common as the amount of annual evapotranspiration, the combined loss of water through the soil evaporation and through plant transpiration, is greater than the amount of rainfall. Although many plants are adapted to dry conditions, prolonged drought and varying degrees of severity may cause irreversible damage or mortality to plants, including our native vegetation.
Rainfall generally occurs in seasonal patterns; in Arizona we have a bimodal precipitation pattern meaning that we have two rainy seasons: winter/spring and summer monsoons. Generally, about half of our rain falls during the summer and the other half during winter (AZMET, 2020). In the Mediterranean climate of Southern California and the Mediterranean region in Southern Europe, the majority of rain occurs from November to March with prolonged periods of drought in the summer (CIMIS, 2020). Plant species that evolved in these different climates and are grown in landscapes throughout the southwest rely on moisture being available during their rainy seasons, such as pines which require water during the winter season.
Heat often accompanies drought, especially in summer, worsening conditions for plant growth and survival. Heat waves are periods of consecutive days where temperatures are excessively hotter than normal (Teskey et al., 2015). Higher than normal temperatures have become more common in many areas; in the southwest this means more days with temperatures exceeding 110°F and night temperatures above 95°F or 100°F (AZMET, 2020). Heat further accelerates the loss of water through higher transpiration demand by plants and more evaporation from the soil.
Heat stress occurs when temperatures rise above a threshold level long enough to cause irreversible damage to plants. The severity of heat stress depends on the duration, intensity, and time of year when high temperatures occur, the condition of the plant, and their immediate environment (Teskey et al., 2015). A heat wave in early spring may cause damage at much lower temperatures than in summer. Plants that are isolated and grow without other plants nearby, such as trees in urban landscapes, are more exposed to extreme temperatures than plants growing in groups. Single trees surrounded by asphalt and growing in parking lots or next to large buildings with reflective surfaces are at much greater risk for heat stress than trees surrounded by other landscape plants or even bare soil.
How plants respond to drought and heat stress
Plants have evolved with two general strategies to deal with dry conditions, drought avoidance and drought tolerance (Fig. 1).
Water is essential for plant growth and is taken up from the soil through the roots. Water moves through the plant into the leaves where stomata, tiny openings in the leaves, regulate water loss. When stomata are open, water is lost through transpiration while carbon dioxide enters into the leaves. Carbon dioxide is necessary for photosynthesis, producing the plant's energy, which can occur through different pathways. The majority of plants produce carbohydrates through the C3 photosynthesis pathway, which is efficient when stomata are open during the day, water is available to the plant, and temperatures are cool. C3 plants, which include trees, rice, and wheat, have no special features to minimize photorespiration, a process that uses energy during carbon dioxide fixation especially under hot and dry conditions. Some plants have developed special adaptations to minimize photorespiration by using the CAM (crassulacean acid metabolism) or C4 pathway to maintain efficient photosynthesis when it is hot and dry. CAM plants open their stomata at night when water loss through transpiration is minimal and fix the carbon dioxide taken up at night during the day. Cacti, agave, and orchids are CAM plants and thus are well adapted to very hot and dry environments. C4 plants separate their carbon fixation between different cell types and keep their stomata open during the day. Photosynthesis of C4 plants such as corn, sugarcane, and Bermuda grass is most efficient under warm temperatures, and less efficient under cool conditions.
Drought avoidance - Plants avoid drought by closing their stomata to prevent water loss once a certain threshold level of stress is reached. This protects the plant from further water loss and dehydration damage. The disadvantage of this response, typical for trees, shrubs, and other C3 plants, is that when stomata are closed, photosynthesis and carbohydrate production stop and the plant uses carbohydrate reserves for respiration to maintain its metabolism and growth. Warm nights increase respiration rates and further deplete the stored energy. If drought conditions persist over prolonged periods of time, the plant will die of carbon starvation as the energy use exceeds the energy produced by photosynthesis.
Many desert plants are adapted to drought by using the CAM or C4 photosynthesis pathway and through anatomical adaptations such as fleshy leaves, small leaf area, and leaf surfaces that minimize transpiration. By minimizing water loss, these plants can thrive in hot and dry environments.
Heat stress - Prolonged extreme high temperatures negatively affect cell function, growth, and survival (Fig. 1). Under high temperatures, water loss from plants and soil is accelerated due to higher rates of evapotranspiration. Higher temperatures, especially at night, lead to faster respiration rates and lower photosynthesis, depleting carbohydrate reserves faster than they are replenished. High temperatures alone, even in the absence of drought, can damage the photosynthesis system, resulting in cell injury with severe reduction in photosynthesis or cell death. In addition to starvation, plants may produce compounds such as reactive oxygen species, which can be toxic to the plant cell and cause further damage. Plants with greater heat tolerance produce heat shock proteins, allowing them to continue metabolic processes and photosynthesis, though at lower rates. Leaves and branches can be scorched, die and fall off, and eventually the entire plant will die. Tolerance to extreme high temperatures differs between plants and depends on many factors including species, cultivar, plant health status, and weather conditions before the heat stress event.
Indicators of drought and heat stress
However, drought avoidance and drought tolerance are not used exclusively in one species and some plants, including some trees, have adapted to switch between these two strategies. Regardless of the adaptation strategy, low water content in plant tissue limits metabolism and results in low production of carbohydrates, resins, and secondary metabolites that usually help plants to defend themselves from insects and pathogens. Irrigation during severe longterm drought conditions is an important preventative measure to maintain healthy plants.
Drought tolerance - Plants tolerating drought continue to keep their stomata open and allow water to become depleted in their water conducting tissue. Their advantage is that they continue photosynthesis and carbohydrate production at the risk of severe dehydration and potential cell death. Ultimately, during extended drought and heat, these plants can die from dehydration.
Typical signs of drought and heat stress include wilting leaves, drying and browning leaves, leaf drop, branch dieback, sunscald on branches and trunks, reduced or no new growth, and potential plant death (Fig. 1). While some symptoms will be apparent during or soon after extended drought or extreme heat conditions, in trees, reduced growth or mortality may also occur in subsequent years.
Recovery of plants after an extended period of drought and heat can be slow and will depend on the extent of damage, remaining carbohydrate reserves, water availability and temperatures. If roots have shrunk from the surrounding soil
Fig 1. Effects of drought and heat on trees.
Drought avoidance:
low photosynthesis,
carbon starvation
Heat damage: cell
damage, sunscald,
branch dieback,
leaf drop
Drought tolerance:
continuous water
loss, dehydration
Increased evaporation
from soil
Roots shrink
from soil
(Fig. 1), moisture uptake may be slow until the soil profile in the root zone is fully recharged with water again.
Maintain the backbone of the landscape during drought and heat: trees and shrubs
Other landscape plants including cacti, succulents, and herbaceous perennials (ornamental grasses), and annuals (bedding plants) should be irrigated according to their specific needs, which is as deep as their root zone and allowing the soil to dry between irrigations. Cacti and succulents are prone to overwatering and damage if the root zone is consistently kept wet.
Providing sufficient irrigation to landscape plants is one of the highest priorities throughout the year, but especially during episodes of drought and heat. The root zone of trees and shrubs should be watered to the appropriate depth and allow some drying of soil between irrigations as described below. When water is in short supply due to lack of precipitation, extended drought, or watering restrictions, irrigation of trees and shrubs should be prioritized over herbaceous landscape plants. Trees are the longest living plants in a landscape and provide the structural backbone. They often have important functions such as shading, screening, or defining an area. Watering of trees should never be neglected such that their health might be jeopardized as they take many years to reach mature size. Shrubs, especially large ones that perform similar functions to trees such as hedges, should also be prioritized for irrigation during a drought to survive without lasting damage.
How much, how often, and where to irrigate?
How much water do trees need to thrive or survive? This depends on the species, the size of the tree, and the weather. During the hot summer months, trees need the greatest amount of water because of the high evapotranspiration; lowest demand is during the cooler winter months when evapotranspiration is low. Watering needs to cover a sufficient area of a tree's root zone to ensure their survival when irrigation for other plants has been discontinued.
The amount of water that needs to be added at each irrigation event should be sufficient to wet the root zone to a depth of 2-3 feet (Call and Daily, 2017). During the hottest time of summer, irrigation may be needed every 4-7 days, while in winter irrigation intervals can vary from 4 to 10 weeks. Some native plants may be able to survive without additional irrigation once they are established. Irrigation amount and frequency will depend on soil type, plant species and size as well as rainfall at the site.
The majority of the root zone of trees such as mesquites, oaks, and pines extend horizontally from the trunk, two to three times the width of the canopy and vertically two to three feet or deeper into the soil, provided there are no barriers such as hardscapes and no compacted or impenetrable soil. As trees get larger, the roots next to the trunk will not need irrigation anymore as they will become woody and do not take up water. Water needs to be applied further away from the trunk and outside of the canopy drip line, the soil under the outer circumference of the tree canopy, where it will be taken up by the fine roots (Fig. 2a).
Palms are an exception to the tree irrigation recommendations above due to their fibrous root system. The majority of palm roots usually grow horizontally within 2 to 3 feet from the trunk and about one-foot deep, although some palm roots are found further away from the stem and at greater depth (Hodel et al., 2005). Palms require deep watering to stay healthy and grow. Irrigation should be applied in a ring one to three feet from the trunk and to a depth of two feet (Fig. 2b). In summer, irrigation should be applied every 2-4 weeks, in winter every 6-8 weeks, depending on the soil type and weather.
3
Current irrigation schedules may over- or underwater plants in the landscape. Before further cutting the amount of water a tree receives, it is important to find out what the minimum amount of water is to keep the tree alive without lasting damage. Some tree species are better adapted to receiving low amounts of irrigation water than others (Arizona Dept. Water Resources, 2020).
Converting from irrigating the entire landscape to selective plants
When water is abruptly turned off over an entire landscape site that may have a mixture of turfgrass, trees, shrubs, and other plants, the site needs to be evaluated to determine the location of tree roots and roots of other large plants that will be irrigated. Identifying where tree and shrub roots are growing will ensure that irrigation for individual plants is applied in the area where their roots can take up the water. Similarly, in landscapes that received flood irrigation, the root zone of trees requires diligent attention and well-planned irrigation for safe transition from an irrigation schedule that broadly applied water to the root zone of many plants that trees may have tapped into. Irrigating a sufficient area of each tree's root zone is essential to maintain healthy, thriving plants.
How to water if the irrigation system will be turned off
Did it rain enough to skip an irrigation?
The amount of water from a single rain event can vary dramatically between sites that are in close proximity. Depending on the intensity of precipitation, soil type, and soil moisture, rain of more than half an inch can replenish soil moisture in the upper part of the soil profile and irrigation may be delayed. Testing how deep the moisture is available in the root zone of trees is the best way to decide when the next irrigation is necessary. This can be determined by using a soil sampling tube to extract soil or a metal rod that is pushed into the soil. Moist soil is easy to penetrate but drier soil will slow or stop these tools. Testing the soil moisture under the canopy of a tree can be important, especially for species with dense canopies such as live oak or conifers that may deflect the rain and exclude it from a large part of the tree root zone.
General maintenance during drought and heat
Slow, deep irrigation to wet the root zone to the proper depth is vital in keeping trees and shrubs healthy during dry, hot conditions in summer and during dry conditions in winter. Sufficient soil moisture is the most important factor to maintain healthy plants in the southwest during drought and heat. However, overwatering plants can damage roots due to the lack of air in the soil and can lead to diseases and poor growth. Soil should be allowed to dry between irrigations to allow sufficient air in the root zone and to prevent permanently wet conditions. Avoid or minimize pruning during drought and excessive heat. Removing branches can expose other branches that were previously shaded to direct sun and lead to sunscald. If too much of the canopy is removed through pruning, the plant has less foliage for photosynthesis. Do not shear plants in dry, hot weather as this will cause additional stress by removing foliage that may be scarce already and stimulate new growth. Minimize or skip fertilizing which increases the salinity in the root zone and can further stress salt sensitive plants.
Cacti and succulents can be covered temporarily with 30% shade cloth to prevent sunburn during excessively high temperatures. This shade cloth needs to be removed once the
If trees are irrigated with an automated system and if they are on a separate valve, then irrigation can be continued after reviewing and optimizing the schedule. Other large plants that will also be watered may be added to this valve to simplify the operation. However, if the irrigation system for the entire landscape will be turned off, provisions need to be made to deliver water to each tree root zone. Soaker hoses laid over the root zone and connected to a garden hose is one way to deliver water to the tree (Fig. 3a). Creating a basin that can be flooded with a hose or from a reservoir such as a rainwater harvesting tank is another option (Fig. 3b). For smaller, more recently transplanted trees, tree aprons provide water that slowly seeps through the bottom of a bag, which surrounds the trunk (Fig. 3c).
extreme heat has passed to ensure that plants can resume normal photosynthesis in full sun. Smaller plants in pots can be protected from excessive heat by moving them to a shaded area, especially during the hottest part of the day.
References
AZMET. The Arizona Meteorological Network. https://cals. arizona.edu/AZMET/az-data.htm. Accessed Sept. 1, 2020.
Arizona Department of Water Resources. Active Management Areas, Low Water Use Plant Lists. https://new.azwater. gov/ama/ama-conservation. Accessed December 14, 2020
Call, R. and C. Daily. 2017. Watering Trees and Shrubs. University of Arizona Cooperative Extension Publication AZ1298. https://extension.arizona.edu/sites/extension. arizona.edu/files/pubs/az1298-2017.pdf
Hodel, D., D.R. Pittenger and J.A. Downer. 2005. Palm root growth and implications for transplanting. Journal of Arboriculture 31:171-181.
CIMIS. California Irrigation Management Information System. https://cimis.water.ca.gov/ Accessed December 14, 2020.
Teskey, R., T. Wertin, I. Bauweraerts, M. Ameye, M.A. McGuire, and K. Steppe. 2015. Responses of tree species to heat waves and extreme heat events. Plant, Cell and Environment 38:1699–1712.
AUTHOR
Ursula K. Schuch Professor and Specialist, Horticulture
CONTACT
email@example.com
U
rsula
K. S
chuch
This information has been reviewed extension.arizona.edu/pubs/az1876-2021.pdf
by University faculty.
Other titles from Arizona Cooperative Extension can be found at:
extension.arizona.edu/pubs
Any products, services or organizations that are mentioned, shown or indirectly implied in this publication do not imply endorsement by The University of Arizona.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Jeffrey C. Silvertooth,
The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin,
Associate Dean & Director, Extension & Economic Development, College of Agriculture Life Sciences, The University of Arizona.
age, disability, veteran status, or sexual orientation in its programs and activities.
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Q1.
Why does the underlined word start with a capital letter in the sentence below?
Dad cleaned the kitchen and Joe helped.
___________________________________________________________________
1 mark
Q2.
Circle the two words that need a capital letter in the sentence below.
last week i visited the zoo with my brother.
1 mark
Q3.
Which sentence needs one more capital letter?
Tick one.
They moved house last March.
They live in a city called Chester.
Their friend is called ben Edwards.
Their school play is on Tuesday.
1 mark
Q4.
Which sentence is punctuated correctly?
Tick one.
There are some foxes living in the woods
there are some foxes living in the woods
There are some foxes living in the woods.
there are some foxes living in the woods.
1 mark
Q5.
The sentences below have their punctuation marks covered.
Which sentence is a question?
Tick one.
I have finished my puzzle
Find me a new puzzle
Where is my puzzle
What a tricky puzzle this is
1 mark
Add one question mark and one full stop in the correct places below.
Can you swim yet Tom can swim without a float
1 mark
1 mark
1 mark
Q7.
Tick the name of the punctuation mark that should complete each sentence.
Q8.
Add one exclamation mark in the correct place below.
Our school play was amazing I loved the costumes.
Circle the two adjectives in the sentence below.
The new supermarket is the biggest in town.
Q10.
Circle the adjective in the sentence below.
The tree was taller than the house.
1 mark
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oosely translated, Kam Wah Chung means "Golden Flower of Prosperity."
Kam Wah Chung State Heritage Site
John Day, OR 97845 541-575-2800
Oregon Parks and
Recreation Department
725 Summer St. NE, Suite C Salem, OR 97301 oregonstateparks.org
This publication is available in alternative formats upon request. Call 1-800-551-6949. Oregon Relay for the hearing impaired: dial 711.
Information and fees in this brochure subject to change without notice.
63400-8102 (7/18)
PRINTED ON RECYCLED PAPER
Kam Wah Chung State Heritage Site
Historic Building and Interpretive Center
★
A fresh start in the American West
During the late 19th century, waves of Chinese immigrants were seeking new homes on the west coast of the United States. Most were escaping economic and political instability in China. Many of the immigrants in the Pacific Northwest worked as gold prospectors, miners or railroad workers. By 1887, John Day, Oregon boasted the third largest Chinatown in the United States. An estimated 1,000 Chinese immigrants lived and worked in the small town.
Ing Hay and Lung On
Among the John Day residents were Ing Hay and Lung On, two Chinese men from the Guangdong Province. In 1887 they formed a partnership to purchase the Kam Wah Chung & Co. building and converted it into a dry goods store, herbalist shop and import business.
Ing Hay ran the herbal medicine arm of the partnership. Ing was a master in "pulse diagnosis" and quickly established himself as a medical authority in eastern and central Oregon. Ing became known as "Doc Hay" and people—both Chinese and nonChinese—traveled great distances to be treated by his restorative infusions.
Lung On, a well-educated merchant, ran the dry goods store and an import business that supported local mining operations. Lung was fluent in both English and Cantonese, and worked as a labor contractor and translator for the Chinese community. He helped manage Ing Hay's growing medical practice as well.
Ing Hay and Lung On owned and operated Kam Wah Chung for more than 60 years. Neither man ever returned to China; possibly because they feared the strict U.S. immigration laws would prevent them from reentering the U.S. Lung On died in 1940; Ing Hay in 1952. Both men chose to be buried in their adoptive country. Their gravesites are in the city cemetery, overlooking the John Day River.
The significance of Kam Wah Chung
Kam Wah Chung began as a business venture but evolved into a hub for the local Chinese community. Chinese immigrants were often subject to discrimination and even threats of violence in the late 19th century U.S., but Kam Wah Chung was a haven from the intolerance.
the historic Kam Wah Chung building is not ADA accessible. To contact staff at the interpretive center, call 541-575-2800.
Today, the building that housed Kam Wah Chung & Co. is a National Historic Landmark. The interior remains much as it was in the late 1940s; many of the boxes and bottles that line the shelves remain unopened. More than 500 herbs are still preserved in Ing Hay's apothecary. Together, they make up one of the largest collections of traditional Chinese medicine in the U.S.
In many ways, the story of Kam Wah Chung is classically American. Ing Hay and Lung On's struggle to build a business amidst adversity is a familiar tale. However, their story is one shared by all Chinese immigrants in eastern Oregon: a determination to preserve their culture while helping to build the American West.
Friends of Kam Wah Chung & Co.
Visiting Kam Wah Chung
Kam Wah Chung State Heritage Site is open daily May 1 - Oct. 31, 9 a.m. - noon and 1 p.m. - 5 p.m. Admission is free. Entrance is only allowed with a free guided tour. Tours begin at the top of every hour; the last tour leaves at 4 p.m. Visit the interpretive center to pick up a tour ticket. Please note
A rattlesnake immersed in rice wine yielded a tonic used for medicinal purposes.
The mission of the Friends of Kam Wah Chung & Co. Museum is to preserve this heritage site for future generations and educate the public about the importance of Chinese immigrants to Oregon history. Please consider making a donation to support their work; visit their website at friendsofkamwahchung.com. | <urn:uuid:680bc8e9-0e17-4885-b136-204cb2885221> | CC-MAIN-2021-49 | https://stateparks.oregon.gov/index.cfm?do=main.loadFile&load=_siteFiles%2Fpublications%2F%2F43742_KWC_updates%28web%29104421.pdf | 2021-12-03T15:59:38+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 614,704,939 | 937 | eng_Latn | eng_Latn | 0.913738 | eng_Latn | 0.997109 | [
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TEST 1
LISTENING
TASK 1
Listen to the conversation. For questions (1–4) choose the correct answer (A, B or C). You will listen to the recording twice.
1. Where does the conversation take place?
READING
TASK 2
Read the text and decide if the given statements are true (T) or false (F).
THE ROTHSCHILD'S GIRAFFE
The Rothschild's giraffe is also commonly known as the Ugandan giraffe or the Baringo giraffe and it is a highly-endangered species. The Rothschild's giraffe is extinct in Sudan and only has about 13 populations left in Uganda and Kenya which means that there are only around 700 Rothschild's giraffes left in the wild.
The Rothschild's giraffe is easily identified as it has a unique pattern on its coat, the pattern is more jagged than other species of giraffes and also unlike other giraffes, they don't have any patterns on their coats below their knees.
The Rothschild's giraffes often suffer because their habitats are often destroyed when farmers cut down forests in order for them to keep livestock and grow crops on the land.
Wildlife organizations work tirelessly to protect their habitats by working with local communities to educate them of the harmful effects of taking away the
Rothschild's giraffes' habitats. They also spend time helping to protect the giraffes that are still in the wild so that they can breed and numbers can start to rise again. Another issue that organizations face is the fact that not many people are aware of the fact that there are many sub-species of giraffes which means that the Rothschild's giraffe are often overlooked.
5. The Rothschild's giraffe is an extinct species.
7. The giraffe's habitats are often destroyed by wild animals.
6. In appearance the Rothschild's giraffe differs from other giraffes.
8. Wildlife organizations teach local people how to breed the giraffes.
USE OF ENGLISH
TASK 3
Choose the correct item (A–C) to complete the text.
THE INVENTIONS THAT CHANGED OUR WAY OF LIFE
Could you imagine (9) _______________ a day without checking emails on your computer or walking around without your mobile phone? As you read through these inventions that changed our way of life, think about how different things would be without them.
Gaming Consoles changed the way we entertain (10)_________ indoors. Whether you (11)________ physically fit by exercising on the Nintendo Wii or blasting (12) _________________ your opponents on a first-person shooter, the world of game consoles (13)____________ a long way since the release of Pong in 1972. Modern game consoles (14)____________ with the ability to process graphics so realistic that many games can be startling, and the enemies (15)______________ so well designed that it almost (16)______________ like some video games can predict and counteract your every move.
TEST 2
LISTENING
TASK 1
Listen to the text. For questions (1–4) choose the correct answer (A, B or C). You will listen to the recording twice.
1. Who is Brock?
Aa cat
B a dog
Ca man
2. What doesn't Brock do in the park?
Aruns around
Bchews on everything
C looks for the dog catchers
3. Why was Brock locked in a cage?
A He cried much.
BHe chewed the master's ball.
CHe was considered stranded.
4. Who helped Brock?
A a dog catcher
B a vet
Ca policeman
READING
TASK 2
Read the text and decide if the given statements are true (T) or false (F).
ODD JOBS
1. Pet Food Taster
One job most people would not even consider is tasting pet food for pet food companies to ensure quality. The first job requirement is to be able to eat dog food or cat food; the second is to be able to comment on its taste as a true 'foodie'.
2. Chimney Sweep
This old profession has existed since before the Victorian age and still exists today. It's still a dirty job since it deals with removing soot and ashes from chimneys, but now it differs in terms of professionalism. In the old days, children were hired to do the dirtiest work since they were small enough to crawl into tight places. Today chimney sweeps are professionally trained technicians who do more than clear your chimney of soot, they also repair the venting systems.
3. Odor Tester
Not a job for the faint at heart, or stomach — but it's for real and companies are always hiring people who can test the performance of new products such as deodorants or detergents. As an odor tester, you are an olfactory guinea pig. As long as the industry you are in can keep producing products for you to test there will be work.
4. Mascot
Let's face it, wearing a heavy costume in the summer heat may not be that cool, but it's a great gig earning an income by dressing up as a mascot for a college or professional sports team, or possibly a company. Sports mascots are high performance athletes in their own right. Their role is to bring the team and fans together and keep things upbeat. According to jobmonkey.com, a full-time sports team mascot can earn around $25,000, but if they are the best in the industry they can make a six figure income depending how popular they are.
5. Pet Food Taster's job is to taste foods and feed the pets.
7. The work of odor tester is harmful for health.
6. The job of the chimney sweep hasn't changed since times.
8. People have sometimes make fools of themselves in the job of a mascot.
USE OF ENGLISH
TASK 3
Choose the correct item (A–C) to complete the text.
A GREEN HOME
A green home is a type of house designed (9) ______________ environmentally friendly. It also focuses (10)______________ the efficient use of 'energy, water, and building materials'. Green homes have become (11)______________ as green affordable housing emerges. Green affordable housing (12)______________ the same aims as traditional green homes but focuses on affordability, inevitably reducing the environmental friendliness of the home. The idea of affordable green homes is a (13) ______________
topic with some critics saying that it is a fallacy and that green homes are (14) ______________ than traditional homes. A green home (15) ______________ generally less water, less electricity but focuses (16)______________ on recycled objects, on the materials of the house and when in use.
TEST 3
LISTENING
TASK 1
Listen to the conversation. For questions (1–4) choose the correct answer (A, B or C). You will listen to the recording twice.
READING
TASK 2
Read the text and decide if the given statements are true (T) or false (F).
WHO IS TOM HANKS?
EARLY LIFE AND CAREER
Actor Thomas Jeffrey Hanks was born on July 9, 1956, in Concord, California. Hanks's parents divorced when he was 5 years old, and he was raised, along with his older brother and sister, by his father, a chef named Amos. The family moved frequently, finally settling in Oakland, California, where Hanks attended high school.
After graduating in 1974, Hanks attended junior college in Hayward, California. He decided to pursue acting after reading and watching a performance of Eugene O'Neill's The Iceman Cometh (1946), and transferred into the theatre programme at California State University in Sacramento.
In 1977, Hanks was recruited to take part in the summer session of the Great Lakes Shakespeare Festival in Lakewood, Ohio. Over the next three years, Hanks spent his summers acting in various productions of Shakespeare's plays and his winters working backstage at a community theatre company in Sacramento. He won the Cleveland Critics Circle Award for Best Actor in 1978, for his portrayal of Proteus in The Two Gentlemen of Verona.
5. Tom Hanks became an actor because his father was an actor.
7. Tom first appeared on stage in college in Hayward, California.
6. Tom has two siblings.
8. Tom Hanks got his education in Britain.
USE OF ENGLISH
TASK 3
Choose the correct item (A–C) to complete the text.
THE INTERNET
The Internet, a network of computers (9) _____________ the entire planet, (10) _____________ people to access almost any information located anywhere in the world at any time. (11) _____________ effects on business, communication, economy, entertainment and even politics (12) _____________ profound. The Internet (13) _____________ not have changed the world as (14) _____________ as the plow, but it's probably on par with the steam engine or automobile. The Internet is such a powerful invention that we've probably only (15) _____________ to see the effects it will have on the world. Like any invention, the good or ill it accomplishes (16) _____________ from how we choose to use it. | <urn:uuid:8b5f5768-c284-4bef-aff2-b2c8a8a27b1f> | CC-MAIN-2021-49 | https://www.bohdan-digital.com/userfiles/file/catalog/review_file_1872309678.pdf | 2021-12-03T16:12:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 751,565,087 | 1,932 | eng_Latn | eng_Latn | 0.998477 | eng_Latn | 0.999049 | [
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Thinking Fast and Slow
In 1974 an article appeared in Science magazine with the dry-sounding title "Judgment Under Uncertainty: Heuristics and Biases" by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain's wiring.
Dr. Tversky died in 1996, but Dr. Kahneman went on to become the first psychologist to win the Nobel Prize (for Economics!) in 2002 for his work on Prospect Theory. Now Kahneman has expanded the theory into a broader framework for human cognition and behavior in his new book Thinking Fast and Slow (Farrar, Straus, & Giroux, New York, 2011), which links psychology to neuroscience and evolutionary biology. According to Kahneman, some of our biases are like optical illusions (he calls them "cognitive illusions"). Take for example the Illusion of Remembering, whereby being familiar with a past event convinces us that we actually experienced it, even if we weren't there. Prospect Theory also led to the discovery of heuristics, or the simple rules the mind uses to solve problems quickly. Take for example the Availability Heuristic, whereby the ease with which we can think of an event convinces us that it occurs more often than it really does.
Thinking Fast and Slow tells the story of two systems which account for much of what humans do in their waking lives. System 1 is the fast, intuitive system. It is the first responder to inputs from the outside world. It assesses the situation quickly and simply, but is biased toward quick action and safety. Thus it tends to jump to conclusions about cause and effect, focuses narrowly on what is right in front of it, thinks in terms of averages rather than specific quantities, evaluates only one thing at a time, and uses only the immediate information available to make a decision. It is also strongly influenced by negative emotion, and its decisions usually result in a positive feeling. In contrast, System 2 takes time and effort. Thinking hard makes us frown and does not lead to immediate good feelings. System 2 frames problems broadly, takes in more information and looks at more alternatives for action than does System 1. System 2 can deal with specific quantities, but it is lazy, does not hurry, and requires a lot more deliberation before it can arrive at a decision.
These two systems provide a framework for understanding much of what goes on inside the human mind. Kahneman's System 1 represents the more primitive system, which was probably adaptive earlier in human evolution and which is still adaptive in many contexts. This system pervades all aspects of psychology, from perception to learning and memory, emotion, social cognitions, and especially the language we use to think with and communicate with. However, as human existence has become more complicated, System 2 has evolved to adapt to it. The problem is that System 2 makes many more demands on working memory and our ability to shift from one thought to another without losing our place (called executive functioning) than does System 1. These demands make thinking more work and less fun, but without the conscious effort of System 2, we slip back into the unconscious cognitive illusions and heuristics of System 1. Kahneman's descriptions of these little quirks of the human mind are fascinating and draw from a variety of psychological research. Examples include………
Why we are more likely to accept a medical procedure presented as having a 90% success rate than one presented as having a 10% failure rate.
Why it is easier to pick out mistakes in other people than in ourselves.
Why thinking of words like "Florida" may cause us to walk slowly down a hallway.
Why we are more likely to buy detergent than candy when feeling guilty.
Why our memory of a painful medical procedure is colored more by a single intense moment than by how long it lasted.
Why when we go to sell something we hold out for more money than we paid for it.
Why we esteem leaders who make risky decisions and dislike leaders who "play it safe."
Why if given $50 we are more likely to agree to keeping $20 than losing $30.
Why our memory of that lousy vacation last summer was determined by how it ended.
Why first impressions are so powerful in judging other people.
How memories of intense events alter our notions of time.
Why making a decision quickly makes us feel better.
Why the more we think about something, the more important it seems.
If you ever wondered why normally rational people sometimes act irrationally, Thinking Fast and Slow is the book for you! | <urn:uuid:d165b736-b77b-4420-8143-8c48876c30c8> | CC-MAIN-2021-49 | https://www.pendletonpsych.com/doc/thinking-fast-and-slow.pdf | 2021-12-03T15:55:12+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 1,030,101,610 | 1,088 | eng_Latn | eng_Latn | 0.998861 | eng_Latn | 0.998752 | [
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Class One Information Letter Summer1 2018
Class One are thoroughly enjoying the start to the new term and their theme of "Shipwrecks". We have begun by focusing on "pirates" in our literature through "Pirates love Underpants". Everyone dressed up as a pirate with funny underpants over their clothes. Year 1 have worked on a rewrite of the story ensuring their punctuation of sentences is accurate and will continue to do activities to develop this.
They will also work on developing description of character and setting. Reception children will focus on improving writing of a sentence, using phonic knowledge to build words and on letter formation, ensuring that they use precursive formation, which leads to confident cursive writing. Nursery children are exploring mark making, improving tripod grasp for pencil holding and will consider recognition of familiar words such as their own names and sign words they see often. They will also become familiar with the letters of their name, e.g. decorating them, colouring them, cutting them out.
In number, Year 1 are currently improving understanding of missing number and balanced equations; they will move forward to reinforce knowledge of number bonds to 10 and 20 which should be instantly recalled. Reception children will also work on missing number equations, with number within 10. Children in this age group will also learn number bonds to 10. Within the coming term, reception children will also work on weighing and measure. Nursery children are working on counting up to 10 and back and will learn to associate numerals with the numbers to 10, ascribing the correct number to a group of items.
This topic lends itself to an exploration of floating and sinking, and of waterproofing. We shall investigate all of these properties and will also examine flora and fauna in the school environment. The children will also study the life of Grace Darling as a relevant historical figure and will look at the Farne Islands as a geographical feature. | <urn:uuid:2fea9228-3c67-413d-9e73-de79181906f7> | CC-MAIN-2018-26 | http://husthwaite.n-yorks.sch.uk/data/documents/Class1-Information-Letter-Summer1-2018.pdf | 2018-06-25T10:01:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00591.warc.gz | 148,370,427 | 390 | eng_Latn | eng_Latn | 0.998854 | eng_Latn | 0.998854 | [
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Information for Parents during the Coronavirus outbreak
We know there remains a lot of uncertainty around the COVID-19 outbreak, particularly given that the situation is constantly developing and so much of our normal everyday life has changed.
It is normal to feel worried, stressed and anxious when we are faced with uncertain situations, which mean we have to change what we all do. Taking care of our mental health will help us all be healthier and better equipped to cope with the situation we're having to face. This document provides some information to support you in doing this.
Taking care of your own wellbeing
In order to help your children to feel safe and manage any of their anxieties, the first step is to take care of your own wellbeing. Whether it's ensuring you have some time to relax or asking others for help when you need it, you must take care of yourself. The following organisations offer support:
https://www.family-action.org.uk https://www.familylives.org.uk
https://www.mind.org.uk
Taking care of your children's wellbeing
During this difficult time, it is important that we help our children recognise and talk about the anxieties they may be having about the current situation. Sharing their concerns with a calm and supportive adult will help them and hopefully reduce their feelings of anxiety. This can be done by creating a safe space in which our children feel they can talk about any worries and ask questions, supporting communication with family and friends, and setting up positive routines, including time for play and exercise. You can also try doing the daily wellbeing activity (https://www.elsa-support.co.uk/wellbeing-week-daily-resources/?fbclid=IwAR0uVdDVh1zAbMFGh_- B7_OaWEhpq2qL2wEC_TPUCOL8l36I4Y0iY6gVnfs). The links below offer further advice and support.
www.keep-your-head.com https://www.who.int
www.kooth.com www.youngminds.org.uk
Talking to children about coronavirus
It's important that we talk to our children about what is happening, answering any questions they may have and addressing any 'untruths' they have heard. When doing this you should try to use language (and, if it would be helpful, pictures) that your children can understand. The links to the right provide some useful tools and tips to support you in talking about the coronavirus with your children.
0-3years: https://www.zerotothree.org/resources/3210tips-for-families-coronavirus
7-14 years: https://carolgraysocialstories.com/wpcontent/uploads/2020/03/Pandemics-and-theCoronavirus.pdf
All ages: https://www.unicef.org/coronavirus/how-talkyour-child-about-coronavirus-covid-19
Setting up positive routines for the day
Some ideas for learning activities: BBC Learning:
http://www.bbc.co.uk/learning/cours esearch/
Learn computer programming skills: https://blockly.games
A positive routine is one that works for you and your family. You know your children best and you should do what you think works for them. Please don't worry if you can't keep the routine up and please don't keep trying to put a routine in place if it's becoming stressful. Also, remember to keep a balance between active (if possible outdoor) activities, nice family activities (e.g. board games), and learning activities. | <urn:uuid:ef2df3e9-000f-41ac-a378-5b0db1e7872d> | CC-MAIN-2021-49 | https://www.st-patricks.nottingham.sch.uk/wp-content/uploads/sites/2/2021/02/Nottingham-City-EPS-Parents-GuideJan2021.pdf | 2021-12-03T16:22:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 1,107,791,335 | 716 | eng_Latn | eng_Latn | 0.997277 | eng_Latn | 0.997277 | [
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Joint Statement on Bartlett Prairie Wetland Village of Oswego and Oswegoland Park District August 7, 2018
On Tuesday, August 7, 2018, staff from the Village of Oswego and the Oswegoland Park District met to discuss the wetland detention basin in Lakeview Estates commonly called Bartlett Lake or Bartlett Prairie Wetland.
When Lannert Group & Engineering Inc. designed the wetland detention basin in 1992, its purpose was to collect storm water runoff and reduce the likelihood of flooded homes. At last Tuesday's meeting, staff determined that the detention basin, regardless of whether the water level looks like a lake or looks like a wetland, effectively performs its most important function -- protecting homes against flooding. Whether natural or manmade, the character of wetlands like this one will naturally change from year to year, depending on rainfall, sunlight, and the amount of fertilizer, salt and other contaminants that run off from surrounding properties. This is the natural, healthy cycle of this constructed wetland habitat.
On Tuesday, the Village of Oswego and the Oswegoland Park District re-committed to their respective roles in maintaining the wetland detention basin. The Village will continue to regularly maintain the storm sewer structures and the restrictor plate controlling the release of water from the basin, while the Park District will continue contracting to control the algae and aquatic weeds that grow each year.
Residents can also contribute to the health of the wetlands by reducing the amount of fertilizers, grass clippings, tree leaves, salts and oils that are generated in the neighborhood and contribute to algae blooms and other undesirable effects. Though the water level will continue to rise and fall year to year by nature's design, these combined efforts will ensure that, whether it looks like a lake or a wetland in a given year, the land will continue to perform its essential flood control functions while also adding to the beauty and character of the neighborhood. | <urn:uuid:2acd2581-cedb-4d64-b678-7bab21784e20> | CC-MAIN-2021-49 | https://www.oswegolandparkdistrict.org/wp-content/uploads/2020/02/Joint-Statement-on-Bartlett-Prairie-Wetland-08072018.pdf | 2021-12-03T16:34:03+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 1,021,658,768 | 396 | eng_Latn | eng_Latn | 0.997495 | eng_Latn | 0.997495 | [
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Raising Kids in a Digital World
By: Alisha Parker-Cummins
How do you teach your child to live in a digital world you didn't grow up in? Elementary, middle and high school students are of this digital-driven generation; they have been exposed to it their entire lives and do not remember a time without it. No one cares more about your child's well-being and safety more than you do. Guiding our kids not just in the real world applications but also in the virtual is just as important. While we know, technology is here to stay, as well as advance, it is better to arm our kids with the knowledge to navigate this digital world safely and responsibly.
Technology can be empowering for kids of all ages, it is not always a scary place. When we look at some of the positive ways that technology can affect our lives we can see the benefits it can provide. Social media has been a tool used to help keep us in touch with friends or family from a far, as well as, creating online identities, communicate with others and build social networks. These networks can provide our kids with valuable support, especially helping those who experience exclusion or have disabilities or chronic illnesses. However, social media use can also negatively affect our kids, distracting them, disrupting their sleep, and exposing them to bullying, rumor spreading, unrealistic views of other people's lives and peer pressure. Therefore, it is important that we encourage responsible usage. Some ways we can do this is by setting responsible limits of usage monitor and let your children know you will be monitoring their accounts, and explaining what is ok and what is not ok.
The worldwide web gives us a wealth of information at our fingertips. Start the safety conversation early and speak about it often. Remind kids that what goes online stays online and that they should never share personally identifiable or sensitive information. Children who are used to talking about what they do online are more likely to tell someone if they are worried or upset by something they experience.
At this age, your kids might be begging for a phone of their own, since it is likely some of their friends have them. Nevertheless, just because all the other kids have a phone does not mean your child is ready for one. Things you will want to consider before buying them phones:
* Are they responsible with their belongings?
* Will they follow your rules around phone use?
* Can they be trusted to use text, photos and video responsibly?
You will need to check your child's maturity level here and consider your family's values. There's no magic age number, but most experts recommend waiting as long as you can to delay kids' exposure to online bullies, child predators, sexting and the distractions of social media.
Understanding our kids and technology can seem a little overwhelming. Pyscamore is here to help. Call us or visit us online today for more information on ways we can help you and your family. 601-939-5993/ www.psycamore.com | <urn:uuid:644ac53f-060b-41a5-91da-df8f8397321f> | CC-MAIN-2021-49 | https://psycamore.com/wp-content/uploads/2021/10/Raising-Kids-in-a-Digital-World.docx.pdf | 2021-12-03T15:42:14+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362891.54/warc/CC-MAIN-20211203151849-20211203181849-00015.warc.gz | 549,590,913 | 608 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.99847 | [
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Outdoor Field Day Station Ideas
by Chad Triolet, Deep Creek Elementary
Basketball Shoot Out –
Once the classes arrive, split them into two even teams. One team should sit on the black sideline on one side of the large orange cone, the other team will sit on the other side of the same cone. Six players at a time from each team will step out and get into a hoop on their side. When given the signal to start, all 6 players from each team will collect their ball and begin shooting at their team basket. The object of the game is to score as many baskets as they can in 30 seconds. The team with the most points wins the round. If necessary, the leader can add an extra point to the team that can return the basketballs back to the hoops the fastest (this sometimes keeps the games running faster). Remind the students that no points can be scored after the whistle blows.
Please remind all volunteers that there is no dunking in the gym. The basketball goals are not designed for that type of force! The volunteers can shoot between round, just be careful.
GA-GA –
When the students arrive, have them stand outside the Ga-Ga boards to explain the activity.
The object of the game is to eliminate other players by hitting them in the leg with the ball. The ball must remain on the ground and can only be hit with an open hand(s). If a player is hit in the legs or feet, they are out. If a student hits the ball out of the Ga-Ga boards, they are out. If a player jumps off the ground to avoid being hit, they are out. And last, if a player touches their knees on the floor, they are out. If a student gets out, they must get out of the Ga-Ga boards, stand in a hula hoop and toss the koosh ball 30 times before they return to the game. Players who were out must wait until the game has stopped before they may step back into the Ga-Ga boards.
This is a fast paced exciting game and the kids love it!
Hula Hut
The object of the activity is to be the first team to build three hula huts that are standing at the same time.
In the beginning of the game, each team will stand with a foot inside a large hula hoop. When the game begins, the students will attempt to collect hula hoops for building huts, each team must throw balls at a target (Socci goals). If the target is hit, then the student who hit it may get a hula hoop and take it to their team's construction site (one of the large hula hoops).
Building the Hut – Once the team has collected 6 hoops, they may begin building their hut. The first hoop is the base and lays on the floor. The next two hoops build the first walls. The hoops should form a triangle above the base. The next two hoops form the other sides of the hut and rest on the first two walls. The final hoop rests on the top of the four walls.
Protecting or Knocking Down Huts – Once the huts are built, the team must protect their huts while attempting to knock down any huts built by the opposing team. If any hut is knocked down, it must be rebuilt.
Jump the Creek-
Students will for a line in front of the creek. The object is to clear the "creek" without getting wet. A student is wet: 1) if they touch the rope which begins the creek, 2) if any body part touches between the rope and mat, or 3) if the student does not land on two feet safely. After each student has had a turn jumping, the rope is moved back and the creek widens. Depending on the number of students that remain in the contest, move the rope 6 inches or one foot. Jumping continues until there is a boy and girl champion for each class.
```
*****NOTE*****
```
Start at 4 feet for each class. If any students miss the first try, tell them why they would be out, but allow them to jump at the next distance. If a student is out, they should watch and cheer for the rest of the jumpers. If there is time left over, let everyone try again for fun!
Launch It
Students will get into groups of fives. Once in groups, each team member will get a number 1 through 5. The partners will assume the positions mentioned below. After the launcher has completed his/her turn (launching 3 objects), then the players will rotate to the next job. The objective is to be the team that catches the most objects that make it past the restraining line.
STARTING POSITIONS –
Partner 1 – Hold stretch band
Partner 2 – Launcher
Partner 3 – Hold stretch band
Partner 4 – Catcher
Partner 5 – Catcher
After the Launchers turn is over, the players will rotate to the next job in order (see below).
Partner 1 – Launcher
Partner 2 – Hold stretch band
Partner 3 – Catcher
Partner 4 – Catcher
Partner 5 – Hold stretch band
Noodle Socci
Split the classes into 6 even teams. Each team will have a basket that is filled with noodles. On the top of each basket will be 2 colored flags. The first two people in each line will hold a flag. The flag indicates whose turn it is. Once the teams have been created, the leader will need to choose 4 students to be the defenders. The defenders will move to the middle of the playing area and pick up a demi-noodle. The defenders will use the demi-noodles to protect the Socci goals by hitting the noodlettes that are thrown by the other students.
When the game begins, the students with the flags may pick up ONE noodlette and run to the middle and try to throw it into the top of the Socci goal. If the shot is made, the player will earn 2 points. Each player will keep their own score. After taking the shot, the player will return to their team and hand the flag to the next person in line.
After about 2 minutes, stop the activity, quickly clean up the noodlettes, and choose new defenders.
** The players shooting may NOT pass over the defensive line (a line of cones around the Socci goals). Students may only pick up noodlettes that are in their baskets (NOT ones that they find on the ground).
Noodle Soup
Split the class into 4 equal teams. The students may line up behind the cones facing the center of the game area. Two players will be picked to be the "crazy chefs". The "crazy chefs" will attempt to protect their noodle soup (small noodle pieces) from the hungry students by hitting them with their spoons (longer noodle pieces).
Each team will have two players at a time attempt to collect the food in the middle (they may only take one noodle piece at a time). The players who are attempting to collect food will hold a flag in their hands. If the "crazy chef" tags another player, the student must go back to their team without food and let another player go.
After a few minutes, pick two new "crazy chefs" and continue the game. See how many pieces of soup each team can collect.
Panning for Gold
Each student must get a partner. One partner will get a cup, the other needs to take off their shoes. The partner with no shoes will step into a pool (about 5 students in each pool). The partner with the cup will hold the cup for the pool partner who is trying to collect gold (marbles) with their feet (no hands). The team with the most marbles after both players get a turn is the winner (each partner will have two minutes). If there is time left, allow the students to try again.
Relays (Spoon and Egg & Dizzy Bat)
Dizzy Bat - Students need to be split into 5 even groups for a single class and 10 even groups for 2 classes. One at a time, students will race to the hoop that matches their cone color, pick up the polo stick and place their forehead on the soft part and begin moving in a circle around the hoop (8 times). Ask a few parents to help count for the students getting dizzy. When they've taken their spins, they will run back and have a
seat. The first team to have all their members take their turn and sit down wins the race. For fun run the race again, but this time everybody must backwards to the hoop and back to their team.
Spoon Relay – The students are still in the same lines for this activity. Each student running the relay will have a spoon and a plastic egg. All other teammates will wait in line with a spoon. When the first player carries the egg on the spoon up to the hoop and back, they will give the egg to the next person in line without using their hands. If the egg drops on the ground, the person who dropped must get it back on the spoon without using their hands. The first team to complete the task wins. Once again, try this relay backwards for some added difficulty.
If time allows, you can try one more crazy relay.
Hoop Relay – Have each team hold hands and spread out in a straight line. The first person in line will have a hula hoop in their free hand to start. When the leader says "go", the students must remain connected (holding hands) and move the hoop from the beginning of the line to the end of the line. First team to get the hoop to the end and back without letting go of their hands wins the relay.
**If any parents or volunteers want to run the race for fun against some students, let them try it. It can be a good filler so that you won't run out of time.
Spider Man
The students will line up behind their color squad cones for this activity. The object is for all team members to make it through the "spider's web" without touching it. If they touch the web, it sends a vibration to the spider who will eat them and cause them to be out. If they get out, they must return to the back of the line and try again. The students who make through the web successfully will wait on the other side of the web and cheer for their teammates. First team to complete the challenge will be named the winners. To increase the challenge, add this rule, no teammate may go through a spot that another teammate has used.
This is only a 10 minute activity, so you need to keep the students moving. Remember this activity is coupled with Panning for Gold.
Sponge Battle (Int.)
Have each class break up into four even groups (you can have them separate into the squads (red, yellow, blue, and green). Once split evenly, they will line up behind a cone next to a bucket of water. Three players from each team will get a colored flag and a sponge ball out of the bucket and prepare to start.
The object of the game is to eliminate all the other players in the game by hitting them with the sponge balls. Because of the speed and aggressive nature of the game, the students may on throw the sponge balls UNDERHANDED!!!
When the leader says "go", the first three players from each team (they should have a flag in their hand) will try to hit another person with an underhand throw with the "wet" sponge ball. If a player is hit, they must return to their line and hand their flag to the next player in line so that they can go into the game. Each player may only have one sponge ball at a time. A player can remain in the game as long as they can avoid being hit with a sponge ball and remain inside the boundaries. The game continues until all the time has run out.
Players can dunk their sponge in any bucket of water once the game has started. All of the players need to stay inside the boundaries or they will be called "out".
Water Balloon Toss –
Before you can begin, each student must find a partner. Ask the group to stand back to back with another person. Now that each person has a partner they will stand facing each other on opposite sides of the two giant ropes. If there is a student without a partner a volunteer or parent can throw with them.
When all partners are ready, the leader will hand out a bean bag so the partners can practice throwing and catching before the official water balloon toss begins. When the leader says' "throw", the partner with the bean bag will toss to their partner and the partner will then toss it back and stop. If successful, the partner not holding the bean bag (or water balloon) will take a giant step back and the helpers will move the giant rope back so that it is just in front of them. The activity should resume for at least three practice throws then the real water balloon toss can begin. The team who can keep their balloon intact the longest wins.
This station is partnered with GA-GA and should only last 10 minutes before you see the second class during the time slot.
Water Cup Relays
Students will line up at their squad colored cones. When the students are lined up, take time to even the teams as much as possible by moving students to fill in spaces. Once lined up, each student will be given a cup (remind students not to squeeze the because the cups will split).
Relay #1
The first person in line will move to the furthest dome from the starting line and then rest of the students will continue the process until all students are by their own dome. When the students are lined up properly, the person at the start line will fill their cup with water. When the leader says go, the first student will run to the next person in line and pour the water into their cup, this will continue until the last person in the line has their cup filled (leader may want to demonstrate the technique for the students first). When the last cup is filled, that student will run back to the starting line and hold the cup up in the air. The team that finishes first and has the most water wins the relay. Continue this relay until everyone has had a chance to start.
Relay #2 (You will need to collect all cups except for the first 2 people in line.) The leader will demonstrate how to hold a cup of water on your head and pour it into another cup. The object of this relay is to see how fast the team can carry a cup of water to the last dome and back without spilling the water. The students must carry the cup above their head while they run the relay. The team to finish first with the MOST water in the cup wins. Repeat this relay as long as time allows. | <urn:uuid:5c471a07-687d-4ca6-aa57-5c931bff6ec4> | CC-MAIN-2018-26 | http://perocks.com/downloads/Rules-OutdoorFD.pdf | 2018-06-25T09:53:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00592.warc.gz | 248,790,004 | 3,157 | eng_Latn | eng_Latn | 0.999508 | eng_Latn | 0.999578 | [
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Fine Gardening brings out the Artist in You!
Although many gardeners don't consciously think about it, gardening is an art form. You use the same elements of line, color, texture and form as would a painter or sculptor. You also have other elements (e.g., fragrance, sounds, temperature, birds and butterflies) that other artists don't have. Another difference is that gardening deals with living things, so your work of art is never "finished." The joy is in the imaginative artistic process as much as in the final product. Here are some design suggestions you may want to consider in building your own work of art.
Multiple Season Plants
One way to keep your garden beautiful year around is to use plants with multiple season interest. Think about more than just the flowers. Consider foliage, bark, fragrance and form. Some plants change their appearance dramatically at different times of the year. Others come into their glory during the winter when many plants are dormant or drab. There are thousands of kinds of plants that grow well in Western Washington, so I can't describe all of their year around characteristics. Using my impeccable taste, I have selected the following few for description here, but there are many other multiple-season plants. (And, there are those few folks who consider my taste to be quite peccable.)
Coral Bark Maple (Acer palmatum 'Sango Kaku.') This relatively small upright tree has red bark year around. The bark is brightest in fall and winter and is best in full sun. It has small light green leaves that turn a reliable golden yellow in fall. The foliage always contrasts beautifully with the bark. Like all Japanese maples it requires good drainage and resents soggy ground. It can grow to be 20' tall in time. There are several other varieties of Japanese maples and one variety of vine maple that also have red bark and yellow fall color.
Dwarf Deodar Cedars (Cedrus deodara dwarf varieties.) Conifer fanciers have selected many varieties of deodar cedars that remain small--unlike the species, which will become a large tree. "Cream Puff" is a beautiful one with blue-green internal needles and almost white new growth at the branch tips. I have one in my garden that is about 9' tall. I shear the branch tips in late winter, which causes it to grow still more branches with the beautiful light tips when new growth starts. Other ones are "Deep Cove" and "Snow Sprite" which can be grown as spreading shrubs by removing any branch that would become an upright leader. They could also be trained into small trees by staking up a leader. They grow very slowly so they are easily kept in bounds. In tree form, they can get to be 10' tall in time. Shrub form can be kept at 3' x 4'. All are beautiful year around, but stunning in spring when the new growth comes out.
"Winter Flame" and "Midwinter Fire" Dogwoods (Cornus sanguinea varieties.) These two named varieties are light years more beautiful than other red-twig dogwoods. In the summer, both have yellow-green foliage and small clusters of tiny white flowers. They come into their own in winter when the leaves fall off and the stems become very bright. "Winter Flame" has bright hunter orange stems and "Midwinter Fire" has bright yellow stems with bright red tips. Both are especially stunning against a dark evergreen background or planted with white barked birches. Both should be cut back nearly to the ground in early spring when new growth begins. This keeps them at about 4' x 4' and causes them to produce all new branches which will be brightest the following winter.
Corylopsis (Corylopsis spicata and C. pauciflora.) These are two beautiful species of winter hazel that bloom in late winter (before they leaf out) when everyone is hungry for spring flowers. They grow relatively slowly at first, but can become 6' in time. Spike Winter Hazel (C. spicata) has short clusters of 6 to 12 pale yellow flowers at joints along the stems and rounded blue-green leaves with an interesting texture. Buttercup Winter Hazel (C. pauciflora) has green textured leaves and profuse smaller clusters of pale yellow flowers. It also grows slower to a smaller ultimate size than C. spicata. Both plants prefer partial shade and look good against a dark evergreen background. Fall color for both species is a pleasant butter yellow.
Contorted Filbert (Corylus avellana contorta "Harry Lauder's Walking Stick.") With its curiously contorted branches festooned with many long catkins, this shrub is at its most decorative in winter. Look for one that is grown on its own root so all of the suckers that come up from the roots will also be contorted. (If you buy grafted ones, you will need to cut the suckers off because they will be straight.) Unpruned, this shrub can get to 8' x 8'in time but it can be kept smaller with regular pruning. Cut branches make nice additions to flower arrangements. Grown in a large frost proof stoneware pot, it is a showy winter deck plant of smaller stature.
Cryptomeria "Elegans" and "Elegans Aurea" (Cryptomeria japonica varieties ) These are two varieties of evergreen that are often sold as "Japanese plume cedars." They both have soft fluffy summer needles. "Elegans" is blue green in summer and turns deep burgundy in winter. "Elegans Aurea" has a yellow cast to the needles that gets brighter in winter. Both are small trees that can grow slowly to perhaps 30' x 10' in time.
Cryptomeria "Sekkan Suji" (Cryptomeria japonica variety.) This is another variety of Japanese cedar that has dark green inner needles and lemon yellow branch tips. The bright colors remain year around, but containerized and newly planted trees sometimes take on an amber color in winter. Weather in the low 'teens can cause some frost damage to branch tips, but the plant recovers quickly in spring. We shear ours in spring to keep it at 9' x 4'and to cause it to produce more bright branch tips.
Witch Hazel (Hamamelis intermedia) is a large shrub or small tree with fringe shaped flowers that hang from the bare zig-zag branches in winter. "Diane" has dark red flowers, "Jelena" has copper orange flowers and "Arnold Promise" has bright yellow flowers. All have bright orangy-red fall color with some overlay of burgundy and maroon.
Pyracantha (Pyracantha hybrids) This versatile evergreen shrub can be grown as a hedge plant or espaliered flat against a wall or fence to provide color for long periods. Grow in full sun and do not overwater to avoid possible diseases. I grow the "Mojave" variety as a 3' hedge in my garden, but it can grow to 6' or more if left unpruned. In spring it has many clusters of small white flowers against the dark green foliage. The flowers turn into clusters of bright orange berries in fall. The bright berries remain on the plant all winter until the robins return in spring. Then they disappear in about a week!
Benches, Birdbaths, Containers, Lanterns and Statuary
Garden art can add focal points and class to your garden year around. Place benches in partial shade near something to view while sitting on them. Place lanterns or statuary in niches in the garden or at pathway junctions. If you have more than one lantern or statue, place them far enough apart so they won't compete—ideally out of sight from each other. Lanterns and statuary can be placed on a raised flat stone to add height and emphasis. Place birdbaths in the sun and away from bushes that can provide cover for predators like cats. Birdbaths with low sloping sides also attract butterflies. Container plantings are great on patios and decks or as accents in the garden itself. In the garden, use pot feet or put them on a raised rock to ensure good drainage.
These are just a few of the endless possibilites to make your garden a work of art. Now go outside and play!
Contributed by Larry Lael
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Chapter 01.06 Propagation of Errors
If a calculation is made with numbers that are not exact, then the calculation itself will have an error. How do the errors in each individual number propagate through the calculations. Let's look at the concept via some examples.
Example 1
Find the bounds for the propagation error in adding two numbers. For example if one is calculating Y X + where
Solution
By looking at the numbers, the maximum possible value of X and Y are
Hence
The minimum possible value of X and Y are is the maximum value of
Y
X
+
Hence.
X
45
.1
=
and
36
.3
=
Y.
Hence is the minimum value of Y X +
.
.
One can find similar intervals of the bound for the other arithmetic operations of Y X Y X Y X / and , * , − . What if the evaluations we are making are function evaluations instead? How do we find the value of the propagation error in such cases.
If f is a function of several variables n n X X X X X , ,......., , , 1 3 2 1 − , then the maximum possible value of the error in f is
Example 2
The strain in an axial member of a square cross-section is given by where
F
=axial force in the member, N
h
= length or width of the cross-section, m
Given
E
=Young's modulus, Pa
Find the maximum possible error in the measured strain. Solution
Hence
implying that the axial strain, ∈ is between µ 8905 . 58 and µ 6815 . 69
Propagation of Errors
Example 3
Subtraction of numbers that are nearly equal can create unwanted inaccuracies. Using the formula for error propagation, show that this is true. Solution
Let
−
=
Then
y
x
z
So the absolute relative change is
As x and y become close to each other, the denominator becomes small and hence create large relative errors.
For example if
INTRODUCTION TO NUMERICAL METHODS
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Living With & Identification of Wetlands
What are Wetlands?
Wetlands are areas characterized by the presence of water at a frequency and duration sufficient to support, and that under normal circumstances does support wetland vegetation or aquatic life.
Wetlands have three basic characteristics: hydrophytic vegetation (the presence of plants adapted for living in water-saturated soils), wetland hydrology (the presence of water at or near the surface), and hydric soils (distinctive soil types which develop under saturated conditions).
In Michigan there are three major types of wetlands: marshes, swamps, and northern peatlands. Wetlands are highly productive ecosystems with a diversity of plant and animal life. They are valuable for fish and wildlife habitat, water quality maintenance, flood storage and runoff delay, recreation, and aesthetic appeal.
Wetland Regulation in Michigan
Michigan's Wetland Protection Act (Part 303 of Act 451 of 1994), requires a permit from the Michigan Department of Environmental Quality (MDEQ) for dredging, filling, constructing, or draining in regulated wetlands. In northern lower Michigan, regulated wetlands are primarily those which are contiguous to lakes and streams.
In addition, the Army Corps of Engineers (ACOE) administers federal wetland regulations on navigable waters of the U.S. In Michigan these include wetlands in and adjacent to the Great Lakes, their connecting water bodies, major navigable rivers, and the mouths of major tributaries of navigable rivers.
If you own property and think some of it may be a wetland, you should have a wetland determination performed before planning or beginning any construction projects in the area.
Wetland Protection Laws
Federal
* Clean Water Act Section 404
* Rivers and Harbors Act Section 10
State of Michigan
* Part 303, Wetlands Protection, of the Natural Resources and Environmental Protection Act, 1994 PA 451, as amended
* Part 303, Wetlands Protections, Rules
* Michigan Natural Resources and Environmental Protection Act
Other State Laws Affecting Wetlands
* Soil Erosion and Sedimentation Control, Part 91 of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Michigan Environmental Protection Act, Part 17 of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Michigan Endangered Species Act, Part 365 of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Water Resources Protection Act, Part 31 of of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Inland Waters, Part 301 of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Shorelands Protection and Management, Part 323 of the Natural Resources and Environmental Protection Act, 1994 PA 451, as amended
* Great Lakes Submerged Land, Part 325 of the Natural Resources and Environmental Protection Act, 1994 PA 451
* Sand Dunes Protection and Management, Part 353 of the Natural Resources and Environmental Protection Act, 1994 PA 451
Living With Michigan Wetlands
For a good resource of living with a wetland on your property, visit this site on-line:
http://www.michigan.gov/deq/0,1607,7-135-
3313_3687-10502--,00.html
Van Buren County Wetlands Inventory Map
For a great map of wetlands in Van Buren County visit this site on-line at:
http://www.michigan.gov/documents/CGI_Van_Buren_ prelim_wi_75153_7.pdf
Do I Have A Wetland On My Property?
Many property owners are confused about the technical definitions of wetlands. This is understandable given the variety of wetlands in Michigan and the fact that many wetland types look different than our traditional conception of a wetlands (which is typically a cattail marsh). Below are a few questions that you can ask yourself about your land. A "yes" answer to any of the questions may indicate that you have a wetland on your property.
* Is the ground soggy underfoot in the spring?
* Are there depressions where water pools on the ground surface during the spring?
* Do you avoid the area with heavy equipment for fear of getting stuck?
* Would you need to ditch the site to dry it out?
* Is the site in a depression that has a different vegetation community than the higher ground around it?
* Are there ground water seeps or springs present?
* Are fallen leaves black or very darkly stained and contain sediment deposits on their surfaces?
* Dig a hole. Is the soil gray, or does it contain bright mottles (red or orange) against a gray background?
* If farmed, is there crop stress due to excessive water?
* Does the National Wetland Inventory map, U.S.G.S. topographical map, or locally produced wetland inventory map show a wetland on your property?
* Does the NRCS Soil Survey for your county show the soil on your property to be hydric, poorly, or very poorly drained?
Wetland Identification
It is recommended that property owners have property investigated for wetlands, and have wetlands delineated if present, prior to applying for a permit. For those wishing timely information about the presence, nature, or extent of wetlands on a property parcel, the Watershed Council offers a Wetland Identification Service.
If you engage someone to assess your property, be aware service ranges from simply identifying the presence of wetlands on a parcel to detailed characterization of the site. Identification is based on qualitative field procedures that identify the presence or absence of the three wetland characteristics. Vegetation is identified and evaluated for a predominance of wetland-tolerant species. The hydrology of a site is assessed by examining for indications of seasonal water saturation at or near the surface. Soils are examined for criteria that identify them as being hydric soils.
A report describing the basis for, and the results of, the identification should be provided. Maps of the site approximating areas of wetlands are available. However, maps with the high degree of accuracy necessary for site and construction plans should be provided by a qualified engineer or surveyor based on a flagged field boundary.
If desired, upland/wetland transition zones will be marked at frequent intervals with bright flagging. The report and maps are suitable for submission to regulatory agencies as part of their permit review and decision-making process. | <urn:uuid:b1805774-ea50-4365-b868-69f053811dd8> | CC-MAIN-2018-26 | http://pawpaw.net/Portals/38/river%20info/livingidentifywelands.pdf | 2018-06-25T09:36:30Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00594.warc.gz | 239,683,095 | 1,340 | eng_Latn | eng_Latn | 0.982842 | eng_Latn | 0.985062 | [
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Fact Sheet: Hepatitis B
What is Hepatitis B?
How is it spread?
Hepatitis B is a contagious liver disease that results from infection with the Hepatitis B virus. It can range in severity from a mild illness lasting a few weeks to a serious, lifelong illness. Hepatitis B can be either acute or chronic. Acute Hepatitis B virus infection is a shortterm illness that occurs within the first 6 months after someone is exposed to the Hepatitis B virus. Acute infection can lead to chronic infection. Chronic Hepatitis B virus infection is a long-term illness that occurs when the Hepatitis B virus remains in a person's body. A vaccine is available.
Signs and Symptoms
Symptoms of acute Hepatitis B, if they appear, can include:
- Fever
- Fatigue
- Loss of appetite
-
Vomiting
- Abdominal pain
- Dark urine
- Clay-colored bowel movements
- Jaundice (yellow color in the skin or the eyes)
Usually, symptoms appear three months after exposure, but they can appear any time between six weeks and six months after exposure.
Hepatitis B is spread when blood, semen, or other body fluid infected with the Hepatitis B virus enters the body of a person who is not infected. People can get the virus through activities such as:
- Birth (spread from an infected mother to her baby during birth)
- Sex with an infected partner
- Sharing needles, syringes, or other druginjection equipment
- Exposure to blood from needle sticks or other sharp instruments
Treatment
There is no medication available to treat acute Hepatitis B. During this short-term infection, doctors usually recommend rest, good nutrition, and fluids, although some people may need to be hospitalized. People with chronic Hepatitis B virus infection should seek the care or consultation of a doctor with experience treating Hepatitis B.
Prevention
The best way to prevent Hepatitis B is by getting the Hepatitis B vaccine. The Hepatitis B vaccine is safe and effective and is usually given as three or four shots over a 6-month period.
- Children should get their first dose of Hepatitis B vaccine at birth and complete the vaccine series by six to eighteen months of age.
- Any adult who is at risk for Hepatitis B virus infection or who wants to be vaccinated should talk to a health professional about getting the vaccine series.
This fact sheet is for informational purposes and is not meant to be used for self-diagnosis or as a substitute for consultation with a health care professional. For more information about communicable disease, speak to your health care provider or call the Ingham County Health Department at (517)-887-4308.
Visit our website at http://hd.ingham.org/Home | <urn:uuid:d10a5bae-5511-4f53-86e4-d3fb9567664e> | CC-MAIN-2018-26 | http://hd.ingham.org/Portals/HD/Home/Documents/CD/FactsheetHepatitisB.pdf | 2018-06-25T09:44:55Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00594.warc.gz | 137,509,037 | 562 | eng_Latn | eng_Latn | 0.9983 | eng_Latn | 0.9983 | [
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Introduction
Do you have questions about IEPs? You aren't alone! Every week, the staff at Wrightslaw.com receive dozens of questions about IEPs.
Imagine these scenarios:
"I don't agree that the proposed IEP is sufficient, but it is better than nothing. The IEP team says I have to 'take it or leave it!' Can't the school to implement parts of the IEP while we continue to negotiate the issues where we don't agree?"
"The school board attorney attended our last IEP meeting. The notice we received did not include the attorney on the list
* What is in This Book?
* Who Should Read This Book?
* How the Book is Organized
* How to Use the Book
* Are You Ready?
of people who would attend. We felt blindsided. How should we handle this in the future?"
"My child has autism and is nonverbal. He gets angry and frustrated because he cannot communicate what he wants and needs. I want the school to teach him a way to communicate. The school claims that he cannot be taught. What can I do?"
"My 16 year-old needs to learn daily living skills, problem solving, and survival skills before he leaves school. When I asked the IEP team to develop a transition plan that includes these skills, they said they focus on academic skills only.
"We had a comprehensive evaluation of our child by a psychologist in the private sector. We provided the evaluation to our child's IEP team. The team said they 'considered' the evaluation but refused to use any information or recommendations from it."
What would you say? What would you do? What are your child's rights? Do you have rights?
What Is in This Book?
In Wrightslaw: All About IEPs, we answer more than 200 questions and guide you through dozens of scenarios. We introduce key legal issues that you are likely to encounter if you have a child with a disability who receives special education services. We outline your rights and responsibilities, and explain the law in plain language you can understand.
We introduce some legal terms because parents, teachers, service providers, and advocates need to be familiar with these terms. We want to demystify the law so it is less intimidating.
As you read the answers to these questions and scenarios, you will learn that the law varies from state to state. You may find answers to your questions in your state special education regulations. You may need to contact the Parent Training & Information Center (PTI) or Disability Rights organization in your state. You may need to consult with an attorney who has expertise in special education law and litigation.
Although you will receive guidance from Wrightslaw: All About IEPs, this book is not a substitute for professional legal advice. We suggest strategies to resolve problems. We do not advise you to pursue litigation without assistance from an attorney.
We urge you to find creative ways to resolve parent-school disputes without litigation. Litigation is expensive, time-consuming, stressful, and should be reserved for serious disputes that cannot be resolved in other ways. We advise you to deal with conflict directly and try to negotiate an acceptable solution.
Wrightslaw: All About IEPs includes scenarios and questions, including these:
* Is the IEP team required to consider information and input provided by parents? (Chapter 2 – Your Child's IEP Team and IEP Meetings)
All About IEPs
* As a parent, do I have to give my consent before the school can implement the IEP? (Chapter 3 – Parental Participation and Consent)
* What are measurable IEP goals? (Chapter 4 – Present Levels, Measurable IEP Goals, Special Education Services)
* Are there limits on the speech, physical, and occupational therapy a child can receive? (Chapter 5 – Related Services, Supplementary Aids and Services)
* What is the difference between accommodations and modifications? (Chapter 6 - Progress, Accommodations and Modifications, Alternate Assessments)
* When should the IEP team refer a child for a functional behavioral assessment? (Chapter 7 – Special Factors in the IEP)
* Some of my students with IEPs need assistive technology. When should the IEP team provide a technology device or service? (Chapter 8 – Assistive Technology)
* My child is 14. When I requested transition services and a transition plan, the IEP team said they don't have to provide transition services until he is 16. Is this correct? (Chapter 9 - Transition)
* The IEP team plans to change our child's placement over our objections. What can we do? (Chapter 10 – Placement)
* If my child's IEP is reviewed and revised, does the entire IEP team have to attend
the meeting? (Chapter 11 – Review and Revising IEPs)
* What factors must the team consider in deciding if my child will receive ESY services? (Chapter 12 – ESY Services)
* In a staff meeting our principal said, "We have a 90 day reprieve before we have to look at a transfer student's IEP." Is this right? (Chapter 13 – Transfers and Education Records)
* I attended the first IEP meeting for my child. I don't agree with the school's proposed IEP. What should I do? (Chapter 14 – Resolving Parent-School Disputes)
Wrightslaw: All About IEPs is not an encyclopedia of every question a parent, teacher or advocate could ask. The book is not a manual about how to write SMART IEPs.
Who Should Read This Book?
If you are the parent of a child with a disability, you represent your child's interests. To effectively advocate for your child, you need to know your child's rights, and your rights and responsibilities. When you negotiate for special education services, you have two goals: to get quality services and to maintain healthy working relationships with school personnel.
If you are a teacher, related service provider, or school administrator, you may receive confusing, conflicting information about IEPs. You need reliable information about the legal requirements for IEPs.
If you teach special education, school psychology, school administration, or education law courses, your students need to learn how to find answers to their questions about what the law requires of them.
If you are an attorney or advocate who represents children with disabilities, you need to have Wrightslaw: All About IEPs on your desk and in your briefcase.
How This Book is Organized
The questions and scenarios in this book are organized by topic into fourteen chapters. The book includes a table of questions, two appendices, a glossary of terms, a bibliography of references, and an index.
How to Use This Book
As you read these questions and answers, you may feel like you are having a conversation with Pete, Pam and Sue. Or you may feel like you are reading an advice column. When you read a question that captures your interest, you wonder what advice we will give.
You will find endnotes at the end of each chapter. These endnotes are the authority we relied upon in the answers. If you take this book to school meetings (and we hope you will), you will know the law, regulation, commentary, or government publication that supports each answer.
Appendix A includes the law about IEPs from the Individuals with Disabilities Education Act. Appendix B includes the federal regulations about IEPs.
If you go to an IEP meeting and are told, "We don't do things that way in this district," you will know that the federal law and regulations are the minimum standards that all schools must comply with. Compliance with the law is not optional.
Wrightslaw: All About IEPs includes advocate's tips, checklists, and recommended resources.
Are You Ready?
You can't loiter in the introduction forever. It's time to learn about IEPs. Grab a highlighter or a pen.
If you are ready to learn, turn this page. | <urn:uuid:96f59a79-bbae-4aa5-b266-29ab50febae4> | CC-MAIN-2018-26 | http://www.wrightslaw.com/bks/aaiep/intro.pdf | 2018-06-25T09:55:35Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00592.warc.gz | 530,621,881 | 1,646 | eng_Latn | eng_Latn | 0.999091 | eng_Latn | 0.999282 | [
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Home Insurance – Teacher's Guide
The purpose of this section of the "Lessons on Insurance and Credit" teaching kit is to:
Define home insurance;
Develop a basic understanding of what a home insurance policy does; and
Provide students with general knowledge of the importance of having home insurance.
Watch the video segment, assign the students to review the student guide, and then discuss the material by asking them the following questions.
What is home insurance?
Whether you're a homeowner, condo owner or renter, home insurance (or tenant insurance) protects furnishings, clothes, appliances and most personal possessions from theft, fire, damage or destruction.
Most home insurance policies provide a certain amount of liability coverage, which pays for injury or death of others caused by you on or off your property, up to the policy's limits. Liability coverage will also pay for your legal defense if you are sued for something that is covered under the policy.
Home insurance can also protect you from having to pay medical costs for anyone injured at your residence, regardless of fault. The medical payment protection usually offered with liability coverage pays for injury to another person who is accidentally injured on your property or injured by you or a family member or pet covered under the policy.
What else does home insurance cover?
If you own the property you're insuring, most home insurance policies will cover:
the building/residence;
home furnishings;
most personal belongings;
lawn, trees and shrubs in limited cases;
garage;
some external structures, like sheds;
fence; and
swimming pool.
What are perils?
Perils are things or events that can damage or destroy a home or its contents. A home insurance policy lists the perils it covers, which may include:
fire;
lightning;
wind;
hail;
theft;
explosion;
smoke;
glass breakage;
vandalism;
riots; and
falling aircraft.
One peril that most home insurance policies do not cover is floods. In most cases, homeowners can purchase a separate flood insurance policy through an insurance company that participates in the federal government's National Flood Insurance Program.
What are the two options of coverage available a home insurance policy?
The costs of the home and belongings can be paid one of two ways, depending on the type of coverage chosen:
Actual cash value pays the depreciated value of the damaged property. So, the older the item is, the less money you may receive for it.
Replacement cost pays the amount it costs to replace the damaged property with something of a similar type and quality at its current market value.
What types of additional coverage may be purchased with a home insurance policy?
Sometimes, additional coverage may be purchased through riders, or endorsements to the base home insurance policy. The most common endorsement covers scheduled personal property, which insures valuable possessions (e.g., expensive jewelry, rare collectibles) beyond the policy limit. Scheduling personal property also allows you to:
insure it for its value;
cover it for all risks rather than just the named perils in the policy; and
avoid paying the policy deductible, as it doesn't apply for scheduled property.
Other endorsements, such as earthquake coverage, protect your property from a specific peril named in the endorsement.
Many insurance companies also offer the opportunity to purchase additional liability coverage to increase the amount of protection above and beyond what a home insurance policy provides.
Renters need insurance, too. What does renter's insurance cover?
A renter's or tenant policy covers your liability and your personal possessions (e.g., furniture, computer, appliances, clothes) if they are damaged or stolen. It may also pay for temporary living expenses if the rental property is damaged and is unlivable.
For additional discussion:
Placing a value on personal belongings
Home insurance also protects a policy owner's personal property. It's wise to keep a household inventory of everything of value in the home or on the property. This list should include model and serial numbers, original costs and receipts, whenever possible. Policy owners are also encouraged to take photos or videos of the home and valuable possessions. Keep these records somewhere secure, like a safe deposit box.
In addition, certain valuable possessions that go beyond the policy's coverage limit can be listed on a scheduled personal property endorsement (see above).
Affording home insurance
Insurance is an important factor in the overall expenses of a home, condominium or even an apartment. Discuss the following ways new homeowners can control their home insurance costs:
Explore discounts – Some companies offer discounts on both home and auto if both policies are with the same provider. Discounts may also be offered for having an alarm system in place.
Shop around – Not all insurance companies are alike. Rates may vary from one provider to another … sometimes significantly.
Use escrow – Pay into the escrow account established by your mortgage company for insurance as well as property tax. When property insurance is due, the mortgage company pays the premium out of the escrow account.
Raise your deductible – You'll pay more out of pocket, but your premium will go down.
Lesson plan:
Ask students to make an inventory of everything in their bedroom or everything they own in their home. They should include furniture, clothing, computer, game systems, etc. After they have listed the items, ask them to assign a value to each item. Discuss how they would pay for the items if they were damaged by a fire or some other peril. You may also want to use the list to compare actual cash value versus replacement cost coverage.
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CHIHULY IN THE GALLERIES
HIGH SCHOOL SELF-GUIDED TOUR
"I want people to be overwhelmed with light and color in some way that they've never experienced." -Dale Chihuly
Dale Chihuly was born in Tacoma, Washington in September 1941. His artistic career spans several decades. Start this journey in the Northwest Room and allow the prompts to facilitate group discussion.
STOP 1: NORTHWEST ROOM (THEME: EARLY WORK)
"
People often ask me why I work with glass, and how I got started. I never know really the answer to why, because I don't start from reasons. I began from a fascination with glass itself." - Dale Chihuly 1998
The American Studio Glass Movement (1958-1962) gave birth to a new way of approaching glass as a medium. Glass was no longer expected to be functional or symmetrical. Working first under the guidance of Harvey Littleton at the University of Wisconsin-Madison, then later at the Rhode Island School of Design, Chihuly explores the aesthetics of the Studio Glass Movement. Later exploration leads to new ways of incorporating shapes and designs onto the surface of the glass.
1. Take a look at Dale Chihuly's work within this gallery, examine the use of form. How are the forms of the woven Native American Baskets interpreted in Dale Chihuly's Baskets and Soft Cylinder series?
2. Examine the patterns on the Native American trade blankets, what similarities do you see in glass baskets?
STOP 2: SEALIFE ROOM (THEME: COLLABORATION)
I began drawing so the gaffers (the guys in charge of the blow team) could see and understand the forms I wanted them to blow. I wanted the drawings to look like the glass. - Dale Chihuly 1988
In the late 1980s, Dale Chihuly collaborated with Italian maestro, Pino Signoretto (born in 1944) to explore Venetian glassblowing techniques. Signoretto, a revered Hot Sculptor, was also invited to teach at Pilchuck Glass School here in Washington, introducing students to Italian materials and techniques. Dale Chihuly believed in the practice of "artists teaching artists". Chihuly works with his own glassblowing team to create the large scale pieces and installations you see here.
CHIHULY IN THE GALLERIES
HIGH SCHOOL SELF-GUIDED TOUR
1. Chihuly often uses his Drawings to communicate his ideas to the glassblowing team. Find one drawing and compare it to a similar glass Sealife Vessel.
2. The Sealife Vessels seen in this gallery were part of a collaboration between Dale Chihuly and Pino Signoretto— working with Chihuly's glassblowing team. Take a minute to analyze another vessel. Each consists of many different elements. Which elements were created by glass blowing and which by hot sculpting techniques? Hint: hot sculpting is the process of shaping molten glass with special metal tools.
STOP 3: MILLE FIORI (THEME: ORGANIC PROCESS AND DESIGN)
The technology really hasn't changed […] We use the same tools they used 2,000 years ago. The difference is that when I started, everyone wanted to control the blowing process. I just went with it. The natural elements of fire, movement, gravity, and centrifugal force were always there, and are always with us. The difference was that I worked in this abstract way and could let the forces of nature have a bigger role in the ultimate shape. - Dale Chihuly 1995
Throughout his career Dale Chihuly has worked with fire, gravity, and air to shape molten glass into organic forms. He continues to push the boundaries of glass blowing, building on previous series. Mille Fiori, first debuted in 2003 at the Tacoma Art Museum. It is the result of over thirty years of working and exploring glass techniques.
1. Take a moment to walk around the entire installation. Identify where a specific piece has been shaped by gravity. Where has a piece been shaped by air?
2. Look at the installation as a whole. Dale Chihuly's installations appear to be organic or inspired by nature. How does he achieve this organic aesthetic in Mille Fiori through color, shape and composition?
STOP 4: CHANDELIERS (THEME: EXPLORATION)
What makes Chandeliers work for me is the massing of color. If you take hundreds of thousands of blown pieces of one color, put them together, and then shoot light through them, now that's going to be something to look at! - Dale Chihuly 1996
Travel and exploration have remained important elements throughout Dale Chihuly's work. In 1968, after receiving a Fulbright Fellowship, he went to work at the Venini glass factory in Venice, Italy. There he observed the team approach to blowing glass, which is critical to the way he works today. Chihuly has traveled all over the world, exploring different countries and learning about different glass blowing practices.
Inspiration for his first Chandelier stemmed from a visit to Barcelona, Spain where Chihuly viewed the artistic quality of a chandelier at eyelevel. This inspired an exploration of chandeliers for pure aesthetic purposes rather than as functional objects. In 1995, Dale Chihuly returned to Italy where he installed Chandeliers over the canals and piazzas of Venice.
CHIHULY IN THE GALLERIES
HIGH SCHOOL SELF-GUIDED TOUR
1. The Chandeliers displayed in this gallery offer repetitions of form, texture and color. Where else in the exhibition have you seen Chihuly's use of repetition?
2. Where are the lights installed in the gallery? How does this affect the color and texture of the Chandeliers?
STOP 5: GLASSHOUSE (THEME: LARGESCALE DESIGN)
I tend to do things on a large scale because it's exciting; it's a technical challenge. I like to push things in new and different ways. - Dale Chihuly
The centerpiece of Chihuly Garden and Glass is the Glasshouse. A 40-foot tall, glass and steel structure covering 4,500 square feet of light-filled space, the Glasshouse is the result of Chihuly's lifelong appreciation for conservatories. Dale Chihuly has a background in architecture and interior design, having studied interior design at the University of Washington.
The installation in the Glasshouse is an expansive 100-foot long sculpture made of many individual elements, it is one of Chihuly's largest suspended sculptures. The perception of the artwork varies greatly with natural light and as the day fades into night.
1. What makes the Glasshouse at Chihuly Garden and Glass stand apart from other glasshouses and conservatories depicted in the vintage postcards displayed in the Vestibule at the entrance to the Glasshouse? What make the art installation stand apart from the other galleries?
WASHINGTON STATE ARTS STANDARDS THROUGH VISUAL ARTS
This tour as a whole covers the below Essential Academic Learning Requirements (EALR) and Grade Level Expectation (GLE) in the Visual Arts. Each listed is applicable for High School level students.
EALR 1 The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.
GLE 1.2.1 Analyzes and applies the skills and techniques of visual arts to create original works of art in two and/or three dimensions.
GLE 1.3.1 Analyzes, creates, and evaluates an artistic composition by using visual arts genres and styles of various artists, cultures, places, and times.
GLE 1.4.1 Analyzes the conventions and responsibilities of the audience and applies the conventions that are appropriate
given the setting and culture.
EALR 2 The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theatre, and visual arts.
GLE 2.3.1 Applies a responding process to visual arts.
EALR 3 The student communicates through the arts (dance, music, theatre, and visual arts).
GLE 3.1.1 Analyzes the ways that visual arts are used to express feelings and present ideas and applies his/her understanding when creating artworks.
GLE 3.3.1 Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks.
EALR 4
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Instructions classroom experiment
1. Sorting of groups of words
Please sort the following words into meaningful phrases. In each line you should omit one word. [..] Please use no more than about 20-30 seconds per line. Afterwards, just move on to the next line. If you think there are two ways to form a phrase, choose one.
[ Here followed the 20 groups of words. Direct translations are sometimes difficult due to grammatical reasons]
Groups of words in the control treatment:
```
1. saw - chair - leg - four - have 2. different - use - material - dog - artist 3. like - pick- woodpecker - chicken - cereal 4. help - morning - alarm clock - usually - ring 5. drink - Muesli - taste good - breakfast - for 6. low - clouds - thick - be - fog 7. leaf - tree - have - green - smile 8. often - sweets - stairs - kids - like 9. light - air - need - living things - a lot of 10. chair - drink - good - office - need 11. cover - have - book - page - thin 12. sometimes - bring - eat - clouds - rain 13. fall - autumn - in - leaf - rustle 14. cake - step - crunch - snow - under 15. change - time - pass - music - the 16. well - taste - better - shall - food 17. hive - live - chicken - in - bee 18. lunch - noon - be - drop - at 19. salty - different - skewed - sea - be 20. faster get run computers ever
```
Groups of words in the social treatment (groups not specified are as in the neutral treatment):
```
1. people - live - stone - happy - longer 3. work - be - bred - shall - fulfilling 4. man - fork - being - social - be 6. help = parents - children - table - their 9. friend - enjoyable - meet - be - nice 11. poor - help - Mother Theresa - the - blue 13. heart - hair - cause - problem - stress 14. make - happy - eat - people = friendship
```
17. recommend - the - cup - Dalai Lama - compassion
19. help - sport - mouse - club - volunteer
Groups of words in the material treatment (groups not specified are as in the neutral treatment):
1. company - customer - better - big - pay
3. salary - have - chair - consultant - high
4. car - glass - fast - expensive - be
6. successful - tree - profit - company - make
9. increase - high - almost - motivation - wage
11. be - jewelry - protect - precious - suit
13. million - pay - can - lottery - shall
14. become - fast - smart - rich - investor
17. can - problem - task - solve - money
19. have - price - come - its - comfort
————————————————————————————————————
Statistics:
Major:
Semester:
Age:
Sex:
o
female
o
male
————————————————————————————————————
Thank you for sorting the words! Now you still have the opportunity to earn a certain amount of money. In order for that not to be boring, we do this in the form of a small game. The rules of the game can be found on page 2.
2. Game
You just have "virtually" received 5 EUR. You can invest part of it or the whole amount in a lottery. Afterwards we flip a coin. If the coin shows "heads", you receive three times your invested amount. In addition you receive the remaining amount of the 5 EUR that you did not invest. If the coin shows "tails", you receive only the remaining amount of the 5 EUR that you did not invest.
Ex. 1: You received 5 EUR. You invest 1.13 EUR. a) The coin shows heads. You receive 3*1.13 EUR = 3.39 EUR, and 5.00 EUR - 1.13 EUR = 3.87 EUR as the remaining amount. This means that overall you receive 3.39 EUR + 3.87 EUR = 7.26 EUR. b) The coin shows tails. You receive only the remaining amount, i.e., 3.87 EUR.
Ex. 2: You received 5 EUR. You invest 4.32 EUR. a) The coin shows heads. You receive 3*4.32 EUR = 12.96 EUR, and 5.00 EUR - 4.32 EUR = 0.68 EUR as the remaining amount. This means that overall you receive 12.96 EUR + 0.68 EUR = 13.64 EUR. b) The coin shows tails. You receive only the remaining amount, i.e., 0.68 EUR.
————————————————————————————————————
After you state the amount you want to invest below, we collect the sheets. Then we randomly draw 25 numbers. For the sheets with these numbers we pay you according to your investment and the flip of the coin. We flip a coin separately for each of the 25 numbers. You can pick up your payoffimmediately after the lecture, or at the secretaries office.
[ Here followed some technical remarks regarding the identification of sheets with subjects. ]
————————————————————————————————————
-
Now please state the amount you would like to invest in the lottery. The amount should be between 0.00 EUR and 5.00 EUR:
I invest . EUR in the lottery.
Instead of playing the game, we could simply have given you a fixed amount of money. What minimum amount of money would you have preferred over your participation in the game?
at least . EUR
Instructions laboratory experiment
Welcome and thanks for participating in this experiment! Please remain silent and turn offyour mobile phones. Please note that during the entire experiment it is not allowed to exchange information with other participants. If you do not follow these rules, we have to stop the experiment and you will not receive any payments. If you have any questions, please raise your hand. We will answer your question(s) individually. Please do not ask your question(s) aloud.
All your decisions are treated anonymously. You will be paid your show-up fee of 2.50 Euro and all amounts you will earn during the experiment at the end of the experiment in cash, without other participants being able to see your payoff.
Procedure
Part 1
You sort groups of words into meaningful phrases in good German. The groups of words are shown on screen as soon as the experiment starts.
Part 2
You receive an endowment of 5.00 EUR. You can invest this endowment partly or fully in a lottery. Once you have done this, we come to you and you flip a coin. If the coin shows "heads", your investment is tripled. In addition, you receive the remains of the 5.00 EUR that you did not invest. If the coin shows "tails", you receive only the remains of the 5.00 EUR that you did not invest. The following examples clarify these rules.
Example 1
You receive 5.00 EUR endowment. You invest 1.13 EUR. a) The coin shows "heads". You receive 3*1.13 EUR = 3.39 EUR, plus 5.00 EUR - 1.13 EUR = 3.87 EUR remaining endowment. Overall, you therefore receive 3.39 EUR + 3.87 EUR = 7.26 EUR. b) The coin shows "tails". You receive only the remaining endowment, that is, 3.87 EUR.
Example 2
You receive 5.00 EUR endowment. You invest 4.32 EUR. a) The coin shows "heads". You receive 3*4.32 EUR = 12.96 EUR, plus 5.00 EUR - 4.32 EUR = 0.68 EUR remaining endowment. Overall, you therefore receive 12.96 EUR + 0.68 EUR = 13.64 EUR. b) The coin shows "tails". You receive only the remaining endowment, that is, 0.68 EUR.
Payoff
After you flipped the coin, we prepare your payoff. During this time you answer a short questionnaire. Afterwards you receive your payoff(profit from the lottery + show-up fee) and the experiment ends.
If you have any further questions, please raise your hand. Otherwise the experiment starts in a few moments. | <urn:uuid:abd4ac9b-117f-4a87-a250-8b774744c084> | CC-MAIN-2018-26 | https://res.mdpi.com/def50200395a1f8d061b88ea77e011987c289d22c0bf44a155874ff3bba420b19a0687f75c2515800aaa3a66ce67d637a7ed534cc65e8b6542b09182dd9bdb36843564a8dd6d6b65963fcc61906db90a32edf24fb12f7126bdeacdbc1f6a9c45153cefbb1679e1dc1c5130d57890d52db4c9c4d57e9e12cae3ecba3814b3c83f71ab6888ebf799d61473d2ea204ffc?filename=&attachment=1 | 2018-06-25T10:51:58Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00597.warc.gz | 687,796,603 | 1,866 | eng_Latn | eng_Latn | 0.978629 | eng_Latn | 0.994091 | [
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Why Vegan?
Do you have to choose between a healthy, fun, modern lifestyle and a fair, sustainable, compassionate lifestyle? No, you can have it all! Have a look at the Vegan Society's film, 'Making the Connection', to explore the reasons why people choose to become and stay vegan.
You can watch the flim in chapters on our website or straight through with Play All on our YouTube playlist.
A vegan is someone who tries to live without exploiting animals, for the benefit of animals, people and the planet. Vegans eat a plant-based diet, with nothing coming from animals - no meat, milk, eggs or honey, for example. A vegan lifestyle also avoids leather, wool, silk and other animal products for clothing or any other purpose.
Some of the main reasons for choosing a vegan lifestyle
It's a healthy choice
A balanced vegan diet (also referred to as a 'plant-based diet') meets many current healthy eating recommendations such as eating more fruit, vegetables and wholegrains and consuming less cholesterol and saturated fat. Balanced vegan diets are often rich in vitamins, antioxidants and fibre and can decrease the chances of suffering from diseases such as diabetes, heart disease, stroke and some cancers. Well-planned plant-based diets are suitable for all age groups and stages of life.
It's compassionate
Many people become vegan through concern at the way farmed animals are treated. Some object to the unnecessary 'use' and killing of animals – unnecessary as we do not need animal products in order to feed or clothe ourselves.
Public awareness of the conditions of factory-farmed animals is gradually increasing and it is becoming more and more difficult to claim not to have at least some knowledge of the treatment they endure. Sentient, intelligent animals are often kept in cramped and filthy conditions where they cannot move around or perform their natural behaviours. At the same time, many suffer serious health problems and even death because they are selectively bred to grow or produce milk or eggs at a far greater rate than their bodies are capable of coping with.
Regardless of how they were raised, all animals farmed for food meet the same fate at the slaughterhouse. This includes the millions of calves and male chicks who are killed every year as 'waste products' of milk and egg production and the animals farmed for their milk and eggs who are killed at a fraction of their natural lifespan. Choosing a vegan diet is a daily demonstration of compassion for all these creatures.
It's better for the environment
Switching to a plant-based diet is an effective way for an individual to reduce their ecofootprint. Vegan diets can produce fewer greenhouse gas emissions than meat-based diets. A University of Chicago study found that the 'typical' US diet generates the equivalent of nearly 1.5 tonnes more carbon dioxide per person per year than a vegan diet. The livestock industry is responsible for 18% of global greenhouse gas emissions, more than the entire transport sector (which produces 13.5%), including aviation.
Plant-based diets only require around one third of the land and water needed to produce a typical Western diet. Farmed animals consume much more protein, water and calories than they produce, so far greater quantities of crops and water are needed to produce animal 'products' to feed humans than are needed to feed people direct on a plant-based diet. With water and land becoming scarcer globally, world hunger increasing and the planet's population rising, it is much more sustainable to eat plant foods direct than use up precious resources feeding farmed animals.
Farming animals and growing their feed also contributes to other environmental problems such as deforestation, water pollution and land degradation.
It's delicious
There are mouth-watering plant-based dishes from around the world: from India, vegetable curries and dhals; from the Far East, tofu stir fries; from Italy pastas and salads; from Turkey, hummus and babaghanoush; and from Mexico beans and tortillas… the list goes on!
Many familiar foods have vegan versions - vegans can enjoy pizza, vegan sausage and mash, casseroles and even chocolate cake. The variety of vegan food available in shops and restaurants is growing all the time – eating a vegan diet has never been easier.
Choosing to live a life free from animal products means choosing a path that is kinder to people, animals and the environment. In fact, there are so many good reasons to reject meat, eggs and dairy products and so many delicious animal free alternatives that the real question is not 'why vegan?' but 'why not?'. | <urn:uuid:9cc8c6df-3e61-484f-802e-a4b2281a0f5a> | CC-MAIN-2018-26 | https://cdn.preterhuman.net/texts/body_and_health/Why%20Vegan%20-%20The%20Vegan%20Society.pdf | 2018-06-25T09:47:42Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00596.warc.gz | 570,462,785 | 915 | eng_Latn | eng_Latn | 0.998991 | eng_Latn | 0.998933 | [
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HUMANITIES INSTITUTE|
WRITING IN INDIA
Stuart Blackburn, Ph.D.
Early
Indus Valley The writing system (of 417 separate symbols) recorded on Indus Valley seals from about 2500-1900 BCE is yet to be deciphered. Early research claimed that it was a precursor of the Brahmi script (see below), but this now seems unlikely. Other scholars believe that the underlying language is Dravidian, but this, too, is unproven. A recent book argues that there is no underlying language and that the symbols are merely a code for financial transactions. All we can say with certainty is that the corpus consists of about 4,000 inscriptions, the longest with 17 symbols and the shortest with five. There is also a consensus that the writing should be read from left to right.
Brahmi All known and deciphered Indian scripts derive from Brahmi, itself probably derived from a Sumerian script. The earliest Brahmi inscriptions, recorded in the Prakritlanguage stone edicts of Ashoka, were produced in the 3 rd century BCE. Brahmi inscriptions are also plentiful in south India during the period from about 200 BCE to 200 CE. Over time, the Brahmi script proved ideally suited for the sound systems of IndoAryan languages and, with some modifications, for Dravidian languages. Following Brahmi, all indigenous Indian scripts are written horizontally and from left to right
Kharosthi Some inscriptions from this early period in the northwest (in what is now Pakistan) were written in the Kharosthi script. The origins of this script are still debated—many scholars believe that its right-to-left direction indicates a semitic source—but its demise in the 3 rd c. CE is not in doubt.
Materials Writing on stone dates from the 3 rd c. BCE. Copper plates were inscribed as early as the 4 th c. CE, and writing on birch bark dates from the Gupta Empire (4 th -6 th c. CE). The earliest surviving palm-leaf manuscript is dated to the 9 th c. CE, but that perishable material probably was used long before. Paper and paper manufacture were introduced to India from the Islamic world by 1300 CE. Cloth and animal skin were also used in the medieval period. The convention of writing on paper with pen or pencil began only in the mid-19 th century.
Later
North India In north India, the Brahmi script evolved into the Gupta script (used largely on coins and for inscriptions), which later became the Nagari script, first used about 800 CE. Nagari then branched off into the various north Indian scripts used today, such as Devanagari, Gujarati, Oriya and Gurmukhi. Merchants in Gujarat developed their own, free-running script for commercial transactions, and Sikhs in the Punjab created Gurumukhi to write their scriptures.
South India From about 500 CE, south Indians modified Brahmi to develop a more angular script (grantha) for writing Sanskrit. At the same time, Tamils created another script (vatteluttu) which they used for Tamil. Vatteluttu ('round letters') was then adapted to other Dravidian languages to create three more scripts. These somewhat circular scripts were probably influenced by the need to write on soft palm-leaf.
Perso-Arabic Persian written in the cursive Perso-Arabic script became the court language in north India from about 1000 CE and continued to grow in status under the Mughals. Although its shorthand notation for vowels makes the Perso-Arabic script less well-suited than Brahmi to record Indian languages, the prestige of Persian and the script's calligraphic aesthetic ensured its place in north Indian culture.
Roman The Roman script was introduced with the arrival of the Europeans from about 1500 CE onward and was used on occasion to write Indian languages, especially in early printed books. More recently, since the early 20 th century, Roman has been preferred (as a 'neutral' alternative) to indigenous scripts when recording tribal languages.
Controversy As the Mughal Empire and the Persian language declined, the language of Urdu (also written in Perso-Arabic) emerged as the prime vehicle for Indo-Persian literature. By the middle of the 19 th century, Urdu had replaced Persian as the administrative and legal language of British India. This meant that Hindi, in the Nagari script, was side-lined. However, Urdu and Hindi are essentially the same languages. In other words, there was 'one language but two scripts.' Soon Hindi-speaking Hindus asserted their voice in nationalist politics and demanded that Hindi in the Nagari script should replace Urdu in the Perso-Arabic script. The issue was only resolved with the creation of Pakistan and India in 1947.
Tribe
Unscripted Tribal languages (exceptions noted below) lack their own writing system and are written in one of the dominant scripts in their area, for example, Hindi, Bengali or Tamil. Some populations prefer English because it is seen as a 'neutral' choice. In effect, tribal languages are 'unscripted.' Lacking a script in a highly literate and heavily scripted culture, such as India, is a mark of inferiority.
Lost Scripts It is thus not surprising that many tribal groups have stories that explain how they once had but then 'lost' their script. Several tribes have also attempted to invent a new script or retrieve a 'lost' script, usually a form of Nagari or Roman. But these experiments in self-appointed literacy have failed. Only two of the roughly 100 documented tribal languages (Santali and Ho) have scripts that are used in any practical sense.
Politics The political weakness of tribal languages is also apparent. In the 1950s new states were established on the basis of language, but recent new states (Meghalaya, Arunachal Pradesh, Tripura, Mizoram, Nagaland, Manipur, Jharkhand, Chhattisgarh and Uttarakhand) have been organised on the basis of tribal ethnicity. Current demands for the future states of Bodoland and Gorkhaland also focus on ethnicity rather than language. A tribal language, even when elevated to a state official language, appears to lack the political power of a regional language.
Reading
Christopher Shackle, Scripts. In The Cambridge Encyclopedia of India, Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan and the Maldives (Cambridge, 1989), pp.406-409
D.C. Sircar, Indian Epigraphy (Motilal Barnasidass, 1996)
Reinhold Grünendahl, South Indian Scripts (Otto Harrassowitz, 2001)
P.G. Patel, Pramod Pandey and Dilip Rajgor, The Indic Scripts: Palaeographic and Linguistic Perspectives (D.K. Printworld, 2007)
Richard Salomon, On the origin of the early Indian script. Journal of the American Oriental Society 115:2 (1995), pp. 271-279
Richard Salomon, Indian Epigraphy: A Guide to the Study of Inscriptions in Sanskrit, Prakrit, and the Other Indo-Aryan Languages (Oxford, 1998)
Iravatham Mahadevan, Early Tamil Epigraphy from the Earliest Times to the Sixth Century A.D. (Cambridge, 2003)
Christopher King, One Language, Two Scripts: the Hindi Movement in Nineteenth Century North India (Oxford, 1994)
Stuart Blackburn, The formation of tribal identities. In Vasudha Dalmia and Rashmi Sadana (eds.), Modern Indian Culture (Cambridge, 2012), pp. 30-48
Discussion questions
Analyse the significance of the Indus Valley script. Assess the credibility of the main theories of its origin, its function and its underlying language. Why has decipherment eluded so many scholars and what would it mean for the understanding of Indian culture if the script were finally deciphered?
Research the controversy known as 'one language, two scripts.' What is the history of the Nagari and Perso-Arabic scripts in India? Why did the controversy flare up in the nineteenth century and what is the status of the dispute today?
Analyse the politics of writing in India with reference to tribal languages. What is the significance of the stories of a 'lost' script? What invented or recovered scripts are currently in use, and why have so many others failed?
A gap of more than fifteen hundred years separates the last phase of Indus Valley writing from the first inscription in a known Indian language in the 3 rd c. BCE. How can one account for this millennium and a half of illiteracy? What does it reveal about Indian history? What is the significance of the first inscriptions in the 3 rd c. BCE? What was their content and purpose? | <urn:uuid:44e1a33c-95cc-4c8e-a16e-6c3e4ac852c8> | CC-MAIN-2018-26 | http://humanitiesinstitute.org/assets/india91008.writing.pdf | 2018-06-25T10:03:24Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00595.warc.gz | 155,735,928 | 1,907 | eng_Latn | eng_Latn | 0.98972 | eng_Latn | 0.996166 | [
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How to Identify a Building for Child Care Use
1. Research the property: BIG PICTURE FIRST
a. ZONING CODE: Call or meet with the zoning department of the local jurisdiction to ask if zoning will allow Child Care on the site (at the address in question).
b. BUILDING CODE: Meet with a Plans Examiner or other building code professional to determine the existing occupancy classification of the building.
i. If both zoning and building codes allow Child Care outright, the building is perfect:
1. Fire sprinklers throughout for 1-4, for E if the building is larger than 12,000 square feet,
2. Ground floor location on grade with exit (no steps up or down ramp possible) to get to sidewalk or street or safe dispersal area,
3. Existing E or I-4 occupancy classification.
2. What are other possible locations that might easily become Child Care through a Change of Occupancy building permit?
a. New high rise with sprinklers throughout, in a space with required number of exits (must be 1/3 diagonal of space apart). Can't exit through storage or parking garage or other tenant space.
b. Ground floor of church in room with 2 exits one directly to exterior at grade – PROBABLY A CHANGE OF OCCUPANCY REQUIRING AN ARCHITECT.
c. Ground floor of new apartment building with NFPA 13 sprinklers throughout (has required occupancy separation and sprinklers) and required number of exits. PROBABLY A CHANGE OF OCCUPANCY REQUIRING AN ARCHITECT.
3. What are the differences between an E occupancy and 1-4 occupancies?
a. E (educational) is the occupancy classification the building code assigns a school or preschool for children from the ages of 2 ½ - grade 12.
b. I-4 (institutional) occupancy is the type of institutional occupancy assigned to child care for children under the age of 2 ½. I occupancies requires full sprinkler coverage throughout.
c. I-4 can become an E occupancy when there are 2 or more exits from the room or space, when one of the exits is directly to the exterior of the building on grade This is an exception and will cover up to 100 children under the age of 2 ½ years.
4. A building permit (sometimes called an occupancy permit) is required whenever a tenant intends to "construct, enlarge, alter, repair, move, change the character or use of the occupancy, or change the occupancy of a building or structure which is regulated by the building code or to cause any such work to be done".
a. A CHANGE OF OCCUPANCY PERMIT REQUIRES AN OREGON REGISTER ARCHITECT.
i. Obstacles: Time and Money …
1. Seismic Upgrades to entire building
2. Fire Sprinklers throughout building.
3. Other minor challenges: accessibility upgrades, required changes to exit system, addition of plumbing fixtures with Systems Development Charges | <urn:uuid:f713e950-65e9-4389-9cbe-02d2ae5fd121> | CC-MAIN-2018-26 | http://ccrr-mc.org/wp-content/uploads/2017/04/HowtoidentifyabuildingforChildCareUse.doc.pdf | 2018-06-25T09:24:32Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00595.warc.gz | 60,916,501 | 616 | eng_Latn | eng_Latn | 0.995459 | eng_Latn | 0.995459 | [
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Blueberries
Raspberries
Strawberries
Blackberries
Kiwi
Currants and Gooseberries
Miscellaneous Small Fruits
Click on any fruit to return to the top
BLUEBERRIES
Highbush blueberries, Vaccinium corymbosum , are both ideal fruit producing and ornamental specimen plants for Pacific Northwest gardens, especially those west of the Cascades. Commercial interest in blueberries has increased as more and more consumers have been introduced to the fruit's tangy flavor in yogurt, ice cream, preserves, and fresh pack.
Plants can grow to a height and circumference of 5 to 6 feet. During the spring blooming period of late April to early May, plants usually produce abundant white to pinkish urn-shaped flower clusters, followed by a bountiful crop of tasty berries from early July through mid-September, depending on the cultivar. In autumn, some cultivars display striking yellow-to-scarlet foliage before the leaves fall.
As members of the plant family Ericaceae, blueberries share the same soil and climatic preferences as rhododendrons and azaleas. The plants thrive in areas of moderate summer temperatures and acidic soils. Cold hardiness is not a major factor. The plants can survive midwinter temperatures as low as -20°F and 25°F. An open site with air drainage reduces spring frost injury to flower blossoms. While blueberries survive http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
the warmer summers of eastern Washington, yields there rarely match those from west of the Cascades. A growing season of at least 140 days produces the best fruit.
Young plants generally do not begin to bear fruit until they are between 4 and 5 years old. Once a bush is established, life expectancy can be unlimited. Young plants, between 5 and 7 years, may bear 4 to 5 pounds of fruit per plant; mature plants can yield as many as 20 to 25 pounds.
Blueberries are self-fertile, but plant at least two different cultivars near one another to ensure optimum fruit set and size. When honey bees visit the blossoms in their search for nectar, the plants yield the most fruit.
Cultivars
All commercial blueberry cultivars (Table 1) released by the U.S. Department of Agriculture and state universities over the past 60 years have resulted from crosses with wild blueberry species indigenous to the eastern United States. These cultivars have performed very well in the Pacific Northwest. Season of ripening (early July through mid-September), yield, plant-growth habit, fruit size, color, flavor (sugar/acid ratio, aromatic components), and susceptibility to pathogens distinguish one cultivar from another. Home gardeners may wish to plant three to four different cultivars having varying ripening periods to extend the harvest season.
Site Selection and Preparation
An acid soil with a pH of 4.0 to 5.0 is the most important condition for growing blueberries successfully. Plants often become yellow and stunted due to iron deficiency where the soil pH is greater than 6.0. If you plant blueberries where lime has been used during the previous 3 years, or in areas east of the Cascades, send a soil sample to a soil testing laboratory to determine its pH. Use soil amendments such as garden sulfur, dusting sulfur, or flowers of sulfur to lower the soil pH. Rototill sulfur, at the rate of 1 to l.5 pounds per 100 square feet into the top 8 inches of the soil profile 12 months before planting. During the life of the plant, make yearly spring applications of ammonium sulfate fertilizer to lower the soil pH. If the pH falls below 4.0, use lime to raise the pH back to the recommended range.
Heavily compacted soils, or those low in organic matter, greatly benefit from the addition of rotted manure, compost, sawdust, or peat moss. Amendments improve the soil texture and increase the water holding capacity. Blueberry plant roots are relatively fine and shallow (14 to 18 inches), and prefer an open, porous soil. Add 4 to 6 inches of sawdust initially, and 1 inch each year to maintain depth, or mix half a gallon of peat moss with the soil in the planting hole.
Blueberries do not demand as much soil depth for rooting as caneberries and strawberries, but try to select a site with at least 18 inches of free-draining soil. Install drain tile in areas that may flood during winter months.
Grow blueberries in full sun for optimum fruit production and quality. They will perform adequately, however, in a location that receives partial sun, although yield will be less. In areas of high summer temperatures, partial shade prevents soil moisture loss and keeps fruit from shriveling. Prepare the planting site in the fall before planting in the spring. Eliminate all weed growth through cultivation. In areas west of the Cascades, use of a fall cover crop of rye or barley (2 to 2.5 pounds of seed per 1,000 square feet) reduces fall germination of weed seeds, protects the prepared site from erosion, and helps build up organic matter.
http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
Table 1. Blueberry cultivars
Establishment and Cultivation
Planting
Most blueberry bushes are set out during the dormant season from January to March (March to April in eastern Washington) as either 2-year-old bareroot stock, or as 3-year and older container stock. While the smaller stock is less expensive, do not allow it to bear fruit for 2 years to assure strong plant development. More expensive container stock often bears fruit the year it is planted. In a landscape setting, allow at least 4 to 5 feet between the plants and 5 to 6 feet between the rows, since plants become quite large at maturity.
http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
Dig a hole large enough to spread out the roots carefully.
Fertilization
Fertilizing blueberries during the first 3 to 4 years encourages development of a number of well-spaced, stocky canes with many branches. Give live plants without shoot growth the maximum recommended amount of fertilizer. Give plants that grow more than 1 foot little or no fertilizer. On mineral soils, apply fertilizer at leaf bud break and again during late spring. Use a balanced fertilizer such as 5-10-10 in early spring. Follow up with ammonium sulfate in May, and again in June if needed. Home gardeners often use commercially packaged evergreen and azalea fertilizer for blueberries. Table 2 gives recommended rates.
Delay fertilizing young, newly transplanted blueberries for at least a year to avoid burning root systems. Keep inorganic fertilizer away from the crown of the plants, but spread in thoroughly within the dripline of the bushes. Apply extra nitrogen when you use sawdust mulches to prevent leaf yellowing and plant stunting.
Watering
Lack of supplemental watering from June to August severely limits successful production of blueberries in the Pacific Northwest. Shallow-rooted plants require close attention to maintain a uniformly moist environment around their base. They require 1, or possibly 2 inches of water each week, in the absence of any rainfall. Be sure the entire root zone is wet after an irrigation. Drought symptoms include reddened foliage, weak, thin shoots, and reduced fruit set. Maintain a 2-inch mulch layer to preserve soil moisture. A drip system, set on a timer, works especially well in keeping soil moist on a daily basis. Keep watering the plants through August to ensure good fruit bud development for the following season's crop.
Weed Control
If you have controlled perennial weeds prior to planting, add 2 inches of mulch each year to control the germination of annual and broadleaf weeds. Hand cultivate carefully within the dripline of the bushes to avoid severing shallow roots. Home gardeners can sprinkle a granular herbicide on the soil surface surrounding the bushes during November and December. This application will give 6 months' residual control of annual, broadleaf, and perennial weeds. Check with your local Cooperative Extension agent for further details.
Bird Control
Robins, starlings, and finches can strip ripening blueberry plants totally clean of fruit if plants are left unprotected. Drape plastic bird nettingover the bushes as the berries begin to turn blue, or string plastic streamer tape between the bushes to frighten the birds away.
Table 2. Blueberry fertilization: quantity of fertilizer per plant in ounces and approximate equivalents
5-10-10 ounce
Ammonium sulfate
Ammonium sulfate http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
Pruning
Young plants need little if any pruning during their first 3 years in the ground. Flower buds form from late summer to early fall, overwinter, bloom, and set fruit the following spring. On 2- and 3-year-old plants, strip the blossoms off in spring to promote plant vigor.
As the plants mature, prune out low, spreading branches near the ground, and head back branches that lack vigor to a strong upright lateral. When the branch tips become twiggy, carefully thin them out with hand shears. Flower buds form nearer the tips of the branches and are fatter and less pointed than leaf buds. Remove any broken or diseased branches. On older bushes, production often declines as canes age and produce fewer fruit buds. To renovate the planting, remove canes with a basal diameter of more than 1 inch at the ground line using loppers. This practice does not affect subsequent yield but ensures strong return bloom and larger fruit size. Prune in the dormant season. Pruning during the fall, as opposed to the winter and spring, tends to delay spring bloom and reduces possible spring frost damage.
Harvesting and Storage
Harvest fruit approximately 4 or 5 days after the first berries turn blue so fruit size and sugar levels are the greatest. From then on, continue harvesting at 3- to 5-day intervals since all the berries in a cluster do not ripen at the same time. Use your thumb to gently roll berries from the fruiting cluster into the palm of your hand, then transfer them to a picking container. Fresh berries have a 2-week shelf life if they are kept in a refrigerator. To freeze blueberries, simply rinse them in water, then place in freezer.
Insect and Disease Problems
Insects
Blueberries have relatively few insect pests. Too many aphids reduce plant vigor, and leave a buildup of sticky honeydew on the leaves and fruit. Ladybird beetles are effective against aphids in commercial http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
settings. On small plots of land, however, they are not as effective because they disperse before feeding on very many aphids. Cherry fruitworm larvae destroy blueberries by feeding on the inside of the fruit. The 1/2inch conspicuous pink worms are the progeny of small, dark gray moths. The larvae feed within berries, leaving frass and webbing; often the damage is noted shortly before harvest. Apply insecticides at blossom drop, and 2 weeks later, if cherry fruitworm is a perennial problem.
A heavy infestation of lecanium scale stunts the bushes and leaves them sticky and sooty with honeydew and mold. Prune out stems encrusted with high scale populations and apply dormant oil spray to the plants when the temperature is above freezing.
Root weevil larvae can damage blueberries as well as other small fruits. The c-shaped larvae, from 1/5 to 1/3 inch long, are legless, having white bodies and brown heads. They feed on the root systems and on the lower portion of the bush crown. Adult root weevils are rarely seen during the day. They feed on leaves in the evening, leaving the bush with characteristic leaf notching. While not harmful to the plant, the presence of notching is a good indication that larvae are present in the soil. No pesticides are available to home gardeners for use on larvae; however, a liquid product is available for evening use on adults early in the summer. Apply this material after the sun sets to kill the most adults.
Diseases
Mummyberry is the most serious fungal disease of highbush blueberries. It leaves affected fruit hard, white, and inedible, or mummylike. During a prolonged, wet spring, the incidence of this disease can be quite high. In late March mummified fruit on the ground from the previous summer sprout minute, brown, mushroomlike cups that release fungal spores. The spores infect new flower clusters and leave them blackened and withered. Spores produced on these blighted tissues infect opening flower blossoms, which subsequently produce infected fruit. Infected berries appear normal until the onset of ripening. They then turn a tan to salmon color. Mature fruit turn white, drop to the ground, then restart the cycle. Control mummyberry by raking the soil or mulch layer beneath the plants as leaf buds swell in early March. Raking destroys spore cups. Pick off and remove infected berries from the patch before harvest. Pick up and throw away infected berries that fall to the ground. A fungicide that can be sprayed on developing blossoms to protect them from the fungal spores is available to home gardeners. An integrated program of spring raking, blighted shoot removal, mummy removal, and use of protective fungal sprays will contribute significantly to mummyberry control.
Botrytis blossom blight can also be a problem during a prolonged, wet spring. Gray fungal spores distinguish Botrytis infection from frost injury. If rains occur before harvest, Botrytis fruit rot can infect maturing berries. Reduce the incidence of gray mold by keeping the plants well pruned. This improves air circulation. Apply protective fungicide spray applications during bloom, and do not let the berries become overripe on the bushes.
RASPBERRIES
Red raspberries, Rubus idaeus, thrive in the relatively cool, marine climate of the Pacific Northwest west of http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
the Cascades. Commercial production extends from Salem, Oregon north through Washington into the Fraser Valley of British Columbia. Since the early 1980s, acreage has expanded, primarily because overthe-row mechanical harvesters have reduced the labor needed for harvesting. A raspberry planting may live and produce fruit for more than 30 years if it is planted in well-drained soil and cared for properly. East of the Cascades, high summer temperatures can result in smaller plants and reduced yield. Small commercial plantings have been successful near Yakima and Spokane in cooler sites. Mid-winter temperatures below 2°F can cause extensive injury. In all locations, shelter plantings from winds to prevent desiccation of the canes.
Since all raspberry flowers are considered self-fertile, no additional cultivar is needed for pollination. Pollen is transferred by bees that prefer raspberry flowers because of the high nectar level. Spring frost injury is generally not a problem in areas west of the Cascades because flowers appear relatively late in the spring.
Cultivars
Two types of raspberries are available to the home gardener. Summer bearing or June-bearing types initiate flowers on first-year canes, or primocanes, from late August to early September (Table 3). The canes overwinter, bloom, and fruit the following spring and summer, then die. While the fruiting canes, or floricanes, are bearing, new primocanes emerge for the next year's crop and continue the life of the planting. Root systems are perennial.
Fall fruiting types, also known as everbearing or primocane fruiting types, bear fruit on the top half of firstyear-canes from early August through late September. They overwinter and produce a second crop on the lower half of the canes the following June through July (Table 4).
No one cultivar can be universally recommended. Junebearers have ample plant vigor, but they produce fruit with different flavors. The earliest ripening cultivars usually produce mature fruit by the second week in June in the southern districts, and 1 or 2 weeks later in the northern regions. The potential harvest season lasts 4 to 6 weeks. The earliest ripening fall-fruiting types usually have fruit by the first week in August in the southern districts and can produce fruit until the start of the fall rains. In fact, later ripening, fall-fruiting types have had limited acceptance in the past because they bear late in the season. Black raspberries, Rubus occidentalis, ripen around the beginning of August. The two most commonly recommended cultivars are Cumberland and Munger. Both of these cultivars suffer from virus diseases and anthracnose. Black raspberries, or blackcaps, are commonly used for jam.
Table 3. June bearing red raspberry cultivars
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Table 4. Fall fruiting red raspberry cultivars
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Site Selection and Preparation
Site Selection
Raspberries are the most demanding of all small fruits in their preference for well-drained, sandy loam soil at least 24 inches deep. Check the future planting site after a heavy rain in the winter for the presence of standing water. On sites slow to drain, install drain tile 24 inches deep, or plant the raspberries on mounds of soil 1 foot high. Excessive soil moisture during late winter when new roots are growing leads to root rot development (see disease section).
Select a site that receives full sun all day long. Plants grown in the shade often remain small and produce tart fruit. Provide for cultivation on either side of the rows to allow for primocane growth.
Soil Preparation
Plan to control weeds and build up the soil tilth a year before planting. Use a contact, foliar-applied herbicide to kill the sod or native vegetation. Consider seeding a fall crop of cereal rye or barley to the planting site to build up organic matter. Use between 2 and 2.5 pounds of seed for each 1,000 square feet. Do not allow the rye to head out the following spring before planting. Amend the soil pH with lime when the pH is less than 5.5. The ideal pH range is between 6.0 and 6.5. If the soil needs lime, apply the fall before planting.
Establishment and Cultivation
Planting
Dormant plants are usually available in nurseries from mid-January to March in western Washington. From March to early April stock is available for immediate planting. Do not use any planting stock that already has started to bud out appreciably; it generally does not perform well. Purchase virus-free, certified nursery stock, because it lives longer. Sucker plants dug from an established planting during the winter when the plants are dormant often have virus diseases that can survive during transplanting.
The generally accepted planting distance for red raspberries in the Pacific Northwest is 30 inches between plants within the row, in rows spaced 8 to 10 feet apart. This stool method of planting, which maintains canes as discrete bushes, permits more ease in controlling weeds and excess primocane growth. Hand plant the row, then cut down the canes to a handle of three to four buds above ground level. This practice encourages early development of basal shoots without promoting production of fruiting laterals during planting. In subsequent years, allow 10 to 12 primocanes to grow from each original stool. Maintain the row at a width of 12 inches; remove excess primocanes using a hoe or rototiller. In the English hedgerow planting system, growers set out plants at 30-inch intervals, but allow new primocanes to fill in the row to a width of 8 inches.
Fertilization
Raspberry primocanes normally grow an average of 8 to 9 feet during the spring and summer. Adjust http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
fertilizer rates annually to achieve this amount of growth. Apply fertilizer in the late winter (March) as bud swell begins. Either broadcast fertilizer over the entire row, or band it 1 foot on either side of the row. West of the Cascades, apply 2 to 3 pounds of a 5-10-10 fertilizer to each 100 feet of row. East of the Cascades, in areas of relatively high phosphorous and potassium, use only nitrogen. Consider an application of 3/4 to 1 pound of ammonium sulfate per 100 feet of row.
Watering
The raspberry plant is fairly deep rooted but can still suffer from a shortage of summer rainfall. Moisture is critical during the fruit ripening stage in early June, and the late August to September period, when flower buds form for the following year's crop. Apply an inch of water per week when rain does not fall. Overhead irrigation during the ripening stage can encourage fruit rot if the weather is cool and cloudy; consider using a trickle or soaker hose irrigation system.
Weed Control
Home gardeners can purchase a granular herbicide to sprinkle on the soil surface surrounding canes in the late fall to provide 6 months residual weed control. Do not use this product when new shoots are beginning to emerge since it can harm them.
Trellising and Training
Raspberry canes lack sufficient strength to remain erect. Install a post and wire trellis support. Erect the trellis the first summer the new plants are in the ground. If the newly planted canes grow vigorously the first summer, tie them to a wire support to ensure a crop the second year.
The first step in building a trellis involves placing secure, 6-inch-diameter end posts, preferably ones that have been treated with an environmentally safe wood preservative. Within the row, space 3-inch-diameter wooden posts at 25 to 30 feet, or place metal posts every 20 feet. Use 12-gauge or stronger wire to support a heavy fruit-laden canopy (Figure 1). A three-wire trellis is the universally accepted design. Place the top wire 54 inches above the soil line, and fix two detachable training wires 30 inches above the soil line. During the late summer renovation process, tie primocanes to the top wire, leaving the lower two wires on the ground. In the Scottish stool system canes are gathered together in upright bundles and tied to the top wire with binder twine. For the English hedgerow system, space the canes along the top wire and tie each cane individually. Leave primocanes long during the fall and early winter; topping canes in early fall makes them more susceptible to cold injury.
In May of the following spring, when new primocanes attain a height of 3 to 4 feet, bring up the training wires to collect the primocanes. Fasten the training wires to bent nails on the sides of the intermediary posts, or hook them together with wire loops. A four-wire trellis has two wires at 54 inches, and two training wires below. Secure primocanes between the top pairs of wires with twine or metal loops of wire every 3 to 10 feet. A four-wire crossarm trellis incorporates an 18- to 36-inch-wide wooden crossarm attached at the top of each post within the row. During August, secure primocanes to these wires with twine. During the following spring, allow new primocanes to grow up through the center of the canopies to prevent them from interfering with picking of fruit from the floricanes.
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Pruning and Cane Vigor Control
On summer-bearing cultivars, prune out spent fruiting canes any time after harvest. Retain 10 to 12 of the healthiest primocanes and secure these to the top trellis. In late January or February of the following winter, tie top canes trained to either the Scottish stool or English hedgerow system at 6 inches above the uppermost trellis wire. You also can leave canes long and bow them over the top wire in a semi-circle. Either method of pruning forces lateral branches to grow in the spring at a convenient picking height.
Remove the first flush of primocane growth by hoeing in late April when growth is 7 to 8 inches high on vigorous plantings where cane growth is greater than 9 feet. New primocane growth follows shortly. This practice substantially increases yields, reduces fruit rot, and makes picking easier. Remove the top half of the cane from fall-bearing cultivars after fruiting is over, or remove the entire cane at the ground line. Leave the lower half of the cane for a summer crop the following June; remove canes entirely for only a fall crop each year. Because the fall crop on fall-fruiting cultivars is superior to the summer crop, most growers advise cutting all canes to the ground line in mid-October.
Harvesting and Storage
Collect dry, firm fruit as it reaches the peak of color and sugar development. Avoid picking wet fruit, as it deteriorates soon after harvest. Berries will not ripen further in storage. Frequent harvesting greatly reduces the incidence of fruit rot. Fresh berries have a shell life of only 2 to 3 days in the refrigerator. You can easily freeze raspberries, or make them into tasty preserves.
Disease and Insect Problems
Diseases
The most limiting disease problem of red raspberries is a fungal disorder known as Phytophthora root rot.
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This soil pathogen is the primary agent that causes the planting to decline when the soil is imperfectly drained or exhibits a high water table. Symptoms include wilting of primocanes in the spring and yellowing, drying, and premature death of fruiting canes during harvest. Affected plants also have deteriorated root systems. Unhealthy root tissue is brick red in color, while healthy tissue is creamy white. Little can be done to control root rot in an established planting. Relocate the planting to better soil, consider planting the raspberries on raised beds, or select a cultivar that has greater genetic resistance to this pathogen.
Berries with fruit rot (Botrytis gray mold) appear water-soaked; in the latter stages of rot, tufts of gray fungal strands grow on the surface, covering the fruit. Reduce the incidence of fruit rot by applying protective fungicides during early bloom and harvest ripe fruit daily. Promptly remove spent fruiting canes in August, and control excessive primocane growth as outlined under the cane vigor control section.
A number of virus diseases attack raspberries. Plants can be stunted, leaves may display bright veins and berries can become crumbly. Be sure of the cause before taking action, as these conditions can result from many other factors, including poor pollination, drought, and soil boron deficiency. Dig out virus infected plants and replace them with certified stock. The virus responsible for the decline generally does not live in the soil, so growers can place new plants in the same area.
Cane diseases such as anthracnose, spur blight, and crown gall are occasional problems. Anthracnose appears as small purple spots with gray centers forming on new growth. Canes can become girdled and cracked. Spur blight results in brown or purple spots appearing at buds along infected canes; often these buds are killed, resulting in the absence of fruiting spurs the first 18 inches from the ground. Affected leaves display brown wedge-shaped lesions. Field sanitation and properly applied fungicides, added at the greentip stage of bud breaking in late winter, control these two diseases. The bacterial disease crown gall causes rough outgrowths to appear on canes, crowns, and roots. Excercise care when pruning affected plantings. Accidentally wounding healthy plants encourages entrance of the pathogen. Dig out galled canes from the planting.
Insects
The crown borer is the chief insect problem for red raspberries. Larvae tunnel to the basal portions of the canes and crowns, resulting in a gradual decline of the stand. A moth that looks like a black and yellow wasp produces the larvae. Roguing infested canes, and drenching the canes with an insecticide helps control this pest. Other minor insect pests are root weevil larvae that feed on the roots, leafrollers that roll leaves and feed on the fruit, and spider mites that cause speckled, bronzed leaves.
STRAWBERRIES
All Northwest edible fruit gardens should include a healthy bed of strawberries producing large, sweet, brightly colored berries for fresh eating, freezing, or preserves. Strawberries, Fragaria ananassa, adapt better than any other small fruit crop to Washington climates. Cultivars released from regional breeding projects of Oregon, Washington, and British Columbia are noted throughout the United States for their excellent flavor, and for their superior red internal color for processing in the jam, preserves, and yogurt http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
industries. Northwest berries may lack the size and appearance of California strawberries, but they more than make up for those characteristics in their flavor.
The strawberry is considered a herbaceous perennial. It sends up new shoots, leaves, and runners each year from a crown and root structure that generally lives for 4 to 5 years. Home gardeners often try to extend the life of the planting for more than 5 years. It is generally best to start anew with dormant, certified virusfree nursery stock when the original planting has declined in vigor, or become choked with runners or perennial weeds.
The strawberry fruit itself is the swollen receptacle of the flower. The individual achenes or seeds on the berry's surface result from bee pollination and fertilization. A strong, vigorous plant that has escaped spring frost injury during bloom will produce a bountiful crop of large berries.
Two types of strawberries are available for planting in the Pacific Northwest. June-bearing cultivars, often referred to as single cropping, initiate flower buds when the days become shorter in late August and September (Table 5). During the following May, blossoms appear and ripe fruit follow about 30 days later. June-bearing cultivars from other regions of the United States generally perform poorly in the Northwest. Flower bud initiation of day-neutral cultivars, often referred to as everbearing, or double cropping is not governed by day length (Table 6). Flowers and fruit occur simultaneously from June through October, although production normally declines during the hotter days of late July and August.
Table 5. June-bearing strawberry cultivars for the Pacific Northwest
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resistance.
Table 6. Day-neutral strawberry cultivars
Site Selection and Preparation
Strawberries share the same soil requirements as raspberries: they like well-drained ground that receives full sun all day long. Avoid frost-prone areas where a freeze can occur during early May.
Carefully remove all perennial weeds from the planting site. Only hand hoeing or cultivation controls them once the plants are established. Raising a cover crop the fall prior to planting will help control weeds during the establishment year. Incorporate compost or aged animal manures the fall prior to planting to improve soil texture. The optimum soil pH for strawberries is 6.0 to 6.5.
Establishment and Cultivation
Planting
Certified, virus-free planting stock is available from nurseries after the first of the year. Plants are sold bareroot, so keep them cool until planting. Trim roots back to 4 or 5 inches before planting. Plant so the crown, the swollen growing region that gives rise to leaves and roots, is at soil level.
June-bearers are normally grown in a matted row system where plants are set 15 to 24 inches apart within the row, and rows are 36 to 42 inches apart. Allow runner plants to fill in the spaces until the row is 14 to 18 inches wide.
Day-neutral cultivars often are grown in a hill system. They seldom form runners. Space plants 10 to 18 inches apart: at 10 inches remove all runners through the season; while at 18 inches, hand set one runner between mother plants. Best results occur when no two plants are closer than 7 to 8 inches apart. After http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
planting, remove the first blossoms appearing on day-neutrals to encourage strong leaf and root development. Retain flowers appearing after the middle of June for later fruit.
Fertilization
Strawberries are not heavy nutrient feeders. Apply 2 pounds of a 10-20-20 fertilizer, or 4 pounds of 5-10-10 per 100 square feet prior to planting.
Watering
Supplemental watering during dry summer months results in a vigorous, productive strawberry bed. Most of the plant roots are in the top 18 inches of the soil. Irrigate the planting in the two most crucial times in its life: before and during harvest to ensure good fruit size, and in late summer as flower buds form. Do not use excessive amounts of overhead watering during the bloom period. This can encourage fruit rot later.
Weed Control
If perennial weeds are under control before planting, use a granular herbicide to partially control annual and broadleaf weeds during the life of the planting. Apply the herbicide to weed-free soil. Expect up to 4 months' residual weed control if you apply the product in early spring before seed germination.
Renovation
After June-bearers finish producing fruit for the season, cut or mow all leaves to stimulate vigorous new growth. Avoid damaging the crown of the plants in the process. Dig up and replant rooted runners in bare areas. Rototill the row width to 12 inches. Use rooted runners to replace weak areas of day-neutrals. Maintain the hill systems far June-bearers.
Next, apply fertilizer, control weeds, and irrigate adequately. Apply enough fertilizer to established Junebearing beds to stimulate late summer plant growth and flower bud initiation for the following season's crop. One-half of the pre-plant fertilizer amount is adequate.
Growers often replace day-neutral beds after 2 fruiting years, as plant vigor and fruit size become marginal.
Harvest and Storage
Fruit is ready for harvesting when its entire surface area becomes a bright red. The color indicates berries have reached the maximum in flavor, sweetness, and aroma. Keep fresh berries in the refrigerator for 24 to 48 hours. They last little more than overnight at room temperature. Pick strawberries with their green calyxes left on. Handle them carefully to reduce bruising. Cool fresh berries promptly (32°F to 15°F) to extend their shelf life. Clean and process fruit destined for the freezer or for use in preserves soon after harvest.
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Disease and Insect Problems
Diseases
Infection of home garden strawberries by virus diseases is the most important factor limiting plant life span. The presence of virus leads to a gradual loss in vigor in plant height and spread, as well as a marked reduction in the yield. Leaves become cupped, yellow, or streaked, depending upon which virus has infected the plant. Aphids spread viruses when they feed on plant sap. Planting noncertified nursery stock also can spread viruses. The most common control measure is to dig out infested plants and replace them with certified nursery stock. Growers can use the same area of the garden, since the virus requires strawberry plants as a living host to survive.
Root rot can be a problem in poorly drained soils. Several different soil fungi, some of which can survive in the soil for many years, are responsible for the characteristic leaf reddening, and stunted and discolored root systems. No registered fungicides are available to home gardeners for the control of root rot. Remove infected plantings. Reestablish new beds on better drained ground to avoid root rot.
Verticillium wilt spreads by a soil-borne pathogen, similar to the one that causes wilt and decline in tomatoes and potatoes. Older, outer leaves wilt, and newer, inner leaves remain green and erect. Eventually, wilt can kill the entire plant. Generally, do not plant strawberries in an area where tomatoes or potatoes have been grown previously. Strawberries, like other small fruits, are highly susceptible to flower and fruit deterioration caused by Botrytis gray mold. Infected blossoms brown and wither without producing fruit while developing fruit rot and exhibit the characteristic gray, fungal growth. Control fruit rot with fungicidal spray applications during early bloom, restrict use of overhead irrigation from bloom through harvest, maintain good air circulation in the planting, and harvest fruit every day.
Insects
The root weevil is the most common insect pest of strawberries. Adult weevils notch leaves when they feed. The larvae or grubs, however, are the most damaging. They feed on plant roots and cause the plant to wilt and die. Home gardeners have no insecticide they can use to control the grubs. A liquid insecticide provides partial control for adults if it is sprayed on the foliage during the early evening when adults begin feeding. In addition, fall plowing the future planting site protects the newly established plants. Controlling root weevil adults on adjacent ornamentals is also beneficial.
Use insecticides to control aphids on a planting to reduce the incidence of viruses. Spider mite infestations, although infrequent, can result in leaf speckling and bronzing. Masses of foam that cover developing fruit and stunt its growth characterize spittlebug infestations. Apply insecticide shortly before bloom to control spittlebugs. Control is more difficult when masses of foam have appeared. Slugs feed on leaves and fruit, especially during cool, moist weather. Slime trails accompany slug feeding damage. Control slugs by smashing adults, or by setting out insecticidal baits between the rows, but do not apply bait to foliage or fruit.
BLACKBERRIES
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Blackberries and raspberries are members of the same genus, Rubus sp. Unlike raspberries, however, picked blackberries retain the fruit receptacle, or core of the berry with the fruit. As is the case with raspberry, blackberry flowers are self-fertile, eliminating the need for an additional pollinizer cultivar.
Well-known blackberry cultivars, such as Marionberry or Boysenberry, do best in areas west of the Cascades, and south of Puget Sound. Even in mild areas, however, winter injury is a constant concern. Near 5°F, canes can suffer freeze injury that results in poor bud emergence in spring. Most commercial blackberries grow in the north Willamette Valley near Salem, Oregon. Commercial blackberry acreage has not expanded in the last 5 years, partly because of cultivar susceptibility to freeze injury. East of the Cascades, growers can keep vines of the trailing types on the ground and mulch them during the winter. Nonetheless, high summer temperatures and low relative humidities often result in small yields and poor fruit.
Cultivars
Western trailing types, often called dewberries (Rubus ursinus), are the most widely planted commercial cultivars, exhibiting vigorous growth. You can train them by tying trailing canes to a post and wire trellis. These biennial plants form nonbearing primocanes the first year and fruiting floricanes the second year. Canes die shortly after fruiting, when it is time to cut and remove them. The earliest bearing cultivars generally produce fruit by the first week in July in southwest Washington; the latest cultivars bear fruit in late August.
Developed in the southern Midwest, the cold-hardy, erect thorny cultivars (e.g., Cherokee) are more suited to eastern Washington. The plants produce much stiffer canes that will stand erect with proper pruning techniques. Erect types are cold-hardy enough for most of Washington.
Semi-erect thornless (e.g., Chester Thornless) cultivars were developed in Illinois. The new thornless types are significantly sweeter than older cultivars, such as Smoothstem and Black Satin. Newer Pacific Northwest thornless blackberry cultivars are hardy to approximately 0°F.
A number of different raspberry-blackberry hybrids have recently been introduced. The Tayberry, from Scotland, has thorny trailing canes that bear large, narrow reddish black fruit with a sweet, fruity flavor (Table 7). The Tummelberry and Sunberry are also thorny; each has a distinctive flavor. Hybrids often are more suitable for processing than for eating fresh because of their unusual flavors.
Table 7. Pacific Northwest blackberry cultivars
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Site Selection and Preparation
Blackberries generally are more tolerant of varying soil conditions than are red raspberries. They can tolerate heavier soil textures. Even so, avoid sites or tile drain sites that have standing water in the winter. Provide a shelterbelt around sites that receive considerable wind during the winter months to avoid cane damage. Prepare the planting site as you would prior to planting red raspberries. Ensure that the planting site receives full sun exposure.
Establishment and Cultivation
Planting
Dormant blackberry planting stock is available for immediate planting in nurseries from mid-January to March in western Washington. You also may obtain rooted cuttings from established plantings through a propagation method known as tip layering. Bury the last 6 inches of primocanes during late summer. A root system and a new shoot then develop in the fall for mid-January transplanting. Perform this operation only with healthy, disease-free propagating stock.
Planting distances vary according to the vigor of the cultivar. Set Boysenberries 4 feet apart within the row. Set more vigorous cultivars such as Marion, 5 to 6 feet apart. Space rows 8 to 10 feet apart. Maintain plants in this stool system for the life of the planting. Since relatively few sucker canes arise from each of the stools, retain all primocanes for later training. Plant erect types 3 to 4 feet apart within rows, keeping rows 8 to 10 feet apart.
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Fertilization
Base fertilizer application rates on the length of primocane growth made each year. Apply fertilizer in the late winter as the plants begin to break dormancy. Use the same fertilizer rates that are recommended for raspberries.
Trellising and Training
A trailing-type blackberry trellis consists of stout end posts, either wooden or metal intermediary posts, and two 12-gauge wires set 18 inches apart. Place the top wire 5 feet above the ground (Figure 2). Leave 3.5 feet below the bottom wire for training new canes along the ground within the row as they elongate during the summer.
Blackberry primocanes (new canes) grow for one year, overwinter, set fruit the following summer, and then die. Cut out floricanes (canes that bore fruit during the summer) at ground level and either till into the alleyway or remove from the planting. Then train primocanes singly in a spiral, fan-shaped wrap on the two wires. Put the longer canes on first. Train each cane over the top wire, then under the bottom wire in succession. Separate canes along the wires to ensure good air circulation.
Train trailing types during August in the warmer regions of western Washington. If canes suffer from winter desiccation, delay training them until the following spring. However, disease and insect problems are usually worse when you train canes in the spring.
Tip primocanes of erect blackberry cultivars to 36 inches as they develop during the summer to promote lateral branching. After harvest, retain only three to four of the strongest primocanes. During the following spring, cut back lateral branches on floricanes from 12 to 18 inches (Figure 3); this practice improves fruit quality.
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Disease and Insect Problems
Blackberries suffer from many of the same pathogens that attack red raspberries. Root rot is often a lesser problem on blackberries because the fruit is more tolerant of heavier soil types. Fruit rot (refer to discussion on raspberries) often is less severe, since berries mature during the drier portion of the summer. Minimize fruit rot by keeping the primocanes well separated during training to ensure good air movement through the canopy, and by picking regularly.
The most notable disease on trailing blackberries is leaf and cane spot. The disease causes 1/8-inch leaf spots that vary from light to dark brown and take on whitish centers with brown to red borders. In the spring, canes of Marion and Evergreen blackberry also display irregular elongated purple blotches that can develop into cankers and girdle the canes. Promptly remove spent fruiting canes, train primocanes in August, and apply fungicide in the spring and fall to control the disease. Other cane diseases of blackberries are anthracnose and crown gall. Refer to the raspberry section for further details.
Redberry mite infestation results in fruit that do not ripen uniformly. Infected fruit form bright red or hard green druplets that spoil fruit flavor. Microscopic mites overwinter in cane bud scales. Train canes in August, and apply miticides thoroughly in the fall and prior to spring budbreak to control red mite damage.
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KIWI
Kiwi, Actinidia deliciosa, a relative newcomer to the Pacific Northwest, originated in the Yangtze River Valley of China. New Zealand, and more recently California are large commercial producers. The popular kiwi is a subtropical vine that grows up to 30 feet long and produces numerous, fuzzy brown, berrylike fruit the size of large eggs. The fruit have a tough skin that must be peeled off before eating. The flavor resembles a combination of strawberry and melon.
Kiwi vines are normally winter-hardy to somewhere between 0°F and 10°F, depending upon degree of plant dormancy. Avoid sites prone to early fall freezes or late spring frosts. Expect fairly consistent crops in western Washington if the crop is in a sheltered field. The kiwi's lower trunk is the most sensitive to cold. Growers have used kraft paper or plastic coated foam insulation to protect the vines.
Kiwi is a dioecious plant: male and female flowers are produced on separate plants. To cross-pollinate, intersperse male vines with the female fruit-producing vines. Pollen from one male vine can pollinate up to eight surrounding female vines. Male vines flower profusely, but do not produce fruit. Numerous stamensthe pollen producing structures-and lack of styles-the pollen receptors-characterize male flowers. Female flowers have just the opposite characteristics. Honey bees pollinate kiwis. Open flower clusters are not very attractive to bees; a shortage of bee activity results in small, misshapen fruit.
Vines do not begin to bear fruit until they have grown for 4 years. Maximum production is not attained until 8 years. Growers in the north Willamette Valley report vine yields of up to 200 pounds of fruit per plant.
The hardy kiwi, Actinidia arguta, differs from the fuzzy kiwi in that the fruit are smaller (1 inch across), shiny green, and can be eaten without peeling. Nurseries report that hardy kiwi vines are cold-hardy to -25°F.
Neither home nor commercial growers of kiwi in the Pacific Northwest have reported any serious insect or disease problems.
Cultivars
Nurseries recommend Hayward, the popular commercial fuzzy kiwi cultivar available in supermarkets, for the Pacific Northwest. Other notable cultivars are Blake and Saanichton 12. Select either the cultivar Matua or Tomuri as the pollinator; nurseries often simply refer to them as the male plant.
The recommended hardy kiwi female is Ananasnaja. Once again the pollinator is simply referred to as the male vine. This male vine can be used to pollinate the fuzzy female kiwi. A self-fertile female cultivar, Issai, has recently been introduced.
Establishment and Cultivation
Select a sunny, wind protected, well-drained site for kiwi plantings. Kiwi plants are vigorous vines that produce a considerable weight of fruit. Erect a sturdy arbor or trellis to support the plants. The best trellis for http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
ease of harvest and pruning for the home gardener is a 6-foot T-bar trellis made of treated post set in concrete. Space three to five 12-gauge horizontal wires at 1- to 1.5-foot intervals and space plants 15 to 20 feet apart within the trellis. The New Zealand Renewal system (Figure 4) is the preferred training system for kiwis on a T-bar. After planting allow the vine to grow straight up to the middle wire. Pinch the terminal bud to stop its growth. Select two buds that will grow to become permanent leaders in opposite directions along the middle wire.
During the second growing season, select fruiting arms spaced at 2-foot intervals along the permanent leaders. These developing fruiting arms will grow at right angles to the permanent leaders and will bear for 2 to 3 years. Fruit will develop on shoots from these arms and hang down below the trellis wires. In the spring, pinch back the developing fruiting shoots to six leaves. Pinch off near the wire any erect water shoots on top of the trellis. During the summer, continue to pinch off the majority of developing arms. Leave only a number sufficient to serve as replacements for shoots that are no longer fruitful. During the winter, cut 2-year-old arms back severely (Figure 5); leave only two to three fruiting shoots that bore fruit the previous summer. These shoots will bear new shoots and fruit the next spring and summer.
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Harvesting and Storage
In western Washington, harvest fuzzy kiwi in late October. Pick fruit while still hard; a slight depression on the surface of the fruit when pressed hard with the thumb serves as a good indicator. The surface color of the fruit will have turned from green to full brown. Pick vines three or four times; harvest the larger fruit and leave the smaller ones to swell. Fruit can be left on the vine through a light freeze and even after the leaves have fallen, but it will shrivel if exposed to a hard frost. Snap the fruit off the vines but leave the fruit stalks intact.
Store fruit for 1 to 2 months in cold storage (32°F) before setting it out at room temperature to ripen. Once ripe, the fruit should last 10 to 14 days. Refrigerated fruit may last up to 4 months. Do not store kiwi fruit with apples. Ethylene gas given off by the apples hastens kiwi ripening. Use a ripe apple to speed ripening of kiwi brought out of refrigeration.
CURRANTS AND GOOSEBERRIES
Currants, Ribes sativum, and gooseberries, Ribes grossularia, are considered shrubby bush fruits that bear colorful spring flowers and abundant berries that are tasty when processed. Unlike blueberries, they do well
http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
on almost any Northwest soil of average fertility, whether it is slightly acidic or alkaline. In addition, they can grow on soil that does not drain adequately to support strawberries or raspberries. Both currants and gooseberrics flourish in areas of partial shade where soil stays moist.
Currants and gooseberries are hardy in protected areas of eastern Washington. They bloom fairly early in the spring, so avoid frost prone sites. They are considered drought tolerant, but irrigate them well during the summer. Because the plants can suffer under high temperatures, consider planting in a field with a northern exposure, or under the shade of a deciduous tree.
Gooseberry plants can reach 5 to 7 feet at maturity. They generally have thorny, arching canes borne singly along the stems. The fruit is too tart to be eaten out of hand and must be cooked for use in pies, jams, jellies, and preserves.
Currants are more erect than gooseberries and are thornless. Fruit are borne in grapelike clusters. Redcolored currants, while not as tart as gooseberries, are best when used in pies and preserves.
Widespread adoption of both fruits has been slow because they serve as alternative hosts for white pine blister rust, Cronartium ribicola, a disease that attacks five-needle pines, including western white pine and eastern white pine, in addition to Ribes spp. In the past, planting currants and gooseberries was illegal because of the potential damage to pines. Restrictions in the United States were dropped in 1966 after researchers determined that many wild Ribes spp. also serve as alternate hosts. Nonetheless, if five-needle pines do occur in the landscape, consider planting other small fruits.
Cultivars
Recommended red currant cultivars are Red Lake, Perfection, and Wilder. A good white cultivar is White Imperial. Black currant cultivars include Consort and Crusader, both of which are considered rust resistant. Currants ripen in late July in western Washington.
Gooseberries ripen from mid-June through early July. Both currants and gooseberries ripen on 2-year-old wood, but generally do not bear heavily for 3 to 4 years. For gooseberries, consider Poorman (red), Pixwell (pink), Oregon Champion (green, thornless bushes), or Captivator (pink).
Establishment and Cultivation
Planting
Dormant stock is available for mid-winter planting in January and February in western Washington. Set plants 5 feet apart. A thick layer of mulch or well rotted manure keeps roots surrounding the plants evenly moist during the dry summer months. The root systems are as shallow as those of blueberries.
Training
Grow gooseberries and currants as free-standing bushes, in hedgerows, or as fan-shaped bushes up against the side of a wall. The last method allows for easier picking when thorns are present. Diseases usually cause fewer problems because air can circulate through the foliage.
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The objective in pruning free-standing bushes is to develop an open vase-shaped bush with equally spaced branches. In general, use more thinning cuts (removal of an entire branch back to the base) than heading cuts (shortening a branch). Failure to keep a bush pruned usually results in a brushy, unthrifty bush. The 2-, 3-, and 4-year-old branches are the most productive; at maturity a healthy bush probably has no more than six to eight branches.
Harvesting and Storage
Harvesting currants and gooseberries is a slow process, especially when gooseberry cultivars have thorns. Currants ripen over a 2-week period. Once mature, however, they hold on the bushes for a week without spoiling. Do not remove red currants intended for juice or jelly from the stems, as the products are strained. Black currants are prized for their distinctive flavor in preserves and juices; in France, one cultivar is used for the manufacturing of brandy.
Gooseberries mature over a 4- to 6-week period. Pick them individually when the fruit attain full size. Juice, preserve, or freeze the fruit. All Ribes fruits are high in vitamins A, B, and C.
Disease and Insect Problems
The principal disease problem on both currants and gooseberries, beside blister rust, is powdery mildew. The disease is characterized by a whitish, powdery growth that occurs on leaves, shoots, and fruit. During fruit maturation, heavily infested fruit take on a brown, rough coating that makes them unusable. Humid conditions and crowded plantings that reduce airflow through the canopy favor powdery mildew. Begin fungicide applications at the delayed dormant stage of growth, and follow with additional applications at prebloom as buds begin to open. Apply again at full bloom.
Currant fruit flies, also known as gooseberry maggot, aphids, and imported currantworm larvae are the principal insect pests of currants and gooseberries. Aphids can devitalize the plants and leave the fruit with a sticky, undesirable coating. Currant fruit flies emerge as adults from the soil beneath the bushes in April, and soon lay eggs in developing berries. Resulting white maggot larvae feed within the berries, causing them to turn red and drop from the bushes. Apply foliar insecticides to the bushes in mid- to late April when adult flies are first noted. Imported currantworm larvae can defoliate Ribes bushes in a matter of days if left unchecked. Larvae, 1/2 inch long, are green with distinctive black spots.
Miscellaneous Small Fruits
A number of minor small fruit crops that have ornamental and food uses are suitable for the home garden .
Elderberry
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The common or American elderberry, Sambucus canadensis, forms a moderately tall shrub (6 to 16 feet) that bears large, flat-topped flower clusters. These produce an abundant quantity of purplish black berries approximately 1/4 inch in diameter. Plants grow on soil types that range from very moist to fairly dry. It takes 2 to 3 years for full production (10 to 15 pounds of fruit per bush). To promote good growth of elderberry bushes, annually prune any canes older than 3 years of age and leave a total of seven to nine canes on each bush.
Fruit grow principally on 2-year-old canes, although smaller flower clusters occur on 1-year-old canes. Fruit usually mature from late August to mid-September. Remove entire fruit clusters for later cluster stripping before processing. Make berries into sauces or use for pies or tarts, juice and wine, either alone or in combination with other berries. In the past, tannin in the bark and roots was used for tanning and dyeing leather. A cousin of the common elderberry is the Pacific red elderberry, Sambucus callicarpa, a bush that bears bright red berries. The bushes are attractive as ornamentals, but fruit are edible by birds only.
Juneberries
In the genus Amelanchier (Rose family), the Juneberry, Amelanchier alnifolia, known as serviceberry, saskatoon, sarvisberry, and shadbush, is a widely distributed slender shrub that can grow from 6 to 15 feet in height at maturity. Plants prosper over a wide range of soil types and pH variations. Drooping white flowers give rise to dark purple blueberrylike berries that mature in midsummer. Flowers are borne on 2-year and older wood. Prune a mature bush so five to seven shoots remain.
In the past, North American Indians prized the fruit for making pemmican, a dry mixture of fruit, meat, and suet. Today, people eat the berries fresh, use them in preserves, and make them into wines. Fruit harvested at an early stage of maturity have a higher pectin content and are more suitable for preserves. More mature fruit, having higher sugar content, are better suited for wine. Juneberries have no serious insect or disease problems; birds feeding on ripe berries can quickly strip the bushes.
Highbush Cranberry
Highbush cranberry, Viburnum trilobum, also called the American cranberrybush, forms an open, spreading bush that grows from 6 to 13 feet; a dwarf type grows to half that height. Highbush cranberry shrubs display showy white flowers in the spring. Bright scarlet fruit mature during late July. You can use the berries as a substitute in cranberry sauce if you strain the large seeds out first. Particularly high in pectin, the fruit is suitable for preserves. While cooking, add lemon or orange peel shavings to eliminate the odor the berries give off. Highbush cranberries have no reported serious insect problems. Powdery mildew may occur in limited air movement. The plants are hardy enough to grow anywhere in Washington.
Evergreen Huckleberry
Evergreen huckleberry, Vaccinium ovatum, is an evergreen shrub that can grow to 2 to 3 feet in full sun (twice as tall in the shade). Its blackish berries covered by a white bloom make the evergreen huckleberry a strikingly attractive ornamental. The fruit are used in preserves, and cut branches often are used in flower arrangements. Like other Vaccinium species, this one thrives in acidic soil. A closely related species, the red huckleberry, Vaccinium parvifolium, produces small, clear red berries on a slow-growing, spreading bush that prefers partial shade and an acidic, humus-rich soil.
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Dwarf Blueberries
In the last 5 years, researchers have developed dwarf, or so-called half-high blueberries, by crossing the standard highbush blueberry, noted for its large fruit size and productivity, with the lowbush blueberry, Vaccinium angustifolium, low in stature and cold-hardy. This cross produces a winter-hardy plant that can survive the extreme low winter temperatures of the upper Midwest. In the Pacific Northwest, these plants have become desirable landscape plants that require minimum care and produce edible fruit. Popular cultivars are Northcountry, Northblue, and Northsky. While the yield of these cultivars will never match that of standard highbush types, they have a place in the container garden or container situations.
Lingonberry
Lingonberry, also known as the mountain cranberry and foxberry, Vaccinium vitis-idea, is a low-growing, evergreen groundcover, producing red new growth that later turns a glossy green. It grows to a height of 6 to 12 inches and prefers partial shade and a large amount of water during the summer. Clusters of white, urnshaped flowers produce bright red, tart berries that mature in August and September, but may persist on the bushes all winter. Berries are tart to bitter when first picked, but their flavor improves when picked after the first frost. Fruit are highly regarded for use in preserves and syrups; use them as substitutes for the true cranberry. The plants are hardy enough to grow anywhere in Washington State.
Further Reading.
Antonelli, A., C.H. Shanks, G. Fischer. 1988. Small Fruit Pests: Biology, Diagnosis and Management Washington State University Cooperative Extension, EB 1388.
Doughty, C.C., E.B. Adams, and L.W. Martin. 1988. Highbush Blueberry Production. Pacific Northwest Extension Bulletin PNW215.
Elias, T.S., and P. A. Dykeman. 1982. Field Guide to North American Edible Wild Plants. Outdoor Life Books, Van Nostrand Reinhold, New York.
Galletta, G. J., and D. G. Himelrick. 1989. Small Fruit Crop Management. Prentice Hall, Englewood, NJ 07632.
Sale, P.R. 1985. Kiwifruit Culture. Ag Access, P.O. Box 2008, Davis, CA 95617.
Scheer, W.P.A., and R. Garen. 1989. Commercial Red Raspberry Production. Pacific Northwest Extension Bulletin PNW176.
Stebbins R.L., and L. Walheim. 1981. Western Fruit Berries & Nuts: How to Select, Grow and Enjoy. HP Books, P.O. Box 5367, Tucson, AZ 85703.
Turner, D., and K. Muir. 1985. The Handbook of Soft Fruit Growing. Croom Helm Ltd. Provident House, Burrell Row, Beckenham, Kent, England BR3 1AT.
http://cru.cahe.wsu.edu/CEPublications/eb1640/eb1640.html
By Charles A. Brun, Ph.,D., Washington State University Cooperative Extension agent for horticulture and small fruits, Clark County.
Illustrations: Pat Green and Charles Brun
Pesticide Recommendations: Due to Frequent changes in pesticide labels, no pesticide recommendations are made in this publication. Consult annual revisions of EB1015 Insect and Disease Control for Home Gardens-Small Fruits and Berries. Acknowledgments: The author thanks Art Antonelli, Ralph Byther, Tonie Fitzgerald, George Pinyuh, and Bernadine Strik for their helpful review of the manuscript.
College of Agriculture and Home Economics
Issued by Washington State University Cooperative Extension and the U. S. Department of Agriculture in furtherance of the Acts of May 8 and June 30, 1914. Cooperative Extension programs and policies are consistent with federal and state laws and regulations on nondiscrimination regarding race, color, gender, national origin, religion, age, disability, and sexual orientation. Evidence of noncompliance may be reported through your local Cooperative Extension office. Trade names have been used to simplify information; no endorsement is intended. Published February 1992. Subject code 232.
EB1640
Disclaimer
HOME WSU
Questions or comments? Contact Rebecca Steever at firstname.lastname@example.org.
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ECA Algebra Review (Geometry)
Day 3a
1) Find the slope, x-intercept, and yintercept of the graph.
5) Write the inequality for the graph.
6) Write the equation of the line that has a slope of 2 1 − and a y-intercept of -5 in slope-intercept form.
ECA Algebra Review (Geometry)
Day 3b
1) Find the slope, x-intercept, and yintercept of the graph.
5) Write the inequality for the graph.
6) Write the equation of a line that has a slope of -2 and a y-intercept of 7 in slopeintercept form. | <urn:uuid:8692ca07-f696-4e7d-88e7-dd5167fb1f42> | CC-MAIN-2018-26 | http://frankumstein.com/PDF/Geometry/ECA/Review%20Worksheet%203.pdf | 2018-06-25T09:57:45Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00599.warc.gz | 116,878,867 | 139 | eng_Latn | eng_Latn | 0.911684 | eng_Latn | 0.908271 | [
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A Tree of Genetic Traits
ABSTRACT
Individuals mark traits for tongue rolling, PTC tasting and earlobe attachment on tree leaf cut outs then place the leaves on the appropriate branch of a large tree to organize them by trait combination. When completed, the tree forms a visual representation of the frequency of trait combinations within a group. Can be used with groups of any size.
LOGISTICS
TIME REQUIRED
* Class time: 30 min.
* Prep time: 20 min.
MATERIALS
* Paper, scissors and tape
* PTC paper
* Hard candies (optional)
PRIOR KNOWLEDGE NEEDED
* None
APPROPRIATE FOR
LEARNING OBJECTIVES
* An individual's overall combination of traits makes them unique.
* Some traits are more common in a population than others.
* Some combinations of traits are more common in a population than others.
A Tree of Genetic Traits
CLASSROOM IMPLEMENTATION
QUANTITIES
PREPARATION
* Purchase PTC paper from a supply company such as Sargent Welch (www.sargentwelch.com), Carolina Math and Science (www.carolina.com) or Ward's Natural Science (http://www.wardsci.com).
* Download the leaf cut-outs and Tree of Genetic Traits format that best fit your needs from the Teach.Genetics website.
http://Teach.Genetics.utah.edu > Print-and Go Index > Heredity and Traits > A Tree of Genetic Traits
ACTIVITY INSTRUCTIONS
*
Post the Tree of Genetic Traits in a area of the room that is easily accessible and hand out materials. Explain that traits are observable characteristics we inherit from our parents. Demonstrate the tongue rolling and earlobe attachment traits. Have each individual mark "yes" or "no" on their leaf for these.
* At your prompt, have students place the PTC paper on the tip of their tongue to see if they can taste anything. The chemical tastes bitter to those who can taste it. For those who cannot taste PTC, the paper has no taste.
* Instruct students to check "yes" or "no" on their leaves for PTC tasting. Hand out a hard candy to neutralize the taste of the PTC.
* Demonstrate how to determine where to place the leaves on the Trait Tree starting at the base of the branches and working your way out toward the tips.
* Call students up in groups to place their leaves on the appropriate branches. The leaves will be clustered around the branch representing the most common combination of traits in the class. Some branches of the tree will remain relatively sparse.
* Optional: Make leaf cut-outs in two different colors, one for males and one for females, to track combinations of traits within the different genders.
* Optional: Increase your data pool by including other classes or groups in the exercise, taping all leaves to one tree.
DISCUSSION POINTS
* Some traits are more common in a population than others. What is the most common combination of traits in the class? What is the least common combination of traits in the class? How does this compare to the most and least common individual traits in the class?
* Every person has a unique combination of traits. If we were to look at more traits than three, we would eventually need a branch on the Trait Tree for each person in the class.
MATH EXTENSION
PER INDIVIDUAL:
* One leaf cut-out (see right)
* Hard candy, and one piece of PTC paper.
WHOLE GROUP
* Tree of Genetic Traits (see right)
* Transparent tape
* Create a bar graph of the class data (see example at right). Use the graph to discuss mean, median, mode and range.
ACKNOWLEDGEMENTS
Created by the Genetic Science Learning Center.
Adapted from "State Your Traits - Genetic Traits Tree", The GENETICS Project, University of Washington (2001).
Funding was provided by a Howard Hughes Medical Institute Precollege Science Education Initiative for Biomedical Research Institutions Award (Grant 51000125).
Funding for significant revisions: Grant U33MC00157 from the Health Resources and Services Administration, Maternal and Child Health Bureau, Genetic Services Branch. Partners in the Consumer Genetics Education Network (CGEN) include HRSA, March of Dimes, Dominican Women's Development Center, Charles B. Wang Community Health Center, Genetic Science Learning Center at University of Utah, Utah Department of Health and the National Human Genome Center at Howard University.
PERMISSIONS
Please see: http://learn.genetics.utah.edu/permissions/ to read our Permissions Policy. | <urn:uuid:02b18573-7242-40b5-8a50-ca8f7d4ac7b6> | CC-MAIN-2018-26 | http://teach.genetics.utah.edu/content/heredity/files/Tree-Instructions.pdf | 2018-06-25T09:40:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00600.warc.gz | 307,336,474 | 938 | eng_Latn | eng_Latn | 0.95308 | eng_Latn | 0.992129 | [
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W.o.W
@ Deep Creek Elementary
Working on Wellness
February Newsletter
Make a healthy choice…
"Eat healthy stuff!"
"Move around enough!"
"Live tobacco and drug free!"
From Coach Goody, Health Talk Videos
The Wellness Committee
Mr. Triolet, Ms. Bradshaw, Mrs. Koonce, Mrs. Fitzgerald, Mrs. Abrams, Mrs. Byrd, Mrs. Hill (RN)
It's HEART MONTH!
We had a great start to 2011, the Wellness Committee at DCE has been busy planning great activities to our students and families busy in the new year. During our "WOW on Wednesday" segments in January, we shared great information about bananas, black-eyed peas, cabbage/leeks, and papaya. Just like in previous newsletters, you will find some interesting notes on these foods below. Toward the end of January we hosted another Family Fun Run called the "Run and Read Challenge". It was a bit cold out but we had about 50 people come and run. In addition, we were able to collect over 75 books that were donated to the Chesapeake Library.
Coming in February
January's Food Facts!
As we begin a new year, we will be sharing information on these delicious and nutritious food items; oatmeal, grapefruit, cheese, and almonds. On Valentine's Day, all students will receive a heart-healthy treat, dark chocolate! The WOW Committee will also co-sponsored DCE's first ever JUMP DAY! This special Family Activity Day will showcase the skills your children have learned during the month. Come ready to jump in and have some fun. Students and family members can join in some fun contests and activities designed to get your heart pumping. Jump Day will take place on Saturday, February 26 th at 10:00 A.M. (we encourage all participants to bring in a small donation for the American Heart Association).
BANANA – Alexander the Great discovered bananas in his conquest of India in 327 B.C. Bananas do not grow on trees as is commonly thought. They grow on leaf stalks that can grow up to 25 feet high. Bananas have significant amounts of Vitamin B6 and potassium.
BLACK-EYED PEAS – Black-eyed peas are really am member of the bean family. They are technically a type of legume. They are an excellent source of calcium, folate, Vitamin A, and protein. Eating black-eyed peas on New Year's Day is an old Jewish tradition that was adopted in the southern parts of the US in the 1700's.
CABBAGE/LEEKS – Cabbage/leeks are in season during the month of January. Cabbage is one of the oldest vegetables in the US, dating back to the 1600's. They are an excellent source of fiber and Vitamin C. Ancient Greeks and Romans believed that eating leeks has a beneficial effect on the throat and made the voice stronger.
PAPAYA - Did you know that the papaya plant is not really a plant at all? It is an overgrown herb known as herbaceous perennial. The two most popular types of papaya come from Hawaii and Mexico. It is also a good source of Vitamins A, C, E, and potassium.
On the back of the newsletter are a couple of healthy recipes you can try in the month of November. Enjoy!!
W.o.W
@ Deep Creek Elementary
Working on Wellness
February Healthy Recipes
Best Chiquita Banana Bread Recipe
(http://www.chiquitabananas.com/Banana-Recipes/best-easy-Banana-Bread-recipe.aspx)
Ingredients
Directions
4 whole Chiquita Bananas
1 cup All-purpose flour
1 cup Unprocessed wheat bran
1 1/2 tsp. Baking soda
1/2 cup Sugar
1/2 cup Brown sugar
1 cup Unsalted butter, soft
2 whole Eggs
1 tsp. Vanilla extract
1/2 cup Walnuts
1 Tbsp. Honey
Preheat oven to 350 degrees F. Grease loaf pan. Whip 2 Chiquita Bananas and sugars until mix is creamy (about 3 minutes). Add butter, eggs and vanilla and whip until smooth. Mix in all dry ingredients until blended then add walnuts and blend for additional minute. Slice two Chiquita Banana and toss with honey until Chiquita Bananas are well coated. Pour mix in loaf pan and place honey coated bananas on top. Bake in oven for 60 minutes. Let cool for 5 minutes then place plate on top of pan and flip pan upside down so loaf falls onto plate. Slice and garnish the loaf with your choice of fresh fruit, powder sugar, yogurt etc.
Roasted Papaya with Brown Sugar
(http://www.marthastewart.com/portal/site/mslo/menuitem.fc77a0dbc44dd1611e3bf410b5900aa0/?vgnextoi d=4c3ec9e5b1154110VgnVCM1000003d370a0aRCRD&vgnextfmt=default)
Ingredients
Directions
2 tablespoons light-brown sugar
1/4 teaspoon ground ginger
2 medium Solo papayas (14 ounces each), halved lengthwise and seeded
1/4 teaspoon cayenne pepper
1 lime, cut into 4 wedges
1. Preheat oven to 450 degrees. Stir together sugar and ginger in a small bowl. Arrange papaya halves, cut sides up, in a 10-by-13-inch baking dish. Sprinkle sugar mixture evenly over halves.
2. Bake, brushing papaya edges with melted sugar mixture (it will collect in well of fruit) 2 or 3 times, until mixture is bubbling and papaya edges are beginning to darken, 35 to 40 minutes.
3. Sprinkle each serving with a pinch of cayenne. Serve with lime wedges. | <urn:uuid:cd735ee6-b432-4268-9283-52abed9c03f1> | CC-MAIN-2018-26 | http://perocks.com/downloads/2010%20-%20Working%20on%20Wellness%20Newsletter%20-%20February.pdf | 2018-06-25T09:59:30Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00598.warc.gz | 229,992,133 | 1,221 | eng_Latn | eng_Latn | 0.988134 | eng_Latn | 0.997255 | [
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Chapter 11 Scale Degrees and Roman Numerals
11.1 Identify notes with scale degree numbers
* A scale degree is a number or name of a note in a scale.
* Scale degree numbers are written with carets (^) on top.
*To identify notes as scale degrees in a certain key:
1. Write the key under the key signature followed by a colon.
2. Count the key note as 1.
3. Then EITHER
a. Count lines and spaces up to the note to be identified. OR
b. count down the staff and backwards, "^1, ^7, ^6…"
4. Under the note, write the number with a caret on top.
1. IDENTIFY the keys and scale degrees.
11.2 Draw notes given their scale degree numbers
1. WRITE the key in the space, WITH A COLON, and DRAW the note on the staff.
2. WRITE the key signatures and notes on the staff.
3. IDENTIFY the key and the scale degree of the root of these triads.
Ch. 11. Scale Degrees and Roman Numerals
11.3 Identify notes by scale degree names
1
.....................................................................tonic
2
.....................................................................supertonic
3
.....................................................................mediant
4
.....................................................................subdominant
^5
.....................................................................dominant
^6
.....................................................................submediant
^7
in major and when raised in minor......……..leading tone
* Each scale degree has a name as well as a number. Refer to the above chart to identify scale degrees by name.
IDENTIFY the notes in the following phrase by their scale degree names.
1.Tonic
7.
2.
8.
3.
9.
4.
10.
5.
11.
6.
11.4 Identify triads by scale degree of the root
1. IDENTIFY the key and the scale degree name of the root of each triad.
2. IDENTIFY the key, the scale degree number of the root, and the type of triad (major, minor, diminished or augmented). Abbreviate the triad type.
11.5 Identify triads in order by their Roman numerals: major keys
* A triad's Roman numeral shows both the scale degree of the root and the type of triad (major, minor, diminished or augmented).
* The scale degree of the root is shown by the Roman numeral itself. The numbers 1 – 7 in capital Roman numerals are:
I II III IV V VI VII
* The type of triad is shown by how the Roman numeral is written and by symbols which sometimes follow:
Major triads are written capital (Example 1 at the top of the page).
Minor triads are written lower case (Example 2)
Diminished triads are written lower case with a circle (Example 3).
Augmented triads are written upper case with a plus sign (Example 4).
1. IDENTFY the triads with Roman numerals according to the chord type. The key signature applies to the whole line.
2. Then COMPARE how each numeral is written for the three keys.
11.6 Identify triads in order by their Roman numerals: minor keys
* This book uses the harmonic minor scale when triads are in minor keys.
* Recall that in harmonic minor ^7 is raised a half step.
1. IDENTIFY the triads below with Roman numerals according to chord type, as in the previous page. NOTICE the minor keys and the raised ^7.
11.7 Identify triads on random roots by Roman numerals
Major Keys: I ii iii IV V vi vii°
Harmonic Minor: i ii° III
+
iv V VI vii°
The previous two worksheets demonstrate that:
*The order of triad types on successive scale degrees is the same for all major keys, and
*Another order holds for all minor keys using the harmonic minor scale.
*The chart at the top of the page shows the sequences with Roman numerals. In major the order is:
1.major, 2.minor, 3.minor, 4.major, 5.major, 6.minor, 7.diminished
In harmonic minor the order is:
1.minor, 2.diminished, 3.augmented, 4.minor, 5.major 6.major, 7.diminished
1. MEMORIZE the order of triad types in major and harmonic minor.
2. IDENTIFY the keys and Roman numerals for the following triads.
Ch. 11. Scale Degrees and Roman Numerals
11.8 Review and write triads given the key and Roman numeral
* Sometimes accidentals are written beside Roman numerals to remind you that a chord tone is raised in harmonic minor.
However, there is no way to show that the root of vii° is raised.
An accidental by itself means raise the third.
1. WRITE the key signature and triad according to the Roman numeral. RAISE ^7 in minor keys. Accidentals do not appear next to vii° as reminders.
2. IDENTIFY the key, Roman numeral, and scale degree name of the root. All keys are MINOR.
3. IDENTIFY the key and the Roman numerals for this music. Combine the notes above each brace to complete a triad. WHAT IS THIS ACCOMPANIMENT? | <urn:uuid:2498df2d-0908-4aab-996c-d9f2b51fdfb1> | CC-MAIN-2018-26 | http://gmajormusictheory.org/Fundamentals/Ch11.pdf | 2018-06-25T09:25:48Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00600.warc.gz | 132,963,427 | 1,144 | eng_Latn | eng_Latn | 0.943356 | eng_Latn | 0.993974 | [
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RECOMMENDED SUMMER READING Wheeling Park High School
2018-2019
English 9
A Separate Peace by John Knowles
English 9 Honors
A Separate Peace by John Knowles (Short Stories)
"The Door in the Wall" H.G. Wells
"Harrison Bergeron" Kurt Vonnegut
English 10
Choose ONE author from the list: A Hitchhiker's Guide to the Galaxy by Douglass Adams Brave New World by Aldous Huxley Fahrenheit 451 by Ray Bradbury 1984 by George Orwell IRobot by Isaac Asimov Storming Heaven by Denise Geardina The Joy Luck Club by Amy Tan The Color Purple by Alice Walker Anthem by Ayn Rand The Bean Trees by Barbara Kingsolver
English 10 Honors
Choose ONE male and ONE female author:
Male Author
A Hitchhiker's Guide to the Galaxy by
Douglass Adams
Brave New World by Aldous Huxley
Fahrenheit 451 by Ray Bradbury
1984 by George Orwell
IRobot by Isaac Asimov
Female Author
Storming Heaven by Denise
Giardina.
The Joy Luck Club by Amy Tan
The Color Purple by Alice Walker
Anthem by Ayn Rand
The Bean Trees by Barbara Kingsolver
English 11
Things Fall Apart by Chinua Achebe
English 11 Honors
Elements of Style by E. B. White The Glass Menagerie by Tennessee Williams
English 11 Advanced Placement and College at Park
The Help by Kathryn Stockett Elements of Style by E. B. White
English 12
The Hobbit by J.R.R.Tolkien
English 12 Honors
The Hobbit by J.R.R.Tolkien The Glass Castle by Jeanette Walls
English 12 Advanced Placement
English 12 College at Park
The Picture of Dorian Gray by Oscar Wilde How to Read Literature Like a Professor by Thomas C. Foster | <urn:uuid:b083b200-c697-4156-a6e0-639b5316a7df> | CC-MAIN-2018-26 | http://wphs.ohio.k12.wv.us/wp-content/uploads/sites/7/2018/05/SUMMER_READING-WPHS_2018.pdf | 2018-06-25T09:42:33Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00603.warc.gz | 346,818,786 | 406 | eng_Latn | eng_Latn | 0.817237 | eng_Latn | 0.817237 | [
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3) Solve the system.
5) Without solving, decide whether the system has one solution, no solution, or infinitely many solutions. Explain.
ECA Algebra Review (Geometry)
Day 5a
2) Solve the system.
4) Solve the system of inequalities.
6) Kendra owns a restaurant. She charges $1.50 for 2 eggs and one piece of toast and $.90 for one egg and one piece of toast. Write and solve a system of equations to determine how much she charges for each egg and each piece of toast.
3) Solve the system.
5) Without solving, decide whether the system has one solution, no solution, or infinitely many solutions. Explain.
ECA Algebra Review (Geometry)
Day 5b
2) Solve the system.
4) Solve the system of inequalities.
6) Niki has 8 coins worth $1.40. Some of the coins are nickels and some are quarters. Write and solve a system of equations to determine how many of each coin Niki has. | <urn:uuid:7953f215-891e-48de-a8ce-9fd099402d5c> | CC-MAIN-2018-26 | http://frankumstein.com/PDF/Geometry/ECA/Review%20Worksheet%205.pdf | 2018-06-25T09:58:02Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00601.warc.gz | 116,944,044 | 211 | eng_Latn | eng_Latn | 0.994345 | eng_Latn | 0.994458 | [
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Gloucester City School District Parent –School Compact 2010-2011
District Mission: The educational process of the Gloucester City Public School District is the embodiment of visionary leadership, involved community, and individual needs. It is characterized by a holistic approach, by technological innovation, and by the development of socially responsible citizens. All students in the Gloucester City School District will be able to demonstrate the skills as outlined in the New Jersey Core Curriculum Content Standards. The students of the Gloucester City Schools will become contributing members of a changing economy and be prepared and committed to life long learning.
Each school building every year organizes a School Leadership Council. A School Leadership Council plans and implements ways to increase a school's effectiveness and carries out the District Mission. The concept of representative teams is intended to increase the involvement and contributions of more people in the planning of improved programs and practices. The logic of the team approach is that programs are more likely to be successful when the people who must ultimately implement them have planned them. It is, therefore, the purpose of the SLC to ensure participation of staff, parents and the community in school level decision-making and to develop a culture of cooperation, accountability and commitment. Within the school the SLC is responsible for coordinating the development of the schools' shared vision, selecting a WSR model, and establishing a WSR Implementation Plan. In addition, the SLC, working with the school administration, SRI team, and district, is responsible for the ongoing monitoring and assessment of the quality and effectiveness of the schools' plan and program, and the implementation of any needed modifications. In its various capacities, the SLC will take on the roles of educational and instructional guides, decision-makers, problem solvers, assessors, evaluators, and planners. The principal does not abdicate administrative and supervisory responsibilities to the team. The daily operation of the school remains the responsibility of the principal. The SLC creates an internal structure through which ideas from various perspectives flow to ensure that the WSR process has broad based support. The SLC leads and coordinates each step of this process.
Stakeholders responsibilities in the Parent-School Compact :
1. The District will provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to meet the State's challenging student performance standards;
2. Parents will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, volunteering in their children's classroom, participating, as appropriate, in decisions relating to the education of their children, and encouraging the positive use of extracurricular time; and
3. Both parents and the School District understand the importance of establishing ongoing, good communication between teachers and parents through, therefore, at a minimum,
A. Annual parent-teacher conferences will be held to discuss individual student achievement as it relates to provisions of the compact,
B. A minimum of two progress reports will be sent to families on student academic progress each academic year, and
C. The District will provide to parents reasonable access to staff and opportunities to volunteer, observe, and participate in classroom activities. | <urn:uuid:1e0aef01-9317-46f1-a927-1128b2ad5ef9> | CC-MAIN-2018-26 | http://gcsd.k12.nj.us/UserFiles/Servers/Server_290516/File/Superintendent/Compact.pdf | 2018-06-25T09:38:15Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00602.warc.gz | 134,919,469 | 632 | eng_Latn | eng_Latn | 0.997028 | eng_Latn | 0.997028 | [
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Loss of a Sacred Shrine: How the National Park Service Anguished over
Yellowstone's Campfire Myth, 1960–1980
Lee H. Whittlesey
Since its establishment in 1916, the National Park Service (NPS) has been empowered by Congress to "conserve the scenery and the natural and historic objects" in the nation's national park system and to manage them "in such manner and by such means as will leave them unimpaired for future generations." 1 To generations of park rangers,that high decree has meant preserving the country's special places with a high degree of care—in the protection of places of unusual natural beauty and celebrated historical sites. Yellowstone, established in 1872 some thirty-four years before the National Park Service, was the first of these "special" places and the first national park in the world. Congress's setting aside of Yellowstone not only started the nation's national park system, it also inaugurated the "national park idea," another concept considered sacred by NPS. 2
The "national park idea" is the notion—essentially unheard of before Yellowstone—that a federal government should run a park. Historically, parks were run by lower governments, such as cities, states, provinces, or counties. From Nebuchadnezzar's "Hanging Gardens of Babylon" to England's town deer parks to Central Park in New York (a city park dating from 1857) and Yosemite Park in California (granted to the state in 1864), parks run by governments below the federal level had been the historical models. 3
Because Yellowstone—known very early as "Wonderland"—was the first national park in the world, the National Park Service has always considered its origins almost sacred. Although it was visited earlier by various Indian tribes, fur trappers, and prospectors, Yellowstone was formally "discovered" in 1870 by the Washburn-Langford party. That party left numerous accounts of its travels, but one account, written by N.P. Langford and published thirty-five years later, became the book that held sway over the NPS's interpretation of Yellowstone's origins for some seventy-five years. Because of Langford's 1905 book, NPS's "take" went like this, in what became a cherished story: The idea for Yellowstone National Park originated with one man on a specific day, because the area was discovered by the 1870 Washburn-Langford party, whose members discussed around their campfire at Madison Junction the idea of not only protecting Yellowstone from private ownership but also the idea of it becoming a "national park." Because of this story, the NPS long believed that Langford's party members were the first to vocalize that "national" idea. 4
Thus when Congress established NPS in 1916, the bureau quickly learned—if its members did not already know—that Yellowstone's origins were related to its own origins.
Without Yellowstone, there might have been no NPS, and Horace Albright, one of the first NPS officials, latched on to that fact early. When Albright was appointed superintendent of Yellowstone—only three years later—he took that consciousness with him to Yellowstone and "mortared it into place" by telling the Langford story in the park, encouraging others to tell it,and accepting it as fact in his capacity as park superintendent.That made it the de facto (and essentially official) origin story for the park. Albright served as Yellowstone's superintendent for nearly a decade. 5
This was the scene in 1928, when Albright succeeded in obtaining money for four new Yellowstone museums. Inspired by officials who had done that in Yosemite (which was added to the national park system in 1890), Albright wrangled $118,000 from the Laura Spelman Rockefeller memorial "for the development of educational activities in Yellowstone National Park." 6 From this money, the NPS built four trailside museums in the park—at Old Faithful, Madison Junction, Norris Geyser Basin, and Fishing Bridge—during the period 1928 to 1931. One of them, the Madison Museum, was intended by its designers with Albright's blessing to tell the "sacred" story of Yellowstone's (and indirectly NPS's) origins. Architecturally, the four Yellowstone museums were (and are today) very significant in the national park system, because they were "unlike anything that came before" and because they "added new meanings to landscape scenery in the twentieth century" by opening for Americans "the experience of places to new dimensions of appreciation." 7
These museums—all survive today except for the one at Old Faithful—were really the beginning of NPS's formal attempts to tell the stories of (interpret) Yellowstone. Besides Albright (who would soon be leaving the park anyway to become national director of NPS), three men were the leading spirits behind Yellowstone's four trailside museums. The men were an NPS field naturalist, Carl Parcher Russell; a founder of the American Association of Museums and its first president, Hermon Carey Bumpus; and an architect, Herbert Maier. 8 Even though his Ph.D. was in ecology, Russell would spend his life specializing in frontier history, would "set the basic pattern for museums in the national parks," and would produce several major works, including Guns on the Early Frontier (1957) and Firearms, Traps, and Tools of the Mountain Men (1967). 9 Bumpus was a former director of the American Museum of Natural History, a leading authority on national park museums, and a professor of biology at Brown University. 10 Maier was a San Francisco architect who began working on modest building projects for the national parks in 1922. The park museums that he created— inspired by Yellowstone's earlier Old Faithful Inn—were, according to architectural historian Ethan Carr, "more than any other … the ideal expression of [National] Park Service Rustic style." 11 With these three men, the NPS "in one fell swoop" (1) accepted rustic architecture as its overriding building design for national parks, and (2) established the Madison Museum as the linchpin or host vehicle for telling both Yellowstone's and the national park idea's origin stories (Figure 1). Madison Museum, even in these planning stages, was already headed for "shrinehood." But perhaps the fact that there was not an academically trained, professional historian in this group should have been a warning to NPS.
Each of the four new museums was to have a theme,and Madison's theme was to be history. 12 Small though it was with groundbreaking and beautiful architecture, that was not the most important element at Madison. Bumpus stated in 1930 that the new Madison Museum
would celebrate the place where "the Washburn party, in 1870 … resolved that this part of the public domain [Yellowstone] should be preserved inviolate." In addition, he attributed the national park idea to that party—thus helping to further instill that part of the myth into NPS—and noted that "in its function as an historical monument, the [museum's] southerly wall, by means of a large transparency, will depict the Washburn party encamped at the nearby confluence of the Firehole and Gibbon Rivers." 13
Sure enough, this large transparency—erected over a southern window so that light could shine through it in an almost religious fashion—served as the museum's main exhibit until about 1971. It, along with a sign on the museum's east wall, effectively turned the small building into a monument to the origins of the park and the national park idea. The sign read: "The purpose of this museum is to outline the history of the Yellowstone and to consecrate the setting aside of large areas for the benefit and enjoyment of the people" (Figure 2). Bumpus and Russell actively used, or acquiesced in the use of, the word "shrine" to refer to Madison Museum and a number of their roadside nature exhibits, which they called "nature shrines." 14 Now they were using the word "consecrate"—a word which means "to make or declare sacred or holy." Words like "shrine" and "consecrate" made it clear that—in their minds at least—this "trailside shrine" known as Madison Museum was to "shine forth" for the public with a dazzling, almost religious aura. It was an image that would instill pride in both park visitors and National Park Service rangers for some forty years.
With Bumpus and Russell having built the Madison Museum as a shrine in 1929, and with the museum not yet open to the public, NPS decided at the time of the death of its founder Stephen Mather in 1930 to elevate the "shrine" idea one step further. One can almost picture their thinking. Madison was already a shrine to both the establishment of the
first national park and the national park idea, so why should it not also be a shrine to the agency that managed them? No doubt officials wanted the agency, new though it was, to receive a place in the history of Yellowstone and no doubt they wanted to commemorate Director Mather's recent death, but the idea that the Madison Museum could also be a monument to NPS as well as to Mather fit right into the shrine concept. Horace Albright, as former superintendent and now national director, was in a convenient position to help make it happen. Thus Albright, Yellowstone superintendent Roger Toll, and assistant superintendent Guy Edwards joined Bumpus and Russell in spearheading the erection of a metal plaque celebrating Stephen Mather's life on a twelve-ton boulder just outside of the Madison Museum. Dedicated on July 4, 1932 (Mather's birthday) and still there today, the plaque— embossed with a sculpture of Mather—proclaimed the following:
Stephen Tyng Mather, July 4, 1867–January 22, 1930. He laid the foundation of the National Park Service defining and establishing the policies under which its areas shall be developed and conserved unimpaired for future generations. There will never come an end to the good that he has done. 15
The NPS's ceremony to dedicate this "Mather memorial tablet" involved speakers and around seven hundred members of the public, and it is clear from the many words expended at the ceremony and from the guests who attended it that the Park Service considered the
new tablet a very important monument (Figure 3). Director Albright could not attend the dedication, but his telegram to the park made it clear he believed it significant for NPS. He called Mather "one of nature's noblemen … [who] brought about expansion of our [NPS's] activities in Yellowstone." NPS Landscape Architect Thomas Vint recommended placing the Mather plaque "within the Historical Shrine at Madison Junction"—his capitalized words showing awareness that the Park Service already considered Madison a shrine—but the Mather Appreciation group wanted to place it outside the building. Eventually the NPS placed similar monuments to Mather in at least 23 national parks and 33 national monuments. Madison Museum thus became one of the Park Service's earliest iterations of this shrineage to Mather. 16
Meanwhile, NPS rangers at the new Madison Museum were busily delivering their message to park visitors, and so were the museum's exhibits. The aforementioned transparency—created by park photographer Jack Haynes and erected over the museum's southern window—boasted a panoramic photo of contemporary re-enactors of the 1870 Washburn party camped at the foot of National Park Mountain. Under it was text that was headlined "The Beginnings of the National Park Idea" (Figure 4) Many years later, naturalist Don Stewart still remembered this conspicuous "Haynes Window" as being the center of the museum's displays and general appeal. Stewart—a dedicated ranger who worked at Madison from 1955 through 1962 and believed fervently in it as a national shrine—saw the window
The George Wright Forum
as the main "raison d'être" (reason for being) of the Madison Museum. Stewart described it as follows:
The museum's other beautiful window, on the south wall, was not so large as the picture window, but it was the premiere attraction of our building. In 1930 Jack Haynes, official Yellowstone Park photographer, took several shots of men dressed in the costumes of 1870 as they gathered around a campfire near the confluence of the Gibbon and Firehole Rivers. Mr. Haynes selected the one he thought best and then enlarged it into a black and white positive on a plate of glass coated with a photographic emulsion. After the black and white positive was developed on the large plate of glass, Mr. Haynes and his people tinted it, supplying the appropriate blues, yellows, pinks, and other colors needed. Finally, he put a translucent pane on the emulsified side of the plate of glass to protect it. The finished picture was then framed and set in place in the Madison Museum. The picture confused many people. They would stand before it exclaiming how beautiful a painting it was—the brush strokes were visible in places—but remarking how lifelike the figures seemed! Few knew, of course, that such a thing as a combination photograph and painting even existed.... But eventually [after doing other things at Madison] we were always drawn back to Jack Haynes' impressive memorial to the birth of the national park idea. No person who ever came to Madison Museum failed to notice it. It was the first thing he saw as he stepped into the museum, and it was the last thing to catch his attention as he left. And when we had told each park visitor the event it commemorated, he left with a sensation of having been at a place significant in the history of his country. 17
This, then, was the continuing message conveyed by rangers at Madison Museum from 1931 through about 1970. From 1935 through 1939 alone, at least 282,881 visitors came to the museum—and those were lean years for park visitation because of the Great Depression. 18 Thousands if not millions more received the Madison Museum's message during the succeeding quarter century. They joined Don Stewart and his fellow rangers in paying homage to the place where Yellowstone was ostensibly established, the place where the national park idea was supposedly born, and one of the places where Steve Mather and his National Park Service rangers received consecration for preserving America's special places.
In 1960, park officials brought back Carl P. Russell—retired and now thirty years older but known in history circles for his books One Hundred Years in Yosemite and Guns on the Early Frontiers—to re-examine exhibits at the Madison Museum with an eye toward changing or upgrading them. Not mentioned, but perhaps present in at least some minds, was the fact that Yellowstone's one hundredth anniversary would occur in twelve more years. The question of what messages and exhibitry the NPS should proclaim and display in its Madison Museum on that celebratory occasion must have occurred to Russell if not to others. Many if not most believed that the museum's aging exhibits needed upgrading to make certain that the national shrine would continue to proclaim—if not radiate dazzlingly—its message celebrating the supposed origins of Yellowstone, the national park idea, and the National Park Service. 19
Also on the minds of some was the fact that historian Aubrey Haines's research was gradually revealing that the famous Madison campfire story was not historically accurate. Haines's research was already having an impact on other historians, and Carl Russell was a subscriber. In touch with Haines through letters and probably telephone calls, Russell did not mince words to park officials about his general agreement with Haines. With regard to proposed new exhibits at Madison, Russell called it unrealistic and unfair to the American people to repeat the mistaken story about the Madison campfire birth of the national park idea. "It is not necessary to make such an unsupported claim," he wrote, "in order that Yellowstone National Park might be lighted by an extra blaze of glory." 20
But regardless of Russell's support of Haines, Haines's findings were not "sitting well" with other NPS officials. The main one of these was Ronald F. Lee (1905–1972) 21 in NPS's Washington, D.C., office. Lee, an academically trained historian, had served as NPS's chief historian and chief of interpretation, and in the early 1960s he was an NPS regional director in Philadelphia.Spearheaded by Lee,an internal NPS dispute began to arise,at first between Lee and Haines but eventually involving numerous other personalities. The most noteworthy of these—although his influence often occurred behind the scenes—was Horace M. Albright. 22
The dispute centered on the Madison campfire story—the traditional park story suggesting that the idea for Yellowstone National Park originated with one man on a specific day (Cornelius Hedges on September 19, 1870). Historian Aubrey Haines, during his long research into park history beginning in 1938,discovered that these assertions were problematical at best and downright wrong at worst. The story could be traced to N.P. Langford's 1905 book, 23 a "reconstructed account" which claimed that Langford's party originated around their campfire the idea of preserving the area as some kind of "national park," that
Cornelius Hedges suggested that there "ought to be no private ownership" of the area, and that the national park idea itself was born from this campfire conversation.
Haines discovered that problems with this story were numerous. First, exactly what was discussed by 1870 party members at their campfire could not be confirmed or ascertained, Second, there was uncertainty as to whether the party even discussed the momentous idea of preserving Yellowstone as some kind of park, let alone whether it would be a "national" park or whether the members would work toward such a goal. Third, both the process by which the national park was established and the national park idea itself did not seem to have sprung directly or indirectly from any such campfire conversation. Fourth, Langford's description of the party's alleged conversations did not appear until 1905—thirty-five years after the fact. Fifth, Langford's 1905 discussion contained alleged direct (and lengthy) quotations from party members of the type that make historians suspicious. Sixth, Langford's handwritten 1870 diary was found to be the only one in a long series of his diaries that was missing from the Minnesota Historical Society, so it could not be used to confirm his reconstructed 1905 account of the campfire conversation. Seventh, even though there existed at least seventeen written accounts by members of the 1870 party, not one of them corroborated Langford's story of the alleged campfire discussion or of the idea of preserving Yellowstone or creating a "national park" in 1870, including two earlier accounts by Langford himself. Finally, the public-spirited sentiments attributed to the park's alleged founders were seen to be not the only motivators driving their actions. 24
Not surprisingly, the story had defenders who refused to believe historian Haines 25 or to "let the story go." They went so far as to denounce Haines and to castigate him for daring to disparage a sacred story that was cherished by the National Park Service. This writer and a co-author have noted that no one should have been surprised to learn that "stories this deeply embedded in the thinking and self-perception of so many people do not yield to easy disregard." Instead the story had become a much ingrained "part of the historic and even the psychic fabric of the National Park Service and of the conservation community." 26
As the one hundredth anniversary of Yellowstone in 1972 approached, NPS officials argued among themselves as to what to do about Madison Museum exhibits and what to say at the upcoming ceremony, which was to be held there at Madison. Some, especially Ronald Lee,urged that the campfire story be a centerpiece of the celebration as it had been fifty years earlier at Madison (Figure 5), but Haines stood firm in his historical interpretation. "Aubrey was a stone in a lot of people's shoes," says Haines's former boss John Good, "and he just would not back down on that campfire myth." 27 Ordinarily this kind of dispute would have settled into a long, slow debate so that Haines's theory could have had time to be sorted out and confirmed by fellow historians. However, NPS did not have such time because the anniversary celebration was soon to occur. Washington officials resolved the problem with a compromise: the wording of the new sign at Madison Museum was made vague to give recognition to Haines's theory while also allowing Lee to acknowledge Cornelius Hedges. Meanwhile, new exhibits in the museum would also become somewhat vague with regard to the Madison campfire.
The new sign at the museum that was to be erected for the 1972 festivities—one whose wording was apparently much argued about—was written to acknowledge that some kind of
campfire discussion had taken place and that at this campfire, "there emerged an idea, expressed by Cornelius Hedges, that there should be no private ownership of these wonders but that the area should be preserved for public enjoyment." "Others shared these views,"
continued the sign in a key vague statement, "and on March 1, 1872, President Ulysses S. Grant signed the act establishing Yellowstone as the world's first national park." Eventually Haines's historical view prevailed. Regardless, this somewhat vague wording remains today on the sign located just west of Madison Information Station that overlooks Madison River and National Park Mountain. 28
But in 1960, Carl Russell was twelve years away from that decision by his superiors, so his recommendations for Madison Museum gave a mere nod to Haines's new theory while offering suggestions for museum upgrades. Notwithstanding his "extra blaze of glory" statement, Russell had not sorted through the abstract elements buried in the alleged 1870 events. He still believed enough in those events at Madison to state that the Langford campfire was "an occasion so great in America's social history as to make of the site a national shrine." He, like others in NPS, was conflicted about the Madison campfire story. While recognizing that Haines was probably right in his historical interpretations, Russell could not bring himself at this late date in his life (it was 1960 and he was 66 years old) to summarily abandon his long-held idea that the Madison area was "sacred." Thus his report gave a chronology of historical events that he believed should be interpreted at Madison Museum and toned down the campfire story (a little), but he could not completely "let go" of the "sacred national shrine" concept. 29
NPS officials at Yellowstone,at the regional office,and at the national office seem to have partly instituted but mostly ignored Russell's recommendations for changing the museum's interior. Instead, park officials, teaming with national NPS officials, moved during the period 1961–1962 (still early in Haines's revelations) to protect the actual Madison campfire site, to increase the NPS story inside the museum, and to erect three new interpretive signs in the area. The agency removed an old bridge over the river that impinged on the campfire site, added a new campground to the area, decided not to make the Madison Museum larger, and continued for at least one more year the annual re-enactment of the 1870 party's campfire as a scripted play. Surrounding all of these developments was what NPS believed about Madison. An NPS planner stated in early 1962 that "the primary objective at Madison Junction is to preserve this original campsite and provide adequate interpretation for the visitor[s] to instill in them the tremendous importance of the decision of the Washburn Expedition and how it has guided and influenced the entire development of the National Park Service." 30 Of course even then Haines's new conclusions were questioning whether the 1870 party had discussed anything about their discoveries around their campfire, whether they had made any such "decision" that the area should be protected, whether they would work for that decision, and whether they would call it a "national park." All of these formerly accepted propositions were under fire by Haines.
But NPS's three new signs nevertheless promoted the Madison area as a sacred shrine and touted the traditional campfire story as the true one. The largest new sign was erected at the junction of the roads, and it directed visitors with a huge arrow to "Madison Junction Historic Shrine [italics added] of Yellowstone Our First National Park, March 1, 1872." 31 A second sign, this time an interpretive one, was erected near Madison Museum. It attributed both the national park idea and the establishment of Yellowstone to Langford's party on that night in 1870:
Madison Junction—The Birth of an American Idea. Across the Gibbon River, between you and National Park Mountain at the junction with the Firehole River forming the Madison a new idea in wild land conservation was conceived on September 19, 1870. Around the evening campfire, members of the Washburn-Langford-Doane exploring party agreed that this land of natural wonders must be set aside as Yellowstone National Park. The Park should be forever free for future generations and held inviolate in its natural state. Established by a benevolent Congress on March 1, 1872, Yellowstone the first national park has set a worldwide precedent for man's aesthetic appreciation of pristine beauty. 32
Park officials erected a third sign on Madison River some distance downstream from the museum and accessible to visitors from a roadside pullout.It too gave Langford's party credit for the national park idea:
National Park Mountain—In the shadows of this mountain around a campfire, the WashburnLangford-Doane exploring party on September 19, 1870 conceived the idea of a national park. Yellowstone the first of many parks has set a precedent for this nation and the world. Great good will come to unborn generations from the wise decision of these farsighted men to preserve the area inviolate for all time. 33
But these new signs were to have short lives, because Aubrey Haines's research was already making them obsolete. Notwithstanding a "Decision of the Director" of the National Park Service in September 1962 that a new, improved Madison Junction Visitor Center would "tell the National Park Service story both nationally and internationally as well as [tell] the original concept of the National Park idea"—an acknowledgment of the idea that NPS history was part of the Madison shrine—Haines's conclusions were making things more complicated than NPS officials probably preferred. 34
The NPS would be carried almost kicking and screaming to Haines's side of the story in an extremely slow acceptance of the findings of one of its own historians—an acceptance that took more than twenty years. The notion that NPS was slow to accept the dismantling of its beloved campfire story has found confirmation in the writing of Barry Mackintosh, a later NPS historian. Mackintosh concluded that NPS "was its own worst enemy" at times by continuing to present the national park origin story in park after park long after Russell affirmed Haines's findings in 1960. Mackintosh also told of another NPS official, Edwin Alberts, who had become a subscriber to Haines's theory by 1964:
Investigations from the 1930s on cast doubt upon the "campfire story," but it was already firmly entrenched in Service tradition and continued to be retailed in publications, museum exhibits, and public programs. In 1964 the Midwest Region's chief of interpretation, Edwin C. Alberts, courageously dissented to his regional director: "It is obvious that the frequent attribution, with respect to 'birth of the National Park idea,' to the participants at this 19th Century campfire are based on very tenuous grounds and in view of current curiosity about the matter by more than one non-Service historian, we'd be wise to pull back on our
approach to avoid embarrassment." The story could still be presented, argued Alberts, as a legend. 35
In 1971, when this author first served as a bus tour guide in the park and attended NPS campfire lectures, park naturalists were saying nothing about the Madison campfire controversy (at either Madison or other places in the park) and instead were still telling the old campfire story as if it were accepted fact. Already eleven years had passed since Haines debunked the old campfire story, and yet NPS was nowhere near to even partial acceptance of the new story. 36
Ronald Lee's presence and influence were large factors in the continued delay of NPS's acceptance of Haines's work. Lee retired in 1966 but continued to be a writer and spokesman for national park issues during his six-year retirement. Ironically, he died in 1972, during the one hundredth anniversary year of Yellowstone National Park. But even then NPS was nearly a decade away from full acceptance of the campfire story as heroic myth rather than literal truth. 37
Horace Albright's opposition was probably the largest factor in the delay of this acceptance. Albright served as NPS Director and then left the National Park Service in 1933, but lived on for fifty-four more years. He continued to wield amazing influence from afar upon NPS by meeting with its officials,writing articles,and giving speeches.He opposed Haines's version of the Madison campfire story from the moment he heard about it. Former Yellowstone superintendent Bob Barbee was a seasonal NPS worker at Yosemite National Park in 1964 during one hundredth anniversary activities at that park on the day that Albright and other NPS "oracles" showed up for the festivities. When Albright was told that the historian at Yellowstone had determined that the Madison campfire story was a myth, Barbee says he heard Albright say, "He ought to be fired!" Of course the intent of such a statement at that early date could have been much lighter than it turned out later to be, but there is no doubt that Albright did not like hearing such news. His continuing influence within the NPS was powerful. Albright did not pass away until 1987, and there seems to be little doubt that his longevity helped to discourage the bureau from fully embracing Haines's newer history.Most people in the NPS were reluctant to offend or speak against Albright. 38
With those factors operating,a memo to Park Superintendent Jack Anderson from Chief Historian Robert Utley,dated June 30,1971,probably had a large impact upon preparations for the redesigned Madison Museum, upon plans for the upcoming Yellowstone centennial celebration, and upon the way park officials, including Anderson, ultimately treated historian Haines. Utley's memo makes it clear that NPS regional directors (!) at a national meeting were then decrying the new findings by Haines. Here is the relevant material from Utley's memo:
At the Grand Canyon regional directors meeting last week I was exposed to views of considerable intensity on both sides of the current campfire controversy. You should know, if you haven't already heard, that Ronnie Lee has probed this question deeply and found a number of serious flaws in Haines' research. I have been compelled to recede quite a distance in my
advocacy of Haines' findings. Almost certainly the Hummel committee, myself included, will conclude that the subject of public reservation was discussed on the night of September 19, 1870, at Madison Junction and that several of the people who were there later worked very effectively for the park bill. It appears that Haines has been too harsh on Hedges and Langford and that they deserve more credit than Aubrey has been willing to grant them.
On the other hand, we must not let this judgment lead us back to the simplistic story of old. I fear there is a real danger of this. A balanced interpretation must acknowledge the contributions of Kuppens, Meagher, Cook-Folsom, Hayden, and the congressional sponsors as well as Langford, Hedges, and their associates. The birth of the idea, and the origins of effective action, should not be traced exclusively or even primarily to Madison Junction.
Most of us lean to Louis Cramton's study of Yellowstone as a balanced interpretation on which all can hopefully unite until the findings of Haines and Bartlett can be further tested by unhurried study. Cramton, you may know, was very close to HMA and his booklet was published when HMA was director. 39
"HMA"was Horace Marden Albright.Here we see Utley downplaying it but unquestionably being influenced by Albright's lobbying for the old story. Utley's use of the initials HMA instead of Albright's name certainly betokened the notion that he and other NPS staff held Albright in oracle-like esteem. We also see Albright's likely influence here upon numerous NPS regional directors—people who were arguing about Yellowstone's campfire story while occupying very high positions in the agency (few if any of them were historians). And while we see Utley's rejection here of the national park idea as having been totally born at Madison— itself a very large step for the NPS—we do not yet see Utley siding with Haines against N.P. Langford, as he would later do.
This memo tells us a lot about the views in 1971 of high NPS officials, including Utley, regarding Aubrey Haines and the Yellowstone campfire story. It is likely that this memo and their views had strong influences on Yellowstone officials like Jack Anderson, and that those views trickled down to castigate Haines and his revisionist campfire story as the time approached for the opening of the new Madison "Explorers'Museum,"the Yellowstone centennial celebration, and the Second World Conference on National Parks. Many, probably most, of those NPS officials were unwilling to offend Horace Albright and the Ronald Lee advocates by accepting revisionist history that had not yet been "tested by unhurried study," 40 especially when a middle course could be steered by simply making the wording of a new sign a bit vague and by making the new museum into an "Explorers' Museum" rather than one touting the old campfire story. As mentioned, Utley would later change his mind about supporting Lee when Haines's research convinced him that no one could know whether a "public reservation" was discussed at the 1870 campfire or even whether discussion of anything relating to Yellowstone occurred there. And Haines had definitively shown that the national park idea itself had earlier origins.
In hindsight, many NPS officials should have been listening to Yellowstone's Chief Naturalist John Good. In 1966, Mr. Good warned of trouble surrounding the campfire story
that would come to the agency within a few years. "I am raising this rather sticky subject," he cautioned, "because … I believe the Service could easily paint itself into a tight corner if we are not careful." Sensing a problem in the arising books and films that were being produced as Yellowstone's centennial approached, and also a problem with an NPS Director (George Hartzog) who did not believe in Haines's new research, Good wrote—with the approval of his Yellowstone bosses—the following remarkable (and gutsy!) memo to NPS officer Bill Everhart, who had Director Hartzog's ear:
If we say the idea of a National Park was hatched or even formalized at the famous Madison Campfire[,] we will be disregarding every bit of knowledge that exists.... There is so much evidence accumulated over the years and so readily available which refutes our Madison myth [that] I honestly believe the only reason no one has pointed to our feet of clay is a general lack of interest in the subject. But to the extent the Centennial is publicized[,] interest will rise and someone will clobber us.
If we were the Pinedale [Wyoming] Chamber of Commerce claiming Jim Bridger as a founding father[,] this would be one thing and nobody would mind a bit of embroidery to the story. But the National Park Service is a big boy! It prides itself on the professional standards of its historical research and interpretation. Can we afford seriously to champion what is so obviously a sham concocted by an old man (N.P. Langford) who feared his share of the Yellowstone glory was about to be lost? I hope not....
If you agree [that] we should get back on the track of history, perhaps you can find a good time to discuss the matter with the Director. Mr. [George] Hartzog seems completely sold on the Madison myth, I suspect by Horace Albright. [Yellowstone Superintendent] John McLaughlin has tried to raise the matter but Mr. Hartzog did not care to discuss it—to put it mildly. Apparently the subject is an emotional one to him....
A few more speeches by the Secretary [of Interior] and the Director [of NPS] alluding to "that little band of far seeing men" [at Madison in 1870]—and we will be stuck with the story until the roof falls in.
The monkey is on your back for obvious reasons. You head up interpretation and you are a historian. But most important of all, Mr. Hartzog knows you well and trusts your judgment. Your raising this matter gives it importance and urgency [that] none of us here can supply.... There certainly is no point in trying to show the public the lapses in Langford's memory or worse, his prevarications. 41
Whether Bill Everhart responded to John Good or approached Director Hartzog at the time to encourage him to accept Haines's research is not known. But he would respond five years later.
With urgency that seems palpable today, Good had carefully "run this material by" his own bosses, including John McLaughlin, a few weeks earlier, saying to McLaughlin that he
believed the issue of the campfire story would soon come up and laying out where the agency—at least in Yellowstone—had been was currently was with regard to the new conclusions. Good thought that the national NPS leaders would soon be forced to confront the falsity of the old campfire story by admitting that Haines was right:
If so, why not now over my signature instead of yours so that if the sky falls you can claim [blame] an overeager staff man? Lest you think I have gone crackers[,] I can't think what else to do. Dev[ereux Butcher, a book author] has asked our help; can we write back and say everything [in his book] is great when we know very well it is not? And if we do, won't we find it that much harder to change the story with the next inquiry or when the movie is made? I think there is too much at stake to continue supporting the Madison Junction myth. We know far more about Yellowstone's establishment than we have publicly let on, and if Service integrity in history means a thing[,] we can no longer plead ignorance or confusion or any other mitigating reason for not presenting the evidence we have. There are pragmatic reasons for such a letter, too. I am sure the trail is too clear not to have some sensationalist or historian pick it up between now and 1972. Can you imagine how silly the NPS would look with a $100,000 film based on a fairy tale which we had been calling history publicly[,] knowing full well it wouldn't hold water? I know there is a chance [that] George [Hartzog] would blow his lid, but he is a smart enough man to see we are propping up a dead horse. If there were a gray area large enough to contain our story we might be justified in clinging to it, but there is not. Aubrey [Haines] knows this as does Roy Appleman, Charlie Porter, Dick Bartlett, and Ray Mattison, to name a few. 42
But apparently few persons in the NPS listened to John Good, and the matter continued to simmer until 1971, when Robert Utley heard the aforementioned regional directors discussing the campfire story. As Utley made clear, Albright was involved in these discussions as he maintained his campaign to discredit Haines's version of the facts. By this time, John McLaughlin had been transferred to Sequoia/Kings Canyon National Park where, like many superintendents,he continued to be in the NPS loop by virtue of expertise and authority. Yellowstone Chief Naturalist Bill Dunmire asked him in 1971 for some advice about the Madison campfire story for the upcoming centennial, and McLaughlin responded by acknowledging Albright's continuing influence in the debate:
The material you sent me on the [campfire] subject matter is very helpful and much appreciated. My reinterest in this has been "triggered" by Horace Albright, who is endeavoring to get [all] the former Superintendents of Yellowstone to support what develops to be the old "Campfire Story." He mentioned a "statement" now being issued by the Park which I gather is the one you sent me. This is roughly the one developed, I believe, by John Good or this is a facsimile thereof. In any event, although I haven't been close to the ongoing historical study since I left Yellowstone, the statement you sent me coincides with the historical information as it now stands so I have written Horace that I support the information therein. 43
vaguer version of the campfire story, thus becoming one NPS official who showed at least some predilection to resist Albright's influence.
Others were slowly following. Bill Everhart, still director of the NPS's Harpers Ferry Center, was finally responding to the problem that John Good had so forcefully warned him about five years earlier. Everhart appears to have taken the news to NPS Director George Hartzog that Madison Museum would become an "Explorers' Museum," and Hartzog then told Albright of that development. Said Everhart:
Talking with George [Hartzog] about the [Madison] museum project, he tells me that he has clearly informed Horace Albright that this museum will be devoted only to Yellowstone exploration and will not treat the campfire. He reports that Horace responded that he thought it was wrong not to include the campfire but he would be willing to open the museum on the explorer theme. I predict there may be some changes in this understanding. 44
It is interesting to wonder what Everhart meant by that last sentence. Did he mean merely that Albright might withdraw his vague endorsement of the museum? Or did he mean, more ominously, that he thought it possible that Albright would eventually succeed in pressuring Hartzog to return to acceptance of the old campfire story so that Hartzog could then issue a director's order forcing Yellowstone to include it in the new museum's story? A cynical observer might opt for the latter interpretation.
It is sad that many NPS officials and their advisors during the period 1966 through 1972 acted so intractably, such that, at least for some of them, saving the cherished myth became more important than the simple truth. That much can be argued because, as Good noted, three NPS historians (Roy Appleman, Charles Porter, and Ray Mattison), plus Carl Russell after a fashion, had signed on by 1966 to Aubrey Haines's version of the story, along with one academic historian (Richard Bartlett) and an NPS regional chief of interpretation (Edwin Alberts). Additionally, NPS Chief Historian Bob Utley was on board in early 1971. Therefore enough of these reputable historians agreed with Aubrey Haines by 1971 that it can be argued that NPS had adequate evidence to formally side with Haines prior to the Yellowstone Centennial. 45 On the other hand, none of these historians had produced a formal study replicating Haines, and Haines's nemesis Ronald Lee had looked into the campfire documents more than any other NPS historian. So NPS could claim—arguably without real honesty—that it was faced with the dilemma of not yet knowing what was true, even on the heels of Good's forceful memos. Good was a geologist, not an historian. Meanwhile Yellowstone officials—at least Haines's immediate supervisors—were placed in the position of having to protect him by getting him out of the line of fire while still keeping their higher bosses happy by not appearing to subscribe (yet) to Haines's new story. The situation at Madison was ultimately resolved by playing down the old campfire story, replacing it with a vaguer story, and keeping exhibits out of the new "Explorers Museum" that referred in any way to the old story. In protecting Haines and resisting Albright, John Good emerged as an unexpected secondary hero for Yellowstone.
Probably because some NPS officials (and Albright) harbored grudges against Haines, it would be many years before he was out of danger and could emerge as a primary hero.
Shipped to temporary duty at Big Hole National Battlefield, Haines retired from NPS in 1969. Strangely, either Haines was not invited to speak at the formal opening of the newly redesigned Madison Junction "Explorers' Museum" on July 28, 1972, or else he himself decided not to participate. If NPS officials decided not to invite Haines, that is a measure of how poorly the agency was treating its own historian and of how intimidated NPS officials continued to be by Albright and Lee. Instead, with Park Superintendent Jack Anderson in attendance, the history speech was presented by Ned Frost from the Wyoming Recreation Commission, a "historian" whose working life was spent as an outfitter. Considering that Yellowstone officials with the possible exception of Anderson are known to have gone to some lengths to protect Haines from NPS higher-ups, if Haines was purposely excluded from the centennial ceremonies at Madison, the best guess is that that pressure came from sources outside of Yellowstone. Those sources were most likely to have been Horace Albright and Ronald Lee. 46
Also present that summer of 1972 was yet another symbol of NPS's indecisiveness and irresolute thinking about its cherished Madison campfire story.This was seen in the agency's use—at the Second World Conference on National Parks held in Yellowstone in September—of Freeman Tilden's pamphlet "Yellowstone, the Flowering of an Idea" rather than usage of earlier literature that restated the Madison campfire story. Tilden's pamphlet totally ignored the campfire story, not mentioning it at all. Instead the pamphlet took note of the travels of Langford's 1870 party and vaguely stated that "from that journey and those men came suggestions setting aside Yellowstone as a national reservation." Just as they did not appear on the new sign at Madison "Explorers' Museum," references disappeared in Tilden's pamphlet to Langford's party originating the national park idea in general and to claims that they were the first to specifically propose setting Yellowstone aside. Present at that Second World Conference on National Parks was Horace Albright. Not physically present due to ill health but very much present in influence was Ronald Lee. Both men still opposed Haines's conclusions. 47
"Out of the loop" where these internal NPS debates were concerned, former park naturalist Don Stewart revisited Yellowstone in 1973 for the first time since his final summer of working at Madison ten years earlier.Walking into the Madison Museum that summer, Stewart found that the old exhibits had been "replaced by gaudy modern exhibits brightly illuminated by spotlights mounted on the interior superstructure of the building." He was horrified and lamented that the new exhibits told "less than a quarter of the story imparted by the exhibits which once detained visitors to the museum for hours." Old-timers everywhere often fume about changes to the world that follow their time spent, and Stewart was no different. He referred to Madison Museum as "spiritually empty" at that time and stated in his reminiscences that he could not bring himself to ever enter it again.For him,the museum was a mere shell of what he had known for so many years. Stewart apparently did not realize that the Madison campfire story had been exposed as essentially untrue.He probably would have been heartbroken, had he known in 1973 that his cherished story and the "sacred shrine" concept of Madison Museum would both be abandoned within a few years. 48
However, it was taking awhile for NPS to accept Haines's new story. This author remembers wondering in 1974 upon the publication of Richard Bartlett's book Nature's
Yellowstone 49 why Bartlett had so vehemently indicted N.P. Langford and the campfire story but why park naturalists were yet saying nothing to the public about the campfire story being in disrepute.At least one of the reasons for this,it now appears,was that Haines had so toned down his discussions of the Madison campfire story in his 1974 and 1977 books (because of Chief Historian Robert Utley's requests) that uncritical readers easily missed his distrust for and dislike of Langford and hardly noticed that Haines had methodically dismantled the campfire story. 50 Indeed, one would think that the new story would have been accepted more quickly in Yellowstone than in NPS as a whole. Instead, it appears that Haines's caution in his writing (encouraged by Utley), along with Albright's and Lee's opposition to the new story, aided in delaying park naturalists and park bus interpreters from accepting the story fully for a few more years.
So just when did NPS interpreters begin relating the Madison campfire story as a myth or heroic metaphor and not as literal truth? Finding the answer to that abstract question has been a bit difficult, but neither of two long-term Yellowstone rangers remembers any kind of official NPS memo ever being issued to Yellowstone staff about how to discuss the Madison campfire story. Instead, says Linda Young, John Whitman (the park's acting North District naturalist) began telling his interpreters—in the late 1970s,Young thinks—that if interpreters wanted to tell the campfire story to be sure that they said it was a myth and then to tell the public "here's what we think really happened." Park Senior Technical Writer Paul Schullery agrees and "seems to remember" that this way of doing things was "in place" by 1980. 51
As we consider the Yellowstone campfire story, we must also consider the larger scale examined by authors Paul Shackel and Michael Kammen in their studies of the uses of history and myth over time in the United States. Shackel has noted that the past and its myths may certainly be used—and have indeed been used—to serve partisan purposes,and that history may also be used as a means to resist present change. Kammen has claimed that other National Park Service sites besides Yellowstone have participated in mythmaking too. For example, at George Washington Birthplace National Monument, says Kammen, NPS personnel were so embarrassed by their collusion in the spurious location and style of a house pushed on them by super-patriots that they long would not inform the public of "just how phony the site really was." 52 The use of history by super-patriots who do not want to teach or even believe anything negative about a nation or its heroes has also been studied within the purview of formal education by Gary Nash and his co-authors in their book History on Trial. 53 This type of near-religious fervor that Nash,Kammen,and Shackel chronicle,involving shrines such as Madison Museum or heroes like George Washington, "Buffalo" Bill Cody and George A. Custer, is lately generating more critics among writers who have closely scrutinized and pondered the complexities of history and who recognize that history is not simple.
At this point, astute readers who have been considering the Yellowstone story may have discerned a side to this that probably explains Albright's strident and venomous opposition to Haines's new conclusions—conclusions that were effectively dismantling the "sacred" Madison campfire story during the 1960s. Albright had originally obtained the funds for the Madison Museum and then personally and vigorously pushed and oversaw the building to its completion (1929–1931).As NPS director he had approved,if not originated and/or promoted, the additional monument to Stephen Mather—and therefore to Albright's own organization, the NPS. Hence, Albright had had great influence in the setting up of what was essentially a triple national shrine at Madison Museum with worldwide implications! One could even argue that Madison was a worldwide shrine, making the place even more important! Thanks in large part to Albright, Madison Museum with the entire Madison area was a shrine to the setting aside of Yellowstone as the first national park in the world, a shrine to Yellowstone and the Langford expedition as the beginning point for and the originators of the national park idea and thus for the entire national park system worldwide, and a shrine to Albright's agency—the National Park Service—through the "boulder plaque" honoring Steve Mather.In the eyes of many NPS persons,including Albright,the establishment of Yellowstone was the direct link to the establishment of the national park idea, which started the national park system worldwide and resulted in the establishment of the U.S. National Park Service as an agency. Therefore if NPS's "sacred" Madison campfire story were to be proven incorrect or exposed as a myth, that exposure might somehow denigrate all three entities: Yellowstone, the national park idea, and the National Park Service, to say nothing of (possibly) reflecting back onto Albright himself. 54
It seems small wonder, then, that Albright attacked Aubrey Haines's research so vehemently! How else can we explain the vindictive pressure on Haines's bosses to "punish" him—through his removal from his historian position (the first-ever such position in Yellowstone history),the actual transferring of him to another park,the seeming urgency to put him into retirement, and the apparent hesitancy of NPS to invite him to speak at the park's centennial celebration at Madison? 55
John Good today does not remember why Haines was not invited to speak, but he does remember that "it was something that a lot of us wondered about at the time." He says that he personally had nothing to do with Haines's transfer to Big Hole National Battlefield ("It wasn't me; I wouldn't have done it!"). His thought about NPS's compulsion to force Haines into early retirement is: "I'm sure that that pressure came from Horace Albright!" Albright, explained Good, "thought he knew everything about Yellowstone and he had not worked there in about half a century." 56
The NPS's handling of Haines's research is a commentary on the dilemma faced by any organization when credible new information surfaces that cannot be quickly confirmed.Witness the problems of Congress recently with regard to White House official Karl Rove's alleged participation in politicizing the U.S.Justice Department,Scooter Libby's affair under Vice President Dick Cheney, and other such foibles involving President George W. Bush's administration. Perhaps it is also a commentary on the tendency of some officials and managers to hold long grudges against historians, scientists, and journalists who dare to reveal certain truths,especially where losses of "shrines"or bad public relations for an organization might occur. The idea of shooting the messenger (killing an innocent person who brings bad news) has been part of reality back to the ancient Greeks, and it remains an occurrence that is often seen in corporations, clubs, nonprofit organizations, and government agencies, as reported by newspapers and television news stories. 57 All of this also illustrates a parallel problem within agencies and corporations: sometimes their managers fail to seek out and understand their own histories. Too often managers do not wish to hear from historians or
journalists that they may be making a mistake by "repeating the past." But past events often predict the future and point to possible solutions to problems.
Apparently fearful of losing their "sacred shrine"—Madison Museum—and their cherished campfire story, certain officials in and outside of NPS treated historian Aubrey Haines very shoddily, but others, especially Haines's Yellowstone bosses, stood by him through the fiasco. Haines himself, while personally deeply hurt for awhile, ended up believing that "it came out all right." His own statement on the subject, made many years later, concerned the ramifications of his dismantling of NPS's sacred Madison campfire tale:
It cost me my historian position and that caused me to retire early, but that wasn't all bad. I continued to work on Yellowstone's history, and on other good projects, from the basis of a secure retirement (I am in the twenty-ninth year of that retirement now), so I don't see that they hurt me much. Frankly I was sustained by the fact that Yellowstone Park supported me— put me in the then open position of Naturalist-Geologist, George Marler's slot, vacated by his retirement—so I could finish The Yellowstone Story after my historian position was terminated. The NPS historians in Region II and the Washington office (Mattes, Tompson, Appelman [sic], Utley, and Mattison) were supportive and helpful. It came out all right! 58
As this writer and his previous co-author Paul Schullery have noted,controversies in Yellowstone have often generated rudeness on the part of participants, and "it is probably past time that some participant in a Yellowstone controversy is guilty of being too polite." 59 In this statement, Haines was certainly polite. We naturally do not want to be accused of any of the rhetorical excesses and careless thinking that characterized the early defenses of the Madison campfire story,and which often demeaned Haines.If Aubrey Haines himself could be so forgiving, we are probably wise to follow his example. But we also need to learn from these examples and try not to repeat the mistakes.
Hindsight being "twenty-twenty," we know today that Haines's revelation of the truth about the Madison campfire story has had few negative consequences in Yellowstone except to change the status of Madison Museum from triple national shrine to simple information station. Instead, Yellowstone itself, the national park idea, and the National Park Service all march blithely along, with history proceeding in its usual "merry unpredictable way." 60 Yellowstone is still celebrated and preserved as the world's first national park, even if we do not know whether Langford party members discussed around a campfire its preservation or whether they would work toward that end; the national park idea is still celebrated as a uniquely American idea, even if it did not begin with the 1870 Langford party; and the National Park Service is still revered by the American public as its favorite government agency. Horace Albright, Ronald Lee, and their supporters within the National Park Service need not have worried. With regard to the Madison Museum and its campfire myth, all was and is still well in Wonderland.
Endnotes
1. National Park Service Organic Act, U.S. Statutes at Large, vol. 17, chapter 24, pp. 32–33, as reproduced in Aubrey L. Haines, The Yellowstone Story (Boulder: University
of Colorado Press, 1977, 1996), vol. II, pp. 471–472.
2. For example, Hermon Bumpus, one of the creators of the Madison Museum, noted in 1930 at Madison that "here originated the national park idea—an idea that has since been adopted by many civilized nations." H.C. Bumpus, "To Messrs. Demaray, Yeager, Jones, Kelly, McDougall" [on pink paper], January 30, 1930, pp. 7–8, in box K-18, file 833-05, "H.C. Bumpus 1930," Yellowstone National Park Archives. For another example, when the Steve Mather memorial tablet was placed at Madison Museum in 1932, Superintendent Roger W. Toll stated that the museum itself "was built on this spot because it seemed most fitting to locate it at the birthplace of the national park idea." R.W.T[oll], "Draft of a Talk for the Dedication of the Mather Plaque at Madison Junction, July 4, 1932," in file 111.1, "Director (Stephen T. Mather)." This file is currently located in "Biography (Mather),"Yellowstone National Park Library vertical files, but it will eventually be moved to Yellowstone National Park Archives.
3. Alfred Runte, National Parks: The American Experience (Lincoln: University of Nebraska Press, 1997), pp. 2–4. Hot Springs National Park in Arkansas was a special case. Although it was established in 1832 as a "federal reservation," it originally was not a national park in the strict sense of the word because its establishment occurred to allow commercial use of its hot spring waters. Its receipt of the title "national park" in 1921 was a purely political matter. Runte, American Experience, pp. 217–218.
4. The complete story of N.P. Langford and the Madison campfire "myth" is in Paul Schullery and Lee Whittlesey, Myth and History in the Creation of Yellowstone National Park (Lincoln: University of Nebraska Press, 2004). The present study can be seen as an extended "footnote" to that book. The "one man on a specific day" statement was touted not only by NPS interpretive signs in the early 1960s but also for a much longer time in the well known Haynes Guide from 1906 through 1966. See for example Jack Ellis Haynes, Haynes Guide Handbook of Yellowstone National Park (St. Paul: Haynes, Inc., 1939), p. 74; 1966, p. 75.
5. What Albright believed about Yellowstone's origins and the Madison campfire story can be seen in his book Oh, Ranger! (Stanford, Calif.: Stanford University Press, 1928), p. 121, and it is the standard Langford story, taken from Langford's 1905 book.
6. Haines, Yellowstone Story, II, p. 310. For the details of this gift, see Beardsley Ruml to Secretary of Interior Hubert Work, March 2, 1928; and H.C. Bumpus to Horace Albright, February 9, 1928, both in box K-18, file 154.3 "F.Y. 1928," Yellowstone National Park Archives.
7. Ethan Carr, Wilderness by Design: Landscape Architecture and the National Park Service (Lincoln: University of Nebraska Press, 1998), pp. 144–145.
8. Kiki Leigh Rydell and Mary Shivers Culpin, Managing the "Matchless Wonders" (Yellowstone National Park, Wyo.: National Park Service, Yellowstone Center for Resources, 2006), pp. 100–101.
9. During his thirty-four years with the National Park Service, Russell (1894–1967) would also serve as chief naturalist and superintendent of Yosemite National Park and regional director of NPS. His personal papers are at the University of California–Berkeley. "Yosemite Park Superintendent Envisions Great Western History Museum for St.
Louis," St. Louis Globe-Democrat,July 21,1949,p.1; Ralph H.Lewis for National Park Service, Manual for Museums (Honolulu: University Press of the Pacific,2005),preface; Ralph H. Lewis, "Retracing Curatorial Developments in the National Park Service," CRM Bulletin 5 (December 1982); on-line at http://crm.cr.nps.gov/archive/05-4/5-4all.pdf (unpaginated version).
10. Hermon C. Bumpus, Jr., Hermon Carey Bumpus, Yankee Naturalist (Minneapolis: University of Minnesota Press, 1947), pp. 68–72, 104–120. Bumpus (1862–1943) received the Pugsley gold medal "for outstanding service in the field of national park education." He has been credited with establishing the conceptual foundations for today's NPS interpretive centers and thus has been called the "father of museums in national parks." He produced "Museum Work in National Parks," in Museum News 7 (January 15, 1930); "Outdoor Education, The Part Played by Our National Parks," Hobbies: The Magazine of the Buffalo Museum of Science 10 (June 1930); and "Trailside Museums," in Museum Journal (London) 30 (July 1930).For his work in Yellowstone,park officials named a riverside pinnacle for him "Bumpus Butte." Lee H. Whittlesey, Yellowstone Place Names (Gardiner, Mont.: Wonderland Publishing Company, 2006), p. 58.
11. Carr, Wilderness by Design, p. 145.
12. Haines, Yellowstone Story, II, p. 310; Rydell and Culpin, Matchless Wonders, p. 101.
13. H.C.Bumpus,"To Messrs.Demaray,Yeager,Jones, Kelly, McDougall" [on pink paper], January 30, 1930, pp. 7–8, in box K-18, file 833-05, "H.C. Bumpus 1930," Yellowstone National Park Archives.
14. Madison Museum was shown as "Trailside Shrine" on a 1931 blueprint. National Park Service (T.C. Vint), blueprint "Yellowstone National Park Parking Area Development Madison Junction," August 18, 1931, YEL-1008, in box K-18, file "H.C. Bumpus 1930," Yellowstone National Park Archives. See also Carl P. Russell, "Museum Prospectus: Madison Junction Visitor Center Yellowstone National Park," June 3, 1960, in box D-66, Yellowstone National Park Archives; and Thomas C. Vint to Roger W. Toll, January 5, 1932, in NPS file 111.1 "Director (Stephen T. Mather), held in "Biography (Mather)," Yellowstone National Park Library Vertical Files. The "nature shrines" designed by Bumpus and Russell are in box K-18, Yellowstone National Park Archives, and are mentioned in Carr, Wilderness by Design, p. 145.
15. David Nathanson, "The Mather Memorial Plaques," January 7, 2002, in National Park Service History Collection, Harpers Ferry Center, Harpers Ferry, West Virginia; Joseph Joffe, "Stephen T. Mather Plaque Dedicated," Yellowstone Nature Notes 9 (nos. 6–7), June–July 1932, pp. 27–28. See also Guy D. Edwards to NPS director, May 24, 1932, in box K-18, file 702.133, "Museums General Plans and Suggestions/Corrections," Yellowstone National Park Archives; and "Report of Kenneth C. McCarter, Asst. Landscape Architect...", July 1–4, 1932, in box D-67, file 329, "Landscape Division Matters FY 1933 FY 1934," Yellowstone National Park Archives.
16. Thomas C. Vint to Roger W. Toll, January 5, 1932; Horace Albright, telegram to Roger W. Toll, July 2, 1932, both in NPS file 111.1, "Director (Stephen T. Mather)." This file is currently located in "Biography (Mather)," Yellowstone National Park Library Vertical Files, but will eventually be moved to Yellowstone National Park Archives.
17. Stewart, "Yellowstone's Madison Museum," Montana the Magazine of Western History 25 (summer 1975), pp. 65–66. This also appears in Stewart, My Yellowstone Years (Fowlerville, Mich.: Wilderness Adventure Books, 1989), pp. 167–168.
18. Lee H. Whittlesey, "History of the Madison Museum—Today's Madison Information Center—at Madison Junction, Yellowstone National Park, Wyoming," unpublished draft manuscript,National Park Service,July 23,2008,p.14,Yellowstone National Park Library, citing William E. Kearns, "A Suggested Plan for Madison Junction Historical Museum," 1940, in box D-66, Yellowstone National Park Archives.
19. Carl P.Russell,"Museum Prospectus,"June 3,1960,in box D-66,Yellowstone National Park Archives.
20. Russell, "Museum Prospectus," June 3, 1960, in box D-66, Yellowstone National Park Archives.
21. Ronald F. Lee is deserving of a major footnote. About his role in the National Park Service, former Chief Historian Robert Utley has written: "After the war Ronnie emerged as one of the major powers that made historic preservation a national concern. He was a founder and longtime honcho of the National Trust for Historic Preservation, and he cemented [NPS's] solid ties to the American Institute of Architects and the American Association for State and Local History.No one in NPS,above or below him,challenged his rule in matters historical. He did not look authoritarian: [he was] short, bald-headed, moon-faced, [with] horn-rim glasses, and a wide mouth that articulated slowly and with painfully long pauses between clauses.Although Verne Chatelain was the first NPS Chief Historian, I think few would dispute that Ronnie Lee laid the foundation for the NPS history program and built the walls to a respectable height." Utley to Paul Schullery, January 5, 1998, copy in possession of Lee Whittlesey. This makes it clear that Lee was a very important figure in public history in America.His role as a pioneer in historic preservation and as a senior NPS official whom other agency officers had no reason to doubt must have made a lot of less-than-knowledgeable observers skeptical of Haines's viewpoint.
22. Although much of this dispute occurred during the period 1966–1972, Carl Russell included his "extra blaze of glory" statement in the text of his 1960 report on Madison Museum, indicating that his suspicion of the campfire story existed that year, so probably he and Aubrey Haines had already been communicating about the issue. For the "extra blaze" quotation by Russell and analysis of it, see Schullery and Whittlesey, Myth and History, pp. 45–46. For Lee's role, see pp. 57–60. For Albright's role, see pp. 51– 55.
23. Nathaniel P. Langford, Discovery of Yellowstone Park 1870: Diary of the Washburn Expedition to the Yellowstone and Firehole Rivers in the Year1870 (St. Paul: J.E. Haynes, 1905), pp. 117–118. J.E. Haynes published a second edition in 1923, and Haynes too had a stake in the campfire story because he had promoted it so vociferously in his Haynes guidebooks. A third edition of the book was entitled Discovery of Yellowstone Park 1870: Journal of the Washburn Expedition to the Yellowstone and Firehole Rivers in the Year 1870 (Lincoln: University of Nebraska Press, 1972) and is, according to
Aubrey Haines, "defective" in some senses, even though Haines himself wrote the foreword to that edition.
24. For details, see Schullery and Whittlesey, Myth and History, chapters three and four.
25. Haines served as Yellowstone National Park's first historian for ten years, 1960–1969, and then was summarily "lateralled" to Big Hole National Battlefield, Montana, as a direct result of his having "dared" to question NPS's sacred Madison campfire story. Langford, Discovery of Yellowstone Park 1870, 1972 edition, back cover, has a snippet on Haines as Yellowstone historian. The story of his difficulties with NPS after 1969 is detailed in Schullery and Whittlesey, Myth and History, chapters seven and eight.
26. Schullery and Whittlesey, Myth and History, pp. xiii–xiv.
27. Author's conversation with former Yellowstone Chief Naturalist John Good, Jackson, Wyoming, August 13, 2008.
28. Schullery and Whittlesey, Myth and History, pp. 61–65. This author saw the sign there on June 12, 2008.
29. Russell, "Museum Prospectus," June 3, 1960, p. 5.
30. William S. Rosenberg, "Design Analysis, Madison Junction," February 1962, p. 2, contained in "Master Plan for the Preservation and Use of Yellowstone National Park, Wyoming," chapter 5, in box D-66, file "Madison Junction Museum Prospectus 1960." For the scripted play and other developments at Madison, see Lemuel Garrison, "Madison Junction Address," August 20, 1961, in box A-398, file "A8215 Book #2, 1961–Jan 1962."
31. Photo of sign in Schullery and Whittlesey, Myth and History, p. 82. That Madison Junction was seen as a "national shrine" in 1962 is also attested to by naturalist Don Stewart in his My Yellowstone Years, p. 162.
32. Photo of sign in Schullery and Whittlesey, Myth and History, p. 86.
33. Photo of sign in Schullery and Whittlesey, Myth and History, p. 93.
34. "Decision of the Director on Madison Junction Visitor Center," September 4, 1962, in box D-66, file "Madison Junction Museum Prospectus 1960."
35. Barry Mackintosh, Interpretation in the National Park Service: A Historical Perspective, no date, chapter two, "Historical Challenges," at note 19. On-line at www.nps.gov/ history/history/online_books/mackintosh2/branching_challenges.htm. (Accessed July 2008.) Mackintosh's original statement is in his "The National Park Service Moves into Historical Interpretation," The Public Historian 9, no. 2 (spring 1987), p. 60.
36. Schullery and Whittlesey, Myth and History, p. 71; author's memories of living and working in Yellowstone, 1969–1972.
37. "Chief Historians for the National Park Service," on-line at www.nps.gov/history/history/hisnps/NPSHistory/chiefhistorians.htm. (Accessed July 2008.)
38. Author's telephone conversation with Robert Barbee, Belgrade, Montana, September 11, 2008. A study of Albright's lifelong influence on the NPS, especially after his 1933 departure from the bureau, seems sorely needed, because he had so much behind-thescenes influence. Our conjectures about his likely influence on the Madison campfire story appear in Schullery and Whittlesey, Myth and History, pp. 51–55. Two examples
of how highly NPS held him in esteem occurred in 1963 when the Park Service's training center at Grand Canyon National Park, Arizona, was named the "Albright Training Center" and in 1979 when the Mammoth Visitor Center at Yellowstone was rededicated as the "Albright Visitor Center." See John A. Tyers, "Albright Visitor Center Dedicated at Yellowstone," 1979 in box 1, file 1.17, Isabel Haynes papers, collection 1505, Montana State University. Bozeman.
39. [NPS Chief Historian] Bob Utley to [Park Superintendent] Jack Anderson and "signed off on" by Chief Park Naturalist Bill Dunmire, June 30, 1971, in box A-92, file "Centennial 1972," Yellowstone National Park Archives. Cramton's study is Louis C. Cramton, Early History of Yellowstone National Park and its Relationship to National Park Policies (Washington, D.C.: Government Printing Office, 1932).
40. Utley to Anderson, June 30, 1971.
41. [Yellowstone Chief Naturalist] John Good to Bill Everhart [director, Harpers Ferry Center], November 28, 1966, in box A-92, file "Centennial 1972," Yellowstone National Park Archives.
42. John Good, chief park naturalist, to superintendent through assistant superintendent, November 8, 1966, in box A-92, file "Centennial 1972," Yellowstone National Park Archives. Devereux Butcher's book is Exploring Our National Parks and Monuments (Boston: Gambit,1969; 2nd ed.1976); the 1976 edition (pp.175–176) safely attributed the suggestion for Yellowstone to Cornelius Hedges. Compare this with his 1995 edition, pp. 213–214, wherein he continued to quote Langford's 1905 book even more extensively.
43. John McLaughlin to Bill Dunmire, July 2, 1971, in box A-92, file "Centennial 1972," Yellowstone National Park Archives.
44. William C. Everhart to superintendent, Yellowstone National Park, August 3, 1971, in box K-89, file "K1817 Interpretive Activities Interpretive Planning 1971," Yellowstone National Park Archives.
45. John Good implied that Roy E. Appleman, Charles W. Porter, III, Richard A. Bartlett, and Ray Mattison were all supporters of Haines's new conclusions. Documents cited here show that Carl Russell and Edwin C. Alberts were also partly if not fully "on board." Bob Utley would "sign on" by 1971 (Myth and History, p. 64). Appleman, Mattison, Porter, Utley, and Russell (after a fashion) were all historians who worked for NPS. Bartlett was an academic historian. Alberts was NPS regional chief of interpretation at the time; he wrote histories of Scotts Bluff National Monument and Rocky Mountain National Park.
46. National Park Service, "Formal Opening Explorers' Museum," Madison Junction, July 28, 1972, pamphlet in box A-51, Yellowstone National Park Archives. Haines's poor treatment by NPS is discussed in Schullery and Whittlesey, Myth and History, chapters seven and eight.
47. Freeman Tilden, "Yellowstone, the Flowering of an Idea," [1972] pamphlet filed in "Yellowstone Centennial and Second World Conference Materials," September 17–27, 1972, Yellowstone National Park Library Vertical Files, "Special Events." Many key documents in this tale of NPS's slow consideration of the Madison campfire story may
be found in box H-6, file "Madison Campfire Myth by Schullery and Whittlesey, 1971–2000," Yellowstone National Park Archives. Some of the most important letters are: Roy Appleman to Aubrey Haines, undated (but Haines wrote on it "sent recorded tape 10/28/64"); John S.McLaughlin to director of NPS,June 27,1967 (suggesting that NPS establish a panel of three historians to rule on the case); Ronald F. Lee to Edward A. Hummel, June 3, 1971 (saying he thinks Haines is wrong); William C. Everhart to Ronald F. Lee, February 7, 1972 (NPS Director sides with Lee); Ronald F. Lee to Edward Hummel and Robert Utley, June 7, 1971 (Lee's arguments on why he thinks Haines is wrong); and perhaps the most important one, Aubrey L. Haines to Robert M. Utley, January 3, 1972 (Haines's arguments on why he thinks Lee is wrong).
48. Stewart, My Yellowstone Years, p. 187.
49. Richard A. Bartlett, Nature's Yellowstone (Albuquerque: University of New Mexico Press, 1974), pp. 150, 168, 199–200, 205.
50. Schullery and Whittlesey, Myth and History,pp.64,71; author's memories of living and working in Yellowstone, 1969–1972. Haines's 1974 book, Yellowstone National Park: Its Exploration and Establishment (Washington: Government Printing Office, 1974) made the case against Langford more forcefully than his 1977 book The Yellowstone Story, but even the former was toned down a bit due to Utley's requests.
51. Author's telephone conversation with (Chief of Interpretation) Linda Young, July 23, 2008; author's conversation with (Senior Technical Writer) Paul Schullery, July 22, 2008, and his review comments on Whittlesey's "History of Madison Museum."
52. Paul Shackel, ed., Myth, Memory, and the Making of the American Landscape (Gainesville: University Press of Florida, 2001), pp. 10–11; Michael Kammen, Mystic Chords of Memory: The Transformation of Tradition in American Culture (New York: Alfred A. Knopf, 1991), pp. 467, 500–501. For more on NPS at U.S. historical sites and a photo of historian Ronald F. Lee, see pp. 465–473.
53. Gary B. Nash, Charlotte Crabtree, and Ross E. Dunn, History on Trial: Culture Wars and the Teaching of the Past (New York: Alfred A. Knopf, 1997).
54. In a similar manner, some of today's environmentalists oppose Yellowstone's winter planning proposal that touts plowing park roads and using buses instead of snowcoaches, probably because—like Horace Albright—they have spent years of time and energy paying tribute to one ideal (snowcoaches) and therefore do not want to hear about something that might be different or better.Even in the face of evidence that snowcoaches would use two-and-a-half times more fuel than buses, the snowcoach boosters do not want to hear it. National Park Service, "Winter Use Plan Final Environmental Impact Statement, Yellowstone and Grand Teton National Parks, John D. Rockefeller, Jr. Memorial Parkway," (Yellowstone National Park, Wyo.: NPS), 2007, pp. 79–80, discussed in Michael J. Yochim, Yellowstone and the Snowmobile: Locking Horns Over National Park Use (Lawrence: University of Kansas Press, in press), chapter five.
55. Details of this story and Haines's involvement in it are in Schullery and Whittlesey, Myth and History. Fellow historian Paul Schullery and I are among those who believe that Haines's career was vindictively cut short by some vague set of people in the Department of the Interior and their advisors. As we state in our book on the subject, "We are
among those who are certain that this happened but we cannot prove it" absolutely. Schullery and Whittlesey, Myth and History, p. 94.
56. Author's conversation with former chief naturalist John Good, Jackson, Wyoming, August 13, 2008.
57. Gregory Y. Titelman, Random House Dictionary of Popular Proverbs and Sayings (New York: Random House, 1996), p. 67. Sophocles wrote in Antigone: "Nobody likes the man who brings bad news."
58. Schullery and Whittlesey, Myth and History, pp. 71–72.
59. Schullery and Whittlesey, Myth and History, p. 72.
60. Schullery and Whittlesey, Myth and History, p. 92.
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READERS THEATER SCRIPT
Readers Theater Script based on the book
WHEN RAIN FALLS
Written by Melissa Stewart Illustrated by Constance R. Bergum
ISBN: 978-1-56145-438-9 / HC / $16.95 Ages 4–8 / Nonfiction / Nature
Book Level Score: AR • F&P GRL L; Gr 2
ABOUT THE BOOK
We go inside when the rain comes down, but where do animals go? That depends on the kind of animal and where it lives. Bees hide in hives and ants stay safe in underground nests. Squirrels pull their long bushy tails over their heads like umbrellas. Caterpillars crawl under leaves. Using clear, simple language, When Rain Falls offers young readers a lyrical look at how animals living in forests, fields, wetlands, and deserts behave during a rainstorm.
GETTING STARTED
Many readers theater scripts have just ten or twelve parts, but this script has a role for every student in an average-size class. The script also includes four separate choruses (one for each habitat) and two lines read by everyone.
If you are working with fewer than twenty-four children, some students can perform two roles. If you have a larger group, some children can share a role or you can divide the narrator role into four parts, one for each habitat (forest, field, wetland, desert).
After you have matched students with parts, ask the class to read through the script a few times. As the children practice, provide as much support and advice as needed.
PLANNING THE PERFORMANCE
When the children feel confident about their roles, you may want to set out a variety of art supplies and ask them to make identification tags or animal hats to wear during the performance. Children acting as narrators may want to carry umbrellas, or they can make any kind of hat they like.
As written, the script includes twenty-four animal parts and a narrator role. The animal parts vary in difficulty, to accommodate children at a variety of reading levels. The narrator text is the most challenging. It can be read by an adult or by an advanced young reader.
During the final reading, the students can stand in four separate groups (one for each habitat) or the script can be performed as four separate acts, so that there is always an audience.
When Rain Falls • Readers Theater Script
Chorus 1: When rain falls in a forest…
Narrator:
A scurrying squirrel suddenly stops.
Squirrel:
Tsst! Tsst! Tsst! I pull my tail over my head. It makes a great umbrella.
Narrator:
Higher up, there's a hawk.
Hawk:
I puff out my feathers to stay warm and dry. Ker-ree, ker-ree.
Narrator:
What does a chickadee do?
Chickadee:
Dee-dee, dee-dee. I hide inside my tree hole home.
Narrator:
A deer takes cover under a leafy tree canopy.
Deer:
All the leaves and branches block the rain.
Narrator:
Foxes nestle together inside a warm, cozy den.
Fox 1:
I could use a nap.
Fox 2:
Me too. [Big yawn.]
Chorus 2:
When rain falls on a field…
Narrator:
A plump little caterpillar crawls under a leaf.
Caterpillar:
Time for a snack! Munch, munch, munch.
Narrator:
An adult butterfly dangles from a nearby flower head.
Butterfly:
I don't mind hanging upside down.
Narrator:
A raindrop knocks a ladybug off a slippery stem. It bounces into the air and tumbles to the ground.
Ladybug:
Don't worry about me. I have a hard exoskeleton.
Narrator:
A spider watches and waits as the rain beats down.
Spider:
Looks like I'll have to rebuild my web!
Narrator:
A little mouse crouches under a fallen leaf.
Mouse:
Squeak, squeak. I don't like the rain.
When Rain Falls • Readers Theater Script
Narrator:
What about bees and ants?
Bee:
I hide in my hive and stay bzzzz-y helping my friends make honey.
Ant:
I stay safe in my underground nest. There's always lots of work to do.
Chorus 3:
When rain falls on a wetland…
Narrator:
A turtle tucks in its tiny head and doesn't move an inch.
Turtle:
I listen to the raindrops crashing down on my shell.
Everyone: Plop! Plop! Drip! Drop!
Narrator:
A dragonfly swoops past the turtles and lands on a cattail.
Dragonfly:
Narrator:
Beetle:
Narrator:
Sparrow:
Duck:
I rest below the cattail's fluffy, brown top.
A whirligig beetle swims in circles on the water's surface.
Yikes! Those crashing raindrops make it hard to stay afloat.
Where are the birds?
Clink, clink. Here I am—hiding inside a thick bush.
Quack, quack. Not me! I keep on swimming—rain or shine.
Raindrops slide right off my oily feathers.
Chorus 4:
When rain falls in a desert…
Narrator:
A rattlesnake squeezes into a rocky crevice.
Snake:
I curl up tight and fall as-s-s-s-s-s-s-s-leep.
Narrator:
Where does a tarantula go?
Tarantula:
I crawl into a hole and hide.
Narrator:
Bats fly off to a hillside cave.
Bat 1:
Teet! Teet! Teet! Teet!
Bat 2:
We just hang around until the rain stops.
Narrator:
A tiny elf owl peeks out of a hole in a cactus.
3
When Rain Falls • Readers Theater Script
Elf owl:
Da-da-da-da-dat-dat. I like to watch the rain fall.
Narrator:
A spadefoot toad only comes out in the rain. It digs to the surface, finds a mate, and lay its eggs.
Toad:
Then I dig back into the sand. [Wave] See you the next time it rains!
Everyone:
When the rain stops, animals living in fields and forests, wetlands and deserts return to their daily routines.
All Animals: [Jump forward and make your animal sounds.]
THE END
When Rain Falls • Readers Theater Script
ABOUT THE AUTHOR
speaks frequently at conferences for educators and is available for school visits. www.melissa-stewart.com (Intended audience for school presentations: Grades K–6.)
Melissa Stewart is the awardwinning author of more than 150 books for children. She holds degrees in biology and science journalism and serves on the board of advisors for the Society of Children's Book Writers and Illustrators. Melissa
ABOUT THE ILLUSTRATOR
University and lives in Montana.
Constance R. Bergum has illustrated a number of children's books, including When Rain Falls, Under the Snow, Beneath the Sun, and Daniel and His Walking Stick. She holds an MFA in illustration from Marywood
AVAILABLE FROM MELISSA STEWART
Readers Theater Scripts:
Beneath the Sun Under the Snow When Rain Falls
Teacher's Guides:
Beneath the Sun
Under the Snow
When Rain Falls
A Place for Bats A Place for Birds A Place for Butterflies A Place for Fish A Place for Frogs A Place for Turtles
AUTHOR & ILLUSTRATOR VISITS
We have authors and illustrators who visit schools and libraries. For information regarding author appearances, please contact Christine at 800-241-0113 or email@example.com
Peachtree Readers Theater Script for
WHEN RAIN FALLS
prepared by Melissa Stewart
Peachtree's Readers Theater for UNDER THE SNOW order #: 9781-56145-438-9-RT Copyright©2014 by Peachtree Publishers. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for the printing of complete pages, with the copyright notice, for instructional uses only and not for resale.
phone 404-876-8761 • 800-241-0113
www.peachtree-online.com fax 404-875-2578 • 800-875-8909
updated 3/19/14
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Bridges in Mathematics Grade 3 Unit 6
Geometry
In this unit your child will:
❚ ❚ Describe and classify twodimensional shapes, especially quadrilaterals
❚ ❚ Calculate area and perimeter
❚ ❚ Represent fractions as parts of a whole shape
Your child will learn and practice these skills by solving problems like those shown below. Use the free Math Vocabulary Cards app for additional support: mathlearningcenter.org/apps
© The Math Learning Center
1018
COMMENTS
There are many different quadrilaterals (shapes with 4 sides) that have exactly 1 acute angle, and this is just one example. All of the prompts that ask students to draw a shape with certain attributes provide a grid. Invite your child to use the grid to determine whether angles are greater than, less than, or equal to 90 degrees and whether sides are parallel or perpendicular. You might suggest that your child draw the specified attribute first (in this example, the acute angle) and then draw the rest of the shape.
Students use ratio tables to solve problems that involve a constant ratio. In this example, the ratio is the price per kilogram. Students might first calculate a price for 1 kilogram and then work from there to determine the price for 6 kilograms.
Because students are told that this is a parallelogram, they know that opposite sides are parallel and therefore have the same length. This allows them to determine the missing side lengths and then find the sum of all the side lengths to calculate the perimeter. If students aren't yet comfortable with this kind of reasoning, they might also measure the other two sides to confirm their lengths. This problem has been made small enough to fit in this table, but problems in the program materials allow students to take exact measurements.
1
Parents and teachers may reproduce this document for classroom and home use.
www.mathlearningcenter.org
FREQUENTLY ASKED QUESTIONS ABOUT UNIT 6
Q: A lot of the problems ask students to draw shapes, but I don't know how. How can I help?
A: There are many ways to respond correctly to these prompts: you can draw quite a few different shapes that fit each description. If you can't remember the vocabulary terms, you can use the Word Resource Cards app (see previous page) to help or consult any number of online math glossaries for kids. Then, have your child start drawing, and encourage them to use to the grid lines. Have them use a pencil so they can erase as needed. Encourage them to use as much of the drawing space as they can: starting with larger shapes will given them more flexibility if they need to revise their shapes.
© The Math Learning Center
1018
2
Parents and teachers may reproduce this document for classroom and home use.
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Introduction
The generally accepted definition of this condition is three or more bouts of pain severe enough to affect activities (usually school attendance) over a period of not less than three months. For some, the duration of three months is too long and intervention may need to occur earlier. Most children with this syndrome have a poorly understood yet easily recognisable condition for which an organic cause remains elusive. The approach adopted must be based on a thorough clinical assessment of the child.
Incidence
About forty years ago it was suggested that this condition affected 10 to 15 % of school children in Britain. A more recent community survey in North America found a prevalence of about 20% .The precise incidence in New Zealand is unknown but experience suggests that it is probably similar to overseas estimates. Chronic abdominal pain is one of the three common pain syndromes of childhood; the other two are headaches and recurrent limb pains.
Aetiology
Attempts to clearly distinguish organic from functional abdominal pain are fraught with difficulty as these two influences are not mutually exclusive in children. Psychological complications of organic disease are common and even in children with "purely" functional disorders, organic factors may contribute to symptomatology.
Despite many studies, the causes of the chronic abdominal pain syndrome in children remain unknown. The pain is not simply due to social modelling or a means to avoid school although in some cases either or both of these factors may be important. Studies examining intestinal permeability, dysmotility, abnormal autonomic responses, H. pylori infection and carbohydrate (lactose and sorbitol) malabsorption have not produced consistent results. They are plagued by selection bias (most subjects coming from tertiary institutions), lack of controls, and the use of techniques that cannot be reproduced. Even when a putative cause is identified it is clear that other factors must be involved. An example of this is carbohydrate malabsorption. Though lactose malabsorption is common only a minority of subjects appear to be affected symptomatically.
Defining the role of psychological factors has been even more difficult. Though some studies have suggested that environmental stressors are responsible, others have indicated the opposite. Clearly, other factors must be involved because not all children who suffer adverse life events develop abdominal pain.
It is not surprising therefore that the most useful approach is a biopsychosocial one where the recurrent abdominal pain is viewed as the child's response to biological factors, influenced by temperament (the child's developing personality) and reinforced by the family and school environment.
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
Date Reviewed: April 2012
Clinical Assessment
The logical approach to the child with chronic abdominal pain begins with a detailed history and physical examination.
With encouragement even young children are able to indicate by pointing with one finger the site of maximal intensity of the pain. John Apley (the paediatrician who first described this syndrome) observed that the further the site of maximal pain is from the umbilicus, the greater the likelihood of organic disease. Children often have difficulty describing the character of the pain but are usually able to describe any radiation. Night-waking suggests peptic ulcer disease as does pain that is aggravated by meals .The latter may also be a symptom of gastro-oesophageal reflux particularly when associated with vomiting. It is important to obtain a detailed history of the frequency and character of the child's bowel motions. Older children are often embarrassed to discuss their bowel motions and it may be necessary to keep a diary. Blood in the bowel motions, fever, weight loss, arthritis and skin rashes are indicators of chronic inflammatory bowel disease. Sudden onset of abdominal pain associated with nausea, vomiting or pallor suggests abdominal migraine
If the child's diet contains excessive amounts of lactose or sorbitol (as an artificial sweetener) restricting these should result in an improvement in symptoms if their malabsorption is responsible for pain and flatulence.
Drugs that produce abdominal pain include tetracyclines (oesophagitis) and non-steroidal antiinflammatory agents (gastritis).
Specific enquiry should be made for a family history of irritable bowel syndrome, peptic ulcer, celiac disease, inflammatory bowel disease and migraine.
The best way to assess the severity of the pain is to find out how much it interferes with the child's daily activities.
In younger children chronic abdominal pain may be a manifestation of separation anxiety. With older children and adolescents, time should always be taken to interview the patient alone. During this interview concerns regarding the cause of the pain are explored and stressors in the home and school environments are discussed. Parental conflict, concerns regarding academic achievement, peer relationships, bullying, substance abuse, and sexuality are all potential areas of concern for older children and adolescents (HEADSS assessment). The possibility that the child or adolescent is depressed should always be considered.
It is always helpful to ask the parents and the child what they think may be causing the abdominal pain .It is not uncommon for them to be worried that the pain might be due to a serious disease e.g. leukaemia which can easily be excluded on clinical assessment and a blood count.
Physical examination must include an assessment of growth and general nutrition. A complete physical examination may detect other clues to underlying disease processes (e.g. clubbing in chronic inflammatory bowel disease) and always provides reassurance to the child and family that their concerns are being taken seriously. Abdominal examination focuses on areas of tenderness, organomegaly and masses. Rectal examination is useful in detecting faecal impaction but is not always indicated. However, it is always important to inspect the perianal area for the presence of fissures and skin tags.
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
Date Reviewed: April 2012
Formulation
By the end of the clinical assessment it is usually possible to classify the child's presentation into one of six categories.
1. Chronic or Recurent Abdominal Pain Syndrome
This is the commonest of the five syndromes and occurs in children between the ages of 5 and 12 years. The pain is ill-defined, periumbilical and is unrelated to meals or the passage of bowel motions. It may be accompanied by pallor, nausea and headache. The physical examination and screening tests are entirely normal.
2. Constipation
Pain is a feature of constipation throughout childhood and adolescence. Older children are often reluctant to discuss their bowel motions and once toilet- trained many parents do not pay much attention to the frequency of their child's bowel motions. If uncertainty remains then including their frequency as part of a pain diary is helpful. Anal fissures manifesting as fresh blood on a constipated stool may lead to reluctance to the passage of further motions and result in abdominal pain
3. Peptic Ulcer Disease
Clues that the pain may be due to peptic ulcer disease are night-waking, pain related to meals and a positive family history. The pain is usually epigastric but may be periumbilical. The underlying pathology is either frank ulceration or gastritis. Functional dyspepsia is only diagnosed after endoscopy.
4. Irritable Bowel Syndrome
This diagnosis is more common in adolescence and initially only a few suggestive features may be present making the diagnosis difficult until further symptoms arise. It should be entertained when abdominal pain is relieved by defaecation or associated with a change in stool frequency or consistency. The stools may vary in consistency from hard to loose and watery. Straining at stool, urgency, the passage of mucus, bloating and a sensation of abdominal distension are all features of this syndrome. The pain is often cramping and though it may be located anywhere in the abdomen it is usually maximal in the lower quadrants. Physical examination is usually normal but sometimes there is tenderness in the lower quandrants.
5. Abdominal migraine
This is likely in children who have a sudden onset of episodic midline abdominal pain lasting between 1 and 72 hours. Anorexia, nausea, vomiting, pallor and other vasomotor symptoms are common and least 2 should be present to make the diagnosis.
6. Chronic Inflammatory Bowel Disease
Recurrent abdominal pain is a prominent feature of Crohn's disease, whilst in ulcerative colitis it is less prominent; it is usually associated with the passage of stool and more likely to be associated with bloody diarrhoea. Fatigue, weight loss, night-waking and a positive family history (in 30 % of cases) are all further pointers to these diseases.
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
Date Reviewed: April 2012
Investigations
These follow logically from the history and examination and can be divided into screening investigations and those that are used to confirm or exclude specific diagnoses (Table1).
A full blood count and ESR (or c-reactive protein) should always be performed. Faeces should be tested for occult blood and examined for the presence of red or white cells, bacteria and parasites. A normal urinalysis helps exclude atypical presentations of urinary tract infections. An abdominal xray may help confirm the clinical impression of constipation by demonstrating faecal loading.
The presence of anaemia, thrombocytosis, iron deficiency, elevated ESR or C-reactive protein and reduced serum albumin, may all indicate chronic inflammatory bowel disease.
An ultrasound is useful in excluding suspected gallbladder, renal or pelvic (ovarian cysts) disease but has a very low yield when used indiscriminately in all children with chronic abdominal pain.
Endoscopy is the investigation of choice to confirm or exclude peptic ulcer disease, antral gastritis or oesophagitis. Biopsies may show evidence of H. pylori infection.
Colonoscopy is indicated if chronic inflammatory bowel disease is suspected. Biopsies will help clinch the diagnosis. Barium contrast studies are helpful in defining the extent of the disease.
Table 1: Investigations In Children With Chronic Abdominal Pain:
Management
Successful management is dependant on an accurate diagnosis.
Not surprisingly the greatest difficulty is encountered with the non-specific recurrent abdominal pain syndrome. There is no place for rigid guidelines and one depends on clinical judgement in deciding on the most effective approach, which is based on thorough clinical assessment.
One of the most important aspects of management is parental reassurance. Fears of specific underlying diseases need to be confidently allayed. Parents need to know that this is a common well-recognised but poorly understood condition. A diary kept by the child with parental assistance is an easy way to confirm the frequency, duration and associations of the pain.
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
Date Reviewed: April 2012
Diary for recording the frequency and associations of the pain
- Date:
- What I was doing when the pain started
- Time:
- How bad my pain was (1 to 3 1= mild 3= the worst pain)
- What made my pain better
- How long my pain lasted
The role of environmental stressors need to be discussed in a non-judgmental way. Most parents are aware that stress can produce real pain. It makes sense to ensure that any bullying at school, concerns regarding academic progress or poor peer relationships are all sympathetically addressed. Any pain is much easier to cope with when the home and school environments are perceived as supportive. School attendance has to be actively managed in its own right as absenteeism is much more difficult to address once it has become entrenched and affected the child's self-confidence. The non-specific abdominal pain is often most severe in the morning but rarely lasts more than an hour – it is important to take the child to school once the pain starts settling. Similarly any sick bay attendances should be as short as possible and sending the child home from school is always the last resort. It is helpful to gain the support of teachers to ensure that the child and the pain are appropriately managed. With regular follow-up and support from their GP most children with recurrent abdominal pain syndrome will improve or at least reach a stage where they can cope with daily activities. Cognitive behavioural therapy may be helpful.
When to refer the child with Chronic Abdominal Pain to a Paediatric Clinic:
- Diagnostic uncertainty
- School absenteeism
- Excessive parental anxiety
- Suspicion of serious gastrointestinal disease (persistent vomiting, weight loss, dysphagia)
- Pain localized away from the umbilicus
- Night-waking
- Poor growth or weight loss
- Blood in stools
- Extra-intestinal symptoms e.g. fever, rash, mouth ulcers, joint pain)
- Anaemia
- Family history of peptic ulcer or inflammatory bowel disease
- Raised ESR
The management of the other conditions responsible for recurrent abdominal pain is as below:
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
Date Reviewed: April 2012
Management of specific conditions causing chronic abdominal pain
Constipation: see constipation guideline
- Laxatives (e.g. Movicol, Lactulose, bulking agents)
- Regular toileting (5 minutes on toilet 20 minutes after breakfast and evening meal)
- Increase dietary fibre
- Star chart for younger children
Irritable Bowel Syndrome – Explanation
- Avoiding /managing psychosocial triggers
- High fibre diet may be helpful
Peptic Ulcer Disease
- H2 blockers
- Proton pump inhibitors
Abdominal migraine
- Pizotifen may be effective as prophylaxis
Chronic Inflammatory Bowel Disease
- Nutritional support
- Anti-inflammatory /immunomodulatory drugs
Prognosis
Most studies show that organic disease is rarely missed in children with chronic abdominal pain. Thirty to fifty percent of children with chronic abdominal pain settle within 6 weeks with the rest taking somewhat longer. Factors associated with a poorer prognosis are shown in Table 2.
Table 2: Prognostic Indicators in Children with Chronic Abdominal Pain
Adults who as children had chronic abdominal pain are at increased risk of having functional abdominal pain (as well as headaches and back pain) but in the vast majority of cases this does not interfere with their daily activities.
Conclusion
Recurrent abdominal pain of childhood is a common condition of childhood. The vast number of children with this condition do not have serious underlying gastro-intestinal disease and those that do can be readily distinguished by clinical assessment and a few basic screening investigations.
References
Up to date; Evaluation of the child and adolescent with chronic abdominal pain. Last literature review 19.1: January 2011-06-22. Contains details of Rome III diagnostic criteria for functional gastrointestinal disorders at childhood (ages 4-18 years).
Clinical Report: New recommendations for treating children with chronic abdominal pain. Subcommittee on Chronic Abdominal Pain of the American Academy of Pediatrics. Pediatrics March 2006
Cochrane database of systematic reviews has ongoing reviews of psychosocial, dietary and pharmacological interventions.
Author:
Dr Ralph Pinnock
Service:
General Paediatrics
Editor:
Dr Raewyn Gavin
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MSPSGA
Objectives – The aim of today's lesson is to ensure that you know the MSPSGA, can explain the routine and can start to demonstrate its use whilst driving.
Recap –When does a car stall? What can you do to avoid stalling? How do you change gear? How do you use mirrors?
Phase 1 – Slowing
You're driving along and have seen that you need to slow down; roundabout, T-junction, traffic lights, parked car, anything! You have also seen where you need to slow down for.
Check Mirrors
Assess, speed of approaching vehicles
Look out for motorbikes
People overtaking or passing
Vehicles in the lane you want to enter?
Only if safe to do so, Signal
Avoid misleading signals
Give people as much warning of your actions as possible so they have time to react, but not too early!
Position the vehicle to maximum advantage
Gradual corners to the left
Right angles, middle
Tighter than right angles, right
Multiple lanes – pick correct lane
Slow the vehicle to the Speed you want
Identify a road marking to aim for
Use engine braking initially
Top up with foot brake if need be
Moderate the brake pedal so you get to your target at the speed you want
GET OFF THE BRAKE PEDAL once to speed
If you get to 1000rpm and you're still braking, push the clutch down to avoid stalling
Phase 2 – Going
Read current speed from the speedo
Pick Gears based on speed
Clutch down if it isn't already
Pick gear
Clutch up
Accelerate away using great observation throughout
Picking a Gear
Option 1
Look at speedo
Assume 2 digit speed i.e. 5 mph is 05 mph
Only use the first digit and add 1 to it
Current speed 12, first digit is 1, add 1 to it making 2, that's the gear you want
Option 2
Read the speedo
Take the first digit of the main speed above the needle
Current speed 12, next main speed above the needle is 20, use the first digit 2, that's the gear you want
Lesson Recap
What does MSPSGA stand for?
Explain phases 1 and 2 to me.
How do you pick the gear you're next going to use? | <urn:uuid:a144bcc5-7ded-40b0-880f-eca44504b9dd> | CC-MAIN-2018-26 | http://gavinhouseinstructor.co.uk/pdf/MSPSGA.pdf | 2018-06-25T09:32:59Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00604.warc.gz | 122,880,698 | 508 | eng_Latn | eng_Latn | 0.994748 | eng_Latn | 0.994748 | [
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Calcium and Strong Bones
Protecting Your Bones
The Dairy Myth
The bone-thinning condition called osteoporosis can lead to small and not-so-small fractures. Although many people think of calcium in the diet as good protection for their bones, this is not at all the whole story. In fact, in a 12-year Harvard study of 78,000 women, those who drank milk three times a day actually broke more bones than women who rarely drank milk. Similarly, a 1994 study of women in Sydney, Australia, showed that higher dairy product consumption was associated with increased fracture risk. Those with the highest dairy product consumption had approximately double the risk of hip fracture compared to those with the lowest consumption. To protect your bones you do need calcium in your diet, but you also need to keep calcium into your bones.
How to Get Calcium into Your Bones
1. Get calcium from greens, beans, or fortified foods.
The most healthful calcium sources are green leafy vegetables and legumes, or "greens and beans" for short. Broccoli, Brussels sprouts, collards, kale, mustard greens, Swiss chard, and other greens are loaded with highly absorbable calcium and a host of other healthful nutrients.
Beans are humble foods, and you might not know that they are loaded with calcium. There is more than 100 milligrams of calcium in a plate of baked beans. If you prefer chickpeas, tofu, or other bean or bean products, you will find plenty of calcium there, as well. These foods also contain magnesium, which your body uses along with calcium to build bones.
If you are looking for a very concentrated calcium source, calcium-fortified orange or apple juices contain 300 milligrams or more of calcium per cup in a highly absorbable form. Many people prefer calcium supplements, which are now widely available.
Dairy products do contain calcium, but it is accompanied by calcium-leaching animal proteins, lactose sugar, animal growth factors, occasional drugs and contaminants, and a substantial amount of artery clogging saturated fat and cholesterol.
2. Exercise, so calcium has somewhere to go.
Exercise is important for many reasons, including keeping bones strong. Active people tend to keep calcium in their bones, while sedentary people lose calcium.
3. Get vitamin D from the sun, or supplements if you need them.
Vitamin D controls your body's use of calcium. About 15 minutes of sunlight on your skin each day normally produces all the vitamin D you need. If you get little or no sun exposure, you can get vitamin D from a vitamin supplement. The Recommended Dietary Allowance is 600 IU (5 micrograms) per day. Vitamin D is often added to dairy substitutes such as soy and almond milk.
How to Keep It There
It's not enough to get calcium into your bones. What is really critical is keeping it there. Here's how:
1. Reduce calcium losses by avoiding excess salt and cola drinks.
Calcium in bones tends to dissolve into the bloodstream, then pass through the kidneys into the urine. Sodium (salt) in the foods you eat can greatly increase calcium loss through the kidneys. If you reduce your sodium intake to one to two grams per day, you will hold onto calcium better. To do that, avoid salty snack foods and canned goods with added sodium, and keep salt use low on the stove and at the table. Cola type beverages have phosphoric acid in them which can reduce calcium the calcium in the body.
2. Get your protein from plants, not animal products.
Animal protein - in fish, poultry, red meat, eggs, and dairy products - tends to leach calcium from the bones and encourages its passage into the urine. Plant protein - in beans, grains, and vegetables - do not have this effect allowing you to hold on to the calcium in your diet.
3. Don't smoke.
Smokers lose calcium, too. A study of identical twins showed that, if one twin had been a long-term smoker and the other had not, the smoker had more than a 40 percent higher risk of a fracture.
American recommendations for calcium intake are high, partly because the meat, salt, tobacco, and physical inactivity of American life leads to overly rapid and unnatural loss of calcium through the kidneys. By controlling these basic factors, you can have an enormous influence on whether calcium stays in your bones or drains out of your body.
American Journal of Clinical Nutrition concludes…
"the body of scientific evidence appears inadequate to support a recommendation for daily intake of dairy foods to promote bone health in the general U.S. population."
Source: Roland Weinsier and Carlos Krumbieck. 2000. Dairy foods and bone health: examination of the evidence. American Journal of Clinical Nutrition 72(3):681-689
"Available evidence does not support nutrition guidelines focused specifically on increasing milk or other dairy product intake for promoting child and adolescent bone mineralization."
Amy Joy Lanou, Susan Berkow & Neal Barnard. 2005. Calcium, dairy products and bone health in children and young adults: A reevaluation of the evidence. Pediatrics 115(3):736-743
Plant foods are a rich source of calcium which comes in a form even more absorbable than dairy.
Calcium Content of Various Foods
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Blueprint for a Healthier America
Healthy Students and Healthy Schools
Educators and parents know that healthy students are better prepared to learn and succeed in school. Healthy students are more likely to attend school, are better able to focus and are more ready to learn.
Good nutrition, physical activity, basic safety, clean air and water, education about making healthy choices, a supportive school environment and access to physical, behavioral and mental healthcare services allow children to thrive. The long-term success of children requires that they are healthy, safe, engaged, supported and challenged.
Currently, however, health and education policies often miss key strategies that can help improve both the academic achievement and health of the nation's 55 million children who are in kindergarten through high school.
While there has been a sea change in the past several years toward recognizing that health is central to helping students thrive, there is still much more that must be done to build on this momentum. Helping every student succeed will require acting on important opportunities to advance the vision for healthier students at heathier schools, which includes:
l A safe, healthy environment in which to learn — where parents can feel confident their children will be safe and supported every day;
attractive, accessible and sufficient spaces and facilities to engage in activity and encourage physical education;
l A positive culture and climate where students and educators are encouraged to do well and are given the tools they need to succeed;
l Promoting social and emotional learning as well as academic instruction;
l Taking a "trauma-informed" approach supporting students who may be experiencing toxic stress or other adverse childhood experiences, including more effective and supportive discipline approaches;
l Early identification of children's needs — and connecting and providing students with programs and services to help them thrive (e.g., physical, mental and behavioral health, special education, oral health, optometry, social services and others);
l Opportunities to be physically active throughout the day and having
l Promoting good nutrition — making safe drinking water and healthy school meals and snacks readily available to all students regardless of family income or school location;
l Broadening parent- and communityengagement to better understand assets, concerns and obstacles promoting academic performance and health — and developing effective strategies that engage all stakeholders, including local youth advocates and community leaders who contribute to children's success — inside and outside school and at home; and
l Strong, ongoing professional development and support for educators in ways to promote health and positive conditions for learning — and providing a healthy and respectful work environment for educators and other staff.
PRIORITIZING MAJOR HEALTH TOPICS
OCTOBER 2016
2
WHOLE SCHOOL, WHOLE COMMUNITY, WHOLE CHILD
U.S. Students — Some Pressing Health Concerns
l Poverty, Toxic Stress and Food Insecurity: More than half of U.S. public school students live in poverty. 534 Three out of four public school students regularly come to school hungry. 535
l Adverse Childhood Experiences: More than half of children experience an adverse childhood experience — such as physical abuse (28.3 percent), substance abuse in the household (26.9 percent), sexual abuse (24.7 percent for girls and 16 percent for boys) and parent divorce or separation (23.3 percent). 536, 537, 538 One-quarter of children experience two or more ACEs, 14 percent experience three or more and 7 percent experience four or more. The more ACEs experienced, the higher likelihood for a range of health and behavioral risks and negative consequences.
l Obesity: One third of children and teens are obese or overweight. 539
l Special Education: Around 13 percent of students receive special education services; 20 percent of education spending is for special education needs. 540
l LGB Youth: More than 40 percent of lesbian, gay and bisexual youth consider suicide, 34 percent experience bullying and 18 percent experience physical dating violence. 541
l Asthma: More than 8.6 percent of children have asthma. 542
l Sexually-Transmitted Diseases: Nearly half of the 20 million new cases of sexually transmitted diseases each year are among teen and young adults (ages 15 to 24). 543
TFAH
*
healthyamericans.org
l Teen Pregnancies: Around 249,000 teens (15 to 19 years old) give birth annually (as of 2014). 544
l Oral Health: 17.5 million children and teens experience untreated tooth decay or cavities. 545
l Mental Health Disorders: As many as one in five children and teens, either currently or at some point in the past, have had a serious debilitating mental disorder. 546 More than 25 percent of teens are impacted by at least mild symptoms of depression.
l ADHD: Around 10.2 percent of children and teens have diagnosed Attention Deficit Hyperactivity Disorder (ADHD). 547
l Substance Use: More than 7.4 percent of teens report regular marijuana use, 4.7 percent of teens misuse prescription drugs, 10.8 percent smoke cigarettes, 16.0 percent use e-cigarettes, 32.8 percent of high schoolers drink alcohol and 17.7 percent report binge drinking. 548, 549, 550 More than 90 percent of adults who develop a substance use disorder began using before they were 18 years old. 551
l Treatment for Substance Use Disorders: Only around one in ten teens with a substance use problem gets recommended professional treatment. 552
l Bullying: Around 20 percent of high school students report being bullied on school property and 15.5 percent report being bullied through electronic or social media. 553
l Expulsions/Suspensions: More than 3.3 million students are suspended or expelled from U.S. public schools annually, even though these practices are tied to lower school achievement, higher truancy and dropout rates, behavior problems and more negative school climate. 554 Black students (kindergarten to high school) are almost four times as likely to receive one or more out-of-school suspensions as White students. 555
l Chronic Absenteeism: Chronic absenteeism rates — where students missed more than 10 percent of the school year — are often a warning sign of health, family, financial or other concerns. Thirteen percent of U.S. public school students (6.5 million) missed 15 or more school days in the 2013-2014 school year. Eighteen percent of high school students (3 million) and 11 percent of elementary students (3.5 million) are chronically absent. 556 Rates vary significantly across communities — for instance, ranging from 6 percent to 23 percent in six states — with high poverty urban schools reporting up to one-third of students as chronically absent. 557
3
TFAH
*
healthyamericans.org
RECOMMENDATIONS
l Prioritize a healthy, positive school climate. State and local school districts and schools can conduct needs assessments and adopt wellness plans to identify school or community specific concerns and the best strategies for addressing them. Many schools are also adopting Positive Behavior Interventions and Supports (PBIS) models that emphasize strategies to support social and behavioral improvement, such as character education, social skill instruction, bullying prevention, behavior support and building consultation teams. 558, 559 The 2015 Every Student Succeeds Act also provides a number of new opportunities to support district and/or school wide health improvement and to support more health-related professional development.
l Support safe, clean and healthpromoting physical facilities. Ensuring schools are well maintained; regularly cleaned in ways that promote health and reduce spread of germs; have quality air quality control systems; have good lighting; have quality outdoor play areas, sports areas, indoor gyms and recreation spaces can all help improve student achievement, reduce truancy and suspensions, improve staff satisfaction and retention and raise property values.
l Increase early identification and provide support for concerns. Identifying concerns early and connecting children with care or support can help prevent, mitigate or effectively manage issues. School systems can ensure at-risk students are screened for physical, behavioral and mental health concerns and
special education needs via tools from the American Academy of Pediatrics (AAP) and special education programs. In addition, tracking chronic absenteeism is an important way to help identify physical, emotional or behavioral health or family concerns.
l Prevent and reduce health risks. State-based expert institutes can help districts and schools by 1) conducting needs assessments to match effective, evidence-based policy and program choices to specific community needs; 2) ensuring programs are implemented successfully by providing technical assistance and access to learning networks; 3) training and supporting professionals from different sectors; 4) conducting regular evaluations — measuring results and ensuring accountability; 5) supporting sustainability; and 6) enhancing continuous quality improvement.
l Expand obesity prevention by promoting better nutrition and increasing physical activity before, during and after school. This includes improving access to healthy, affordable breakfast, lunch and snacks and providing increased opportunities to be physically active during the school day — including by implementing nutrition standards in line with the Dietary Guidelines for Americans. School district wellness programs can ensure children are more engaged in the classroom and ready to learn. There are a number of innovative programs to promote improved nutrition and activity, such as reducing red tape and increasing access to freeand reduced-meals for all students at
low-income schools, flexible breakfast offerings to promote uptake, increased access to summer meals, having shareduse policies making school recreation spaces available to the community during non-school hours and ensuring facilities are safe and clean.
l Ensure availability of safe, free drinking water. Only around 10 percent of schools with their own water systems are required to test for lead (350 of which failed lead tests from 2012 to 2015), and federal law does not require schools using local public water suppliers to test the water. 560 Policies are needed to fill these lead-testing gaps to ensure all students are drinking safe, clean water.
care. 561 Efforts range from increasing the number and functions of school nurses to full on-site school-based health centers to mobile health centers to designated case workers to creating strong partnerships with local providers such as hospitals, Community Health Centers, behavioral health centers and social service providers. 562 In addition, there are increasing efforts to increase the availability and scope of mental health and behavioral health professionals within schools and/or referrals to systems of support.
l Increase school health services — including mental, behavioral and oral health — and improve coordination across education, health and other social services. A number of models — including increased ability for Medicaid to pay for health services in schools under the new free care policy — are emerging to better support children's health needs in schools and/or to connect them to
l Support and increase funding for Full Service Community Schools. A growing number of states and communities are deploying the community school model, effectively using public schools as hubs for community partners to offer a range of services and supports to students, families and communities. The U.S. Department of Education currently funds 21 grantees with $10 million in FY16. Expanded funding would help improve and scale this proven model to additional school sites across the country.
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Endnotes
534 Suitts S and Barba P. Research Bulleting: A New Majority – Low Income Students Now a Majority in the Nation's Public Schools. Atlanta, GA: Southern Education Foundation, 2015. http://www.southerneducation.org/ getattachment/4ac62e27-5260-47a59d02-14896ec3a531/A-New-Majority2015-Update-Low-Income-Students-Now. aspx (accessed September 2016).
535 No Kid Hungry. Hunger in Our Schools. Washington, D.C.: No Kid Hungry, 2015. http://hungerinourschools.org/img/ NKH-HungerInOurSchoolsReport-2015. pdf (accessed June 2015).
536 Felitti VJ, Anada RF, Nordenberg D, et al. Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study. American J of Prev Med, 14(4): 245258, 1998.
537 Injury Prevention and Control: Division of Violence Prevention. In Centers for Disease Control and Prevention. http:// www.cdc.gov/violenceprevention/ acestudy/index.html (accessed September 2016).
538 Middlebrooks JS and Audage NC. The Effects of Childhood Stress on Health across the Lifespan. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, 2008. http://www.cdc.gov/ ncipc/pub-res/pdf/childhood_stress.pdf (accessed October 2014).
539 Ogden CL, Carroll MD, Kit BK, et al. Prevalence of childhood and adult obesity in the United States, 2011-2012. JAMA, 311(8):806-814, 2014.
540 Aron L and Loprest P. Disability and the Education System. Children with Disabilities, 22(1), 2012. http://futureofchildren.org/publications/journals/ article/index.xml?journalid=77&articleid=562§ionid=3891 (accessed September 2014).
541 Kann L, Olsen EO, McManus T, et al. Sexual Identity, Sex of Sexual Contacts, and Health-Related Behaviors Among Students in Grades 9–12 — United States and Selected Sites, 2015. MMWR Surveill Summ 2016;65(No. SS-9):1–202. DOI: http://dx.doi.org/10.15585/mmwr. ss6509a1. (accessed September 2016).
542 http://www.cdc.gov/nchs/fastats/ asthma.htm National Center for Health Statistics. Asthma. In Centers for Disease Control and Prevention, 2015. http://www. cdc.gov/nchs/fastats/asthma.htm (accessed September 2016).
543 National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention. Reported STDs in the United States: 2014 National Data for Chlamydia, Gonorrhea, and Syphilis. 2014. 2014. Atlanta, GA: Centers for Disease Control and Prevention, 2015http://www.cdc.gov/ std/stats13/std-trends-508.pdf (accessed September 2016).
544 http://www.cdc.gov/teenpregnancy/ about/index.htm Reproductive Health: Teen Pregnancy. About Teen Pregnancy. In Centers for Disease Control and Prevention, 2016. http://www.cdc.gov/teenpregnancy/about/index.htm (accessed September 2016).
545 Centers for Disease Control and Prevention. Health, United States, 2014. Table 59. Selected health conditions and risk factors, by age: United States, selected years 1988-1994 through 2011-2012. http://www.cdc.gov/nchs/data/hus/ hus14.pdf (accessed March 2016).
546 Any Disorder Among Children. In National Institute of Mental Health. http:// www.nimh.nih.gov/health/statistics/ prevalence/any-disorder-among-children.shtml (accessed September 2016).
547 http://www.cdc.gov/nchs/fastats/adhd. htm National Center for Health Statistics. Attention Deficit Hyperactivity Disorder (ADHD). In Centers for Disease Control, 2015. http://www.cdc.gov/nchs/fastats/ adhd.htm (accessed September 2016).
548 Singh T, Azzazola RA, Corey CG, et al. Tobacco Use Among Middle and High School Students—United States, 2011–2012015. MMWR, 65(14):–5, 2015.361–367, 2016. http://www.cdc. gov/mmwr/volumes/65/wr/mm6514a1. htm (accessed September 2016).
549 Substance Abuse and Mental Health Services Administration. Behavioral Health Barometer: United States, 2015. HHS Publication No. SMA-16-Baro-2015. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2015.
550 High School YRBS. Tobacco Use. In Centers for Disease Control and Prevention, 2016. https:// nccd.cdc.gov/Youthonline/ App/QuestionsOrLocations. aspx?CategoryId=C02 (accessed September 2016).
551 Healthday. "Addiction Starts Early in American Society, Report Finds. U.S. News and World Report July 29, 2011. http://health.usnews.com/healthnews/family-health/childrens-health/ articles/2011/06/29/addiction-startsearly-in-american-society-report-finds (accessed October 2015).
552 Substance Abuse and Mental Health Services Administration. Results from the 2013 National Survey on Drug Use and Health: Summary of National Findings. Rockville, MD. Substance Abuse and Mental Health Services Administration, 2014. http://www. samhsa.gov/data/sites/default/files/ NSDUHresultsPDFWHTML2013/ Web/NSDUHresults2013.pdf (accessed September 2016).
553 High School YRBS. 2015 Results. In Centers for Disease Control and Prevention, 2016. https://nccd.cdc.gov/Youthonline/ App/Results.aspx?TT=B&OUT=0&SID= HS&QID=H25&LID=LL&YID=RY&LID2=&YID2=&COL=& ROW1=&ROW2=&HT=&LCT= &FS=&FR=&FG=&FSL=&FRL=&FGL=&PV=&TST=&C1=&C2=&QP=&DP=&VA=CI&CS=Y&SYID=&EYID=&SC=&SO= (accessed September 2016)
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554 Losen DJ and Martinez TE. Out of School & Off Track: The Overuse of Suspensions in American Middle and High Schools. Los Angeles, CA: UCLA, The Center for Civil Rights Remedies, 2013. https:// civilrightsproject.ucla.edu/resources/ projects/center-for-civil-rights-remedies/school-to-prison-folder/ federal-reports/out-of-school-and-offtrack-the-overuse-of-suspensions-inamerican-middle-and-high-schools/ OutofSchool-OffTrack_UCLA_4-8.pdf
555 http://www2.ed.gov/about/offices/ list/ocr/docs/2013-14-first-look.pdf 2013-2014 Civil Rights Data Collection. Key Data Highlights on Equity and Opportunity Gaps in Our Nation's Public Schools. Washington, D.C.: U.S. Department of Education, Office of Civil Rights, 2016. http://www2.ed.gov/about/ offices/list/ocr/docs/2013-14-first-look. pdf (accessed September 2016).
556 2013-2014 Civil Rights Data Collection. Key Data Highlights on Equity and Opportunity Gaps in Our Nation's Public Schools. Washington, D.C.: U.S. Department of Education, Office of Civil Rights, 2016. http://www2.ed.gov/about/ offices/list/ocr/docs/2013-14-first-look. pdf (accessed September 2016).
557 Balfanz R and Byrnes V. Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore, MD: Johns Hopkins University Center for Social Organization of Schools, 2012. https://ct.global.ssl. fastly.net/media/W1siZiIsIjIwMTQvMDgvMTUvMjE1dnkya3BzOF9GSU5BTENocm9uaWNBYnNlbnRlZWlzbVJlcG9ydF9NYXkxNi5wZGYiXV0/ FINALChronicAbsenteeismReport_ May16.pdf.pdf?sha=ffcb3d2b (accessed May 2016).
558 Evers T. Using Positive Behavioral Interventions & Supports (PBIS) to Help Schools Become More Trauma-Sensitive. Madison, WI: Wisconsin Department of Public Instruction, n.dno date. http://dpi. wi.gov/sites/default/files/imce/sspw/ pdf/mhtraumausingpbis.pdf (accessed September 2016).
559 .Cole SF, Greenwald O'Brien J, Gadd, MG, et al. Helping Traumatized Children Learn. Cambridge, MA: Massachusetts Advocates for Children, Harvard Law School, and The Task Force on Children Affected by Domestic Violence, 2009. https://traumasensitiveschools.org/ wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf (accessed September 2016).
560 Ungar L. "Lead Taints Drinking Water in Hundreds of Schools, Day Cares Across USA." USA Today March 17, 2016. http://www.usatoday.com/story/news/ nation/2016/03/17/drinking-water-leadschools-day-cares/81220916/ (accessed May 2016).
561 Medicaid Payment for Services Provided without Charge (Free Care). In Centers for Medicare and Medicaid Services. http://www.medicaid.gov/ federal-policy-guidance/downloads/ smd-medicaid-payment-for-servicesprovided-without-charge-free-care.pdf (accessed September 2016).
562 About School-Based Health Centers. In California School-Based Health Alliance. http://www.schoolhealthcenters.org/ school-health-centers-in-ca/ (accessed September 2016). | <urn:uuid:381579b1-e6c7-440f-bd66-c831feb35bfb> | CC-MAIN-2018-26 | http://healthyamericans.org/assets/files/TFAH-2016-BPMini-HealthyStudents-01.pdf | 2018-06-25T09:54:39Z | crawl-data/CC-MAIN-2018-26/segments/1529267867644.88/warc/CC-MAIN-20180625092128-20180625112128-00605.warc.gz | 138,678,549 | 4,740 | eng_Latn | eng_Latn | 0.869462 | eng_Latn | 0.980844 | [
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Developing Student Skills using Design Thinking
By Sophie Farag, Department of English Language Instruction
My first encounter with design thinking:
I was a participant in the yearlong Design Thinking for Educators Program launched by CLT in January 2019. This involved participation in a series of bootcamps and workshops which introduced the participants to the Design Thinking process and how it can be used to solve real-life, authentic problems. The Design Thinking approach is a problem-solving process that requires creativity and a deep understanding of the needs of the user. The problem is identified by interviewing and observing the users, and the solution is user-centered and specific to a particular group of people.
The first problem we were asked to solve as participants in the first bootcamp was how to motivate AUC students to be more passionate about their studies. The group I was working with agreed that redesigning the first year to provide opportunities for more hands-on experience with the different majors would result in students choosing majors they were passionate about, and this would surely result in more motivated learners. Our plan was quite detailed, and we were confident that our ideas would help solve the problem. Then we went out to interview students… It came as quite a shock to us that students, the users, in this case, did not agree with our plan. There were other factors, such as parent expectations and the prospect of a high paying job, which we had not taken into consideration that influenced the decisions of choosing a major other than passion. At that point, we realized the importance of involving the user in the solution to any problem, and it was a stark warning against believing that we, as designers, understand the problem and "know" the solution. This focus on the user is what makes Design Thinking stand out as a problem-solving process, and it also makes it particularly engaging for students.
In collaboration with CLT, a new course based on the design thinking process was introduced in the fall in the Intensive English Program (IEP) of the Department of English Language Instruction (ELI). Applying Design Thinking in the Intensive English Program. The mission of the Intensive English Program (IEP) is to prepare undergraduate students to perform successfully at AUC by developing "their academic English and critical and reflective thinking skills through a content-based learning approach that fosters collaborative and independent learning, commitment to academic integrity, and community engagement." Design thinking (DT) seemed to be the perfect method to achieve the course learning outcomes as, in addition to developing the students' academic English skills, it would also develop their critical thinking, problem-solving, communication, and collaboration skills. (See the image for the main keywords from the course learning outcomes.)
Using the Design Thinking framework, a new course, Project-Based Integrated Skills (PBIS), was launched in fall 2019 in the IEP in thirteen sections. Through this course, students participated in a series of tasks to introduce them to the skills required for successful project work, such as teamwork, communication, and project management, and those required for each of the five stages of the Design Thinking process
(empathize, define, ideate, prototype, and test), such as interviewing skills, note-taking, and divergent thinking. Students then worked in groups and followed the design thinking process to choose problems that are important to them, interview students who share these problems and work together to come up with practical solutions which they then tested and refined.
By working in groups, students' communication and collaboration skills were enhanced. By writing reflections on the activities and reports on the projects throughout the course, their reflective and writing skills improved. They created prototypes to represent their solutions, which developed their creative thinking skills. Students presented their solutions through group presentations, and this helped them gain confidence in public speaking. Working on projects also allowed students the opportunity to conduct activities and interviews outside the classroom, integrate into university life, and engage with their AUC community to identify and solve problems faced by other students.
October 13, 2020 Volume 18, Issue 5
When we shifted to online learning, students continued to meet their group members virtually on Zoom, Houseparty, and other video conferencing apps. Although they were not able to approach other students on campus for an interview or to engage fully with the AUC community, in the spring, I was able to set up cross-class interviews with other IEP students on Zoom and my students were able to collect the information needed for their projects.
Sample projects
The students engaged in a series of projects throughout the semester, beginning with small projects with assigned topics, and progressing towards bigger projects where students chose their own problems to solve.
One group chose to redesign the dorms common room. They interviewed students living in the dorms and identified specific needs and created a physical prototype of the space that provided separate areas for individual and group study, a kitchen and vending machines, and an outdoor area for relaxing.
Other groups chose to find ways to reduce single-use plastic on campus. They interviewed students and vendors on campus and discovered that a significant amount of plastic waste comes from the use of cups and straws. They developed a prototype for paper cups and straws made by folding sheets of paper in Origami style. Another group created a campaign which included a video and a series of posters to raise awareness of the dangers of plastic and encourage students to bring reusable water flasks instead of buying water bottles in order to reduce plastic waste.
Another group created an app to help new students who are confused about which engineering major to declare. To prepare for this they interviewed students, professors, and staff in the Engineering departments to better understand the problem. The app linked to various resources, including the catalog, to clarify the difference between the majors so students can more easily make an informed decision.
Yet another group decided to create a prototype to help visually impaired and physically disabled students get around campus. In preparation for this project, students observed visually impaired students walking on campus, and interviewed several visually impaired and disabled students to understand their needs. The solutions included ramps that are less steep and a path with a special textured surface to indicate that this path gives priority to visually impaired students.
Since shifting to online in the Spring and going fully online this semester, the type of prototype has changed since students can no longer collaborate to create a physical model. Instead, students rely on sketching and using technology to create their prototypes. Examples of digital prototypes include short animated movies, video ads, posters, websites, and digital models.
Assessment and Feedback
Assessment took the form of student-written reflections throughout the course, reports on the different stages of the projects, group presentations, and participation. Rubrics were developed for each component to ensure similar grading across different sections. The teachers of the course meet regularly to share ideas and teaching materials and to discuss grading and assessment tasks.
A survey administered at the end of last fall to the students and teachers of the new course showed very positive feedback. The students said that they enjoyed the course and felt they had learnt valuable skills that they will need to succeed at AUC. In particular, they said they gained the confidence to participate actively in group work (85%
strongly agree or agree), they developed their critical thinking and problemsolving skills (80% strongly agree or agree), and they developed their ability to reflect on their performance (81% strongly agree or agree).
They liked the design thinking process, and several students said they applied it in other areas of their lives. The things they enjoyed include working in groups, reflections, and presentations. (See the image for the most common keywords from the student feedback survey.)
Student quotes:
"The PBIS was amazing. Whenever we are crowded with classwork when we start the PBIS it changes the mood of the class from tired to creative. Also, I think one of the most important skills that I gained from the course was the active learning technique."
"This course is based on group projects and by ending the semester I can really say how much I enjoyed it and gained a lot of knowledge and new skills. It was very challenging and you were always motivated by the teacher to work harder and harder.… This course is completely different than any other one. :)"
In terms of recommendations for improvement, some students said they would like more practice writing reflections, managing time, and improving communication skills. These suggestions will be addressed in future semesters.
The teachers enjoyed teaching the course and found that their students participated more actively in the PBIS class activities than in other classes. They observed improvement in their students' communication, team-work, critical thinking, and problem-solving skills. Some teachers said that next time they teach this course, they will pace the activities differently to allow more time for the big projects as some felt they were short of time at the end of the semester.
All in all, this was a very positive experience, and I believe that design thinking is a very useful approach that allows a great deal of creativity and flexibility for teachers and students. It provides the opportunity for students to practice valuable skills while addressing real-life challenges that will help them succeed at AUC and beyond. | <urn:uuid:8a91ebf7-7bb0-4e40-a902-15a598890b22> | CC-MAIN-2021-49 | https://documents.aucegypt.edu/Docs/llt_clt/Chalk%20Talk/Vol%2018/NewChalkTalk_Volume18_Issue5.pdf | 2021-12-05T17:55:15+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00561.warc.gz | 311,409,452 | 1,864 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.999113 | [
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CHAPTER III METHOD OF RESEARCH
A. Research Approach
In this research, the researcher used the form of action research as stated by Wallace that is a kind of research which is done systematically in collecting the data on the lesson and analyzing it in order to come to some decisions about what the future lesson should be. 1 It means that in action research, a researcher not only needs the theories which supports research but also needs to practice and to act with the subject of research. Action research is the name given a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success and or appropriacy of certain activities and procedures. 2 According to the researcher's opinion, classroom action research is a number of procedures that is used to improve teaching learning process in classroom. So in this research, she uses a classroom action research. This data was analyzed through some cycles in action.
There are four components in one cycle for conducting classroom action research. It consists of planning, action, observation, and reflection. The four phases of the classroom action cycle were conducted integrated like spiral. Each phase was concluded based on the previous one and the next. It means that the activities in the classroom action research were based on planning, action, and observation, then, the researcher could make a reflection to determine the next cycle.
1 Michael J Wallace, Action Research For Language Teachers, ( New York : Cambridge University, Press, 1998 ), p. 17
2 Jeremy Harmer, The Practice Of English Language Teaching, ( New York :Longman, 2002 ), p. 344
B. Procedure of the Research
In this classroom action research, the researcher planned to conduct three cycles through English songs in learning modal auxiliary.
This research was done in three cycles. Which is each cycle consists of four stages, they are: planning, acting, observing, and reflecting.
A cyclical process involving stages of action research are followed by action can be illustrated below: 3
The activities that will be done in each cycle is as follows:
1. Pre Cycle
The first step in making classroom action research, the teacher uses test to assess the students' achievement in learning modal auxiliary. In this
3 Suharsimi Arikunto, et. a.l., Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2008), 6 th Ed, p.16
activity, the teacher explains the material to the students with conventional method. The teacher explains about modal auxiliary including; definition, the kind, and the usage. Then, the teacher gives the example of modal auxiliary. After that, the teacher asks the students to answer the question. The teacher gives 20 true false test questions. After the researcher gets the data from the test, the researcher decided to analyze the result to determine the use of song in learning modal auxiliary.
2. First cycle
a. Planning
In this stage have been done the activities as follows:
1) Make a lesson plan
2) Prepare a transparency of the lyric of the song (Modal Auxiliary)
3) Prepare test
4) Prepare observation scheme
5) Prepare students' attendance list
b. Acting
In this stage what thing has been planned in the planning will be done according to the schedule that had been arranged. In this stage was done teaching scenario that has been planned by researcher with the teacher. The teaching scenario is as follows:
1) The teacher gives lyrics the song (modal auxiliary) to the students and they sing a song together.
2) Teacher explains about the material, in this activity the teacher explains about modal auxiliary (can, could, will, would, should) including; the definition, the kind and the usage.
3) After the teacher explains about modal auxiliary, she gives an example of modal auxiliary and explains to the students.
4) After the students understand the material, teacher asks the students to make some example using modal auxiliary.
5) Teacher gives 20 true or false questions to the students.
6) After the students finishing their work, the teacher asks them to collect their work.
c. Observing
1) Observing the teaching learning process focuses on students' observable behavior that indicates their enthusiasm and concerns on the lesson
2) Observing the students when they are making some example using modal auxiliary.
d. Reflecting
Evaluate the steps in teaching learning process and discuss the result of observation for the improvement of students' achievement in learning modal auxiliary
3. The Second Cycle
a. Planning
1) Arrange the lesson plan based on the teaching material
2) Improve the teaching strategy
3) Choose the song as a media in teaching according to the students' need( Wherever You Will Go)
4) Improve the explanation about song that given.
5) Prepare test
6) Prepare observation scheme
7) Prepare students' attendance list
b. Acting
In this step what has been planned in the planning will be done according to the schedule that is arranged. In this step was done the teaching scenario that has been planned by researcher.
The teaching scenario in the cycle II is same with teaching scenario in the cycle I, but in the cycle II is done improvements that had not completed in the cycle I.
The activities in teaching learning process are:
1) The teacher reviews the material, although it has been explained on the day before.
2) The teacher asks the students about their problems on the previous lesson
3) The teacher explains the problems on the previous lesson
4) The teacher asks the students about their understanding about song that has been given in the day before.
5) The teacher writes all the words of the song on separate cards.
6) The teacher divides students to work in pairs and distributes the cards to the students.
7) Show a transparency of the lyrics with the nine words about modal auxiliary left blank.
8) The teacher gives song (Wherever You Will Go) that will be explained and students listen the song from the cassette.
9) The teacher asks the students to stamp the cards on the blank lyrics of the song and they match it.
10) The teacher asks the students if they can tell what the song means from the lyrics. Explain anything they do not understand
11) The teacher asks the students to look for modal auxiliary on the English Songs
12) The teacher explains about modal auxiliary (shall, may, might, must)
13) The teacher helps the students to translate the Indonesian difficult words into English
14) The teacher gives 20 true or false questions to the students.
15) The teacher asks the students to answer the question that has been given.
c. Observing
1) Observing the teaching learning process focuses on students' observable behavior that indicates their enthusiasm and concern on the lesson
2) Observing the students when they are answering the question according to the song.
d. Reflecting
Evaluate the steps in teaching learning process, discuss the result of observation, and assess the result of students' understanding for the improvement of students' achievement in learning modal auxiliary.
4. The Third Cycle
The third cycle is done based on the result of reflection from the second cycle. The result from observation tells that the students get improvement score, but they still have some misunderstanding about different among shall and should, will and would, can and could, so it is needed another action in order the next cycle is better.
a. Planning
1) Arrange the lesson plan based on the teaching material
2) Prepare the teaching material
3) Prepare song (I Can Play a Guitar)
4) Prepare test
5) Prepare the observation scheme
6) Prepare students' attendance list
b. Acting
The activities in teaching learning process are:
1) The teacher reviews the material, although it has been explain on the day before.
2) The teacher asks the students about their problems on the previous lesson
3) The teacher explains the problem
4) The teacher asks the students about their understanding about song that has been given in the day before.
5) The teacher sings a song by playing a guitar (I Can Play a Guitar)
6) The teacher explains about the material.
7) The teacher helps the students to translate the Indonesian difficult words into English.
8) The teacher gives 20 questions. It consists of 10 multiple choice and 10 true or false questions.
9) Teacher asks the students to answer the question.
10) The teacher guides the students to answer the question.
11) After the students finishing their work, they were asked to collect their work to the teacher.
c. Observing
1) Observing the teaching learning process focuses on students' observable behavior that indicates their enthusiasm and concern on the lesson
2) Observing the students when they are answering the question according to the song.
d. Reflecting
The result that is obtained on the observation is analyzed in this phase. Then, the teacher and researcher reflect the activities that have been done. Beside that, the teacher assesses the students' answer the question result. The result of assessment can be used as consideration the use of English song in learning modal auxiliary.
C. Focus of the Research
In this research, the researcher focuses on using English songs to improve students' achievement in learning modal auxiliary with eighth grade of MTs Fatahillah Karangawen Demak in academic year of 2009/2010. Modal auxiliary are can, could, will, would, shall, should, may, might, must. English subject taught every Saturday from 9.55 a.m. until 10.35 a.m. and Monday from 8.20 a.m. until 9.40 a.m.
D. Setting and Participants
This research was done at MTs Fatahillah Karangawen Demak. It is
located at Jl. Rimbu Kidul Rejosari Karangawen Demak 59566.
The participants of this research were the class VIII B MTs Fatahillah Rejosari Karangawen Demak in academic year 2009/2010 with 34 students (14 female and 20 male). The reason for choosing the eighth grade students is based on consideration that students of Junior High School are at the age of searching such pleasure, even in their learning activities.
E. Source of the Data
The sources of the data in this research are from what the researcher gets during the research. In a qualitative research, source of primary data are the actions and the words, and additional data like the written data, document, picture, or statistical data. 4
The sources of data in this research are from the head master who gives further information about school and school curriculum, the teacher who gives some further instructional information, teaching materials, learning assessments, and teaching methods applied in eight grade of MTs Fatahillah, and from school documents (the data of teacher and students, lesson schedule, students' exercise book, and so on).
F. Technique of Collecting Data
As other research, classroom action research also needs to collect data to support the investigation. It is a fundamental thing to be well throughout by a researcher before to conduct a research.
There several ways to collect data like questionnaire, observation, field notes, interview, documentation, and test. In this research, the researcher gathered the data to support above. The researcher chooses some of which are appropriate to her school environment, and can be done there. In gaining the data, the researcher attempts to employ the following methods.
1. Documentation
It refers to archival data that helps researcher to collect the needed
4Lexy J Moleong, Metode Penelitian Kualitatif, (Bandung: PT Remaja Rosdakarya, 2005), p.216.
data. Documentation method is to get a researcher data linked to research object that will be elaborated in this research. This method is used to collect data dealing with geographical location, profile, documentation of teaching and learning process in English subject, and other documents.
2. Observation
Observation is the activity of giving total concern to research object by the sense. 5 In conducting observation, the researcher used the sheets of check list to note the activity that might happen in the teaching learning process. Observation is intended to see and to know about the condition of class and students, and the obstacles appear during the teaching learning process. It can be used to appraise the students' motivation during teaching learning process, to see their difficulties, their problem and their understanding about the material given.
3. Test
Test is an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of specified criteria. 6
There are four main reasons for testing which give stressing to four categories of test:
a. Placement tests: placing new students in the right class in a school is facilitated with the use of placement tests. Usually based on syllabuses and materials the students will follow and use once their level has been decided on.
b. Diagnostic tests: while placement tests are designed to show how good a student's English is in relation to a previously agreed system of levels, diagnostic tests can be used to expose learners difficulties, gaps in their knowledge, and skill deficiencies during a course.
5Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: PT Rineka Cipta, 1998), 2 nd ed., p.149
6 Douglas Brown, Teaching by Principles (An Interactive Approach to Language Pedagogy), (San Francisco: Longman Inc, 2001), 2 nd Ed, p.401.
35
c. Progress or achievement tests: these tests are designed to measure learners' language and skill progress in relation to the syllabus they have been following.
d. Proficiency tests: proficiency tests give a general picture of a student's knowledge and ability (rather than measure progress). They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job, or obtain some kind of certificate. 7
In this research, the researcher used achievement test because it is made to measure the students' achievement after they learned the material.
Test is done to know students' achievement, so that the researcher knows the students' improvement and students' mastery learning can be achieved by students.
G. Instrument of the Research
Research instrument is a device used by researcher while collecting data to make her work become easier and to get better result, complete, and systematic in order to make the data easy to be processed. 8
An instrument could be in form of questionnaire, observation list, interview, test, etc. In this study, the researcher uses document, observation, and test.
1. Document
Document is every written data or film. 9 The researcher used this method to obtain documents which are related with this research. They are school file like the data of teacher and students, lesson schedule, students' worksheet, students' textbook, and so on.
2. Observation Check List
In arranging check list observation, the researcher lists some students'
7Jeremy Harmer, Op. Cit, p.321.
9Lexy J moeloeng, Op. Cit, p. 216.
8 Suharsimi Arikunto, Op. Cit, p. 136.
observable behavior that indicates their understanding on modal auxiliary taught that teacher can see from their activities and response during teaching learning process. The instrument is attached.
3. Tests
In this research, the researcher uses an achievement test to measure the student's progress in improving students' achievement. The researcher uses multiple choices and true or false test. With those forms, the researcher can get score directly the specific skill and learning. The scoring can be done quickly and easily.
The reason to give assessment test to the students was to measure the student progress in every cycle during the classroom action research. The researcher gives test to the student after the teacher teaches modal auxiliary without English song or still uses conventional method with 20 true or false questions. After that, the researcher begins to conduct action research cycle by using English song. They will be presented by three treatments. Every action after gives the treatments, the researcher gives assessment that consists of 20 questions. In the cycle I and II, the researcher gives 20 true or false questions and the last cycle, the researcher gives 10 multiple choice questions and 10 true or false questions.
H. Technique of Analyzing Data
Data analysis is an effort which is done by teacher and researcher to embrace the data accurately. 10
Technique of data analysis comes from the interpretation of the data collection. In analysis the data, the researcher gets the data from document, observing the teaching learning process, and the result of the students' test.
Processing of the data uses descriptive analysis. It is to explain the condition in raising indicator achievement every cycle, and to describe the success of the teaching learning process using English songs in learning modal
10 Igak Wardani and Kuswaya Wihardit, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2001), p. 189
auxiliary.
The score of students' assessment will be calculated using the following formula:
In this research, the researcher uses mean formula to know the average of students' score and to check students' improvement in learning modal auxiliary. The formula is as follow:
: The average of students' score
M
ΣX : Total score
N: The number of the students 11
I. Criterion of Assessment
The students' success and failure in doing the activities planned assessed by referreing the criterion issued by MTs Karangawen Demak, namely Kriteria Ketuntasan Minimum (Minimum Passing Grade). A material could be said that it was succesfully taught if students had minimal score 65. Means that 65% of the material were understood by them.
The researcher determined the criteria of students' achievement scores from first test until third test above as follows:
1) The range of Outstanding Achievement (Excellent) was: 80 – 100
2) The range of Above Average(Good) was: 60 -79
3) The range of Average Achievement (Fair) was: 40 – 59
4) The range of Below Average(Poor) was: 20 – 39
5) The range of Insufficient Achievement(Very Poor): 0- 19. 12
11Prof. Dr. Sutrisno Hadi, Statistik, Jilid I, (Yogyakarta: Andi Offset, 2001), p. 37.
12 Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and Development, (New York: Cambridge University Press, 1993), p. 237. | <urn:uuid:1339f5b9-70f3-4b76-8772-151b775b68a9> | CC-MAIN-2021-49 | https://eprints.walisongo.ac.id/id/eprint/3319/4/3105203_Bab%203.pdf | 2021-12-05T17:28:35+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00561.warc.gz | 336,883,918 | 3,865 | eng_Latn | eng_Latn | 0.995291 | eng_Latn | 0.997793 | [
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VOCABULARY— continued
Immigration To come into a country of which one is not a native for permanent residence
Indentured servant A person who signs and is bound by indentures to work for another for a specified time, especially in return for payment of travel expenses
Lameness Having a body part and especially a limb so disabled as to impair freedom of movement
Liberty The quality or state of being frees; the positive enjoyment of various social, political, or economic rights and privileges, the power of choice
Limp To walk lamely; to proceed slowly or with difficulty
Literacy Test A visual and written examination to determine an immigrant's ability to read and/or write.
Anti-immigration forces had been trying to impose a literacy test since the 1880's as a means of restricting immigration. They finally succeeded with Immigration Act of 1917, passed over President Woodrow Wilson's veto. This law required all immigrants, 16 years or older, to read a 40-word passage in their native language. Dual-language cards were used by inspectors to test immigrants' literacy.
Manifest A list of passengers or an invoice of cargo for a vehicle, as on a ship or plane
In 1893, the United States began to require the steamship companies record in manifests the vital statistics of all passengers. The manifest sheets listed the names of the passengers and their answers to a series of questions regarding nationality, marital status, destination, occupation and other personal information. When a ship arrived in New York, the manifests were turned over to Ellis Island Inspectors and used a basis for cross-examining each immigrant. Immigrants were tagged with the number of the manifest page on which their name appeared. By checking the tags, inspectors could group and identify new arrivals.
Medical inspection cards Punched daily aboard ship, the cards were presented to the Ellis Island physicians for final examination. If the immigrant was in good health, the card was stamped "passed".
Migration To move from one country, place, or locality to another
Passage A way of exit or entrance; a road, path, channel, or course by which something passes
Radical Of, relating to, or constituting a political group associated with views, practices, and policies of extreme change; advocating extreme measures to retain or restore a political state of affairs
VOCABULARY
Alien:
Relating, belonging, or owing allegiance to another country or government
Anarchist: One who rebels against authority, established order, or ruling power
Ancestor: One from whom a person is descended and who is usually more remote in the line of descent than a grandparent
Bigamy: The act of entering into a marriage with one person while still legally married to another
Castle Garden: Immigrant processing center from 1855-1891. Approximately 7.5 million people were processed at Castle Garden
Contagious: Communicable by contact
Deportation: The removal from a country of an alien whose presence is unlawful or prejudicial
Dormitory: A room for sleeping; a large room containing numerous beds
Ellis Island: An island in Upper New York Bay; served as the immigration station from 18921954.
The original site of today's Ellis Island was 3.5 acres of land. After tons of shale and granite landfill, excavated from the infant New York subways, as added Ellis Island grew to 27.5 acres.
The New Jersey shoreline is only 2,000 yards away, the southern tip of Manhattan about a mile across the harbor.
Emigrant: One who emigrates
Ethnic: Of or relating to large groups of people classed according to common racial, national, tribal, religious, linguistic, or cultural origin or background
Europe: Continent of the Eastern Hemisphere between Asia and the Atlantic Ocean
Goiter: An enlargement of the thyroid gland visible as a swelling of the front of the neck.
Hospital An institution where the sick or injured are given medical or surgical care
Immigrant A person who comes to a country to take up permanent residence
Spain 72,636 Belgium 63,141 Czechoslovakia (1920-1931-) 48,140 Bulgaria (1901-1931) 42,085 Wales 27,113 Yugoslavia (1920-1931) 25,017 Finland (1920-1931) 7,833 Switzerland 1,103
WHO'S WHO!
Below is a list of persons who not only immigrated to America, but who became celebrated successes in their respective fields.
1941-1954 Part of Ellis Island served as a detention center for enemy aliens.
November 29, 1965 Ellis Island closed and was virtually abandoned.
May 11, 1965 Ellis Island added by President Lyndon Johnson's Presidential Proclamation to the Statue of Liberty National Monument.
1976 Ellis Island opened to the public for limited seasonal visitation.
1983 The restoration of Ellis Island began.
1984 Closed for $160 million restoration project.
September 10, 1990 Ellis Island reopened with extensive facilities including a new museum, exhibits, and with the main building restored to how it would have been during the period of 1918-1920.
Today Ellis Island continues to entertain thousands of visitors each year. Over 100 million (or 40% of) Americans can trace their roots to an ancestor who entered the United States through Ellis Island.
WHERE IN THE WORLD?
Below is a list by country of the number of immigrants who passed through Ellis Island from January 1892 to June 1897, and from 1901 to 1931. Exceptions to those years are noted in parentheses.
Italy 2,502,310
Russia 1.893.542
Hungary (1905-1931) 859.557
Austria (1905-1931) 768.132
Austria-Hungary (1892-1904) 648.163
Germany 633.148
England 551.969
Ireland 520.904
Sweden 348.036
Greece 245,058
Norway 226,278
Ottoman Empire 212,825
Scotland 191,023
The West Indies 171,774
Poland (1892-1897 and 1920-1931) 153,444
Portugal 120,725
France (including Corsica) 109,687
Denmark 99,414
Romania (1894-1931) 79,092
The Netherlands 78,602
Ellis Island Chronology
April 11, 1890 Ellis Island designated an immigration station.
1892-1924 These are considered the peak years: 12 million immigrants were processed at Ellis Island.
January 1, 1892 Ellis Island opened as an immigration station.
1892-1925 Manifest Sheets issued. In 19=893, the United States began to require that steamship companies record in manifests the vital statistics of all passengers. The manifest sheets listed the names of the passengers and their answers to a series of questions regarding nationality, marital status, destination, occupations and other personal information. When a ship arrived in New York, the manifests were turned over to Ellis Island Inspectors and used as a basis for cross-examining each immigrant. Immigrants were tagged with the number of the manifest page on which their name appeared. By checking the tags, inspectors could group and identify the new arrivals.
June 14, 1897 Buildings destroyed by fire, but all persons safely evacuated.
1900-1914 Immigrant arrivals reached approximately one million each year during the peak immigration period, 1900-1914.
December 17, 1900 Reopened as an immigration station, on a larger scale.
1905-1907 3 million immigrants entered Ellis Island during these three years.
April 17, 1907 The most active day in Ellis Island history. 11,745 people were processed on this day.
1917 Literacy Test introduced. Anti-immigration forces had been trying to impose a literacy test since the 1880's as a means of restricting immigration. They finally succeeded with Immigration Act of 1917, passed over President Woodrow Wilson's veto. This law required all immigrants, 16 years or older, to read a 40-word passage in their native language.
1917-1919 Ellis Island served as a detention center for enemy aliens, a way station for navy personnel and a hospital for the army.
1918 Ellis Island served as a deportation center and immigration station until 1954.
1924 Mass immigration ended. Immigrants now were inspected in countries of origin.
1939-1946 Part of Ellis Island was used as a Coast Guard Station.
Sometimes people were refused entry into America Medical Inspection determines an immigrant's fate of Ellis Island.
Only 2% (or roughly 250,000) of all immigrants passing through Ellis Island were denied entry to the United States. "
Historical Note: According to a 1917 U.S. Public Service manual, 9 out of 100 immigrants were marked with an "X" during the line inspection and were sent to mental examination rooms for further questioning. During this primary examination, doctors first asked the immigrants to answer a few questions about themselves, and then to solve simple arithmetic problems, or count backward from 20 to 1, or to complete a puzzle. Out of the 9 immigrants held for this "Weeding out" sessions, perhaps 1 or 2 would be detained for a secondary session of more extensive testing.
INSPECTOR QUESTIONS
Any Immigrant deemed "liable to become a public charge" was denied entry to the United States. To Ellis Island inspectors, this clause, meant those who appeared unable to support themselves and therefore, likely to become a burden on society. Ellis Island inspectors carefully weighed the prospects of new arrivals, especially those of women and children intending to rejoin husbands and fathers in this country.
To determine an immigrant's social, economic, and moral fitness, inspectors asked as many as 29 rapid-fire series of questions including the ones listed below.
1. What is your name?
2. How did you pay for your passage?
3. Do you have promise of a job?
4. Are you an anarchist?
5. Are you going to join a relative or friend?
6. What is your destination?
7. Are you traveling with family or alone?
8. What is your occupation?
9. Where were you born?
10. Where did you last reside?
11. How much is two and one?
12. How much is two and two?
13. How do you wash stairs; from the top or from the bottom?
14. Can you draw a diamond?
The inspector draws the shape of a diamond and then asks the immigrant to repeat the shape. This exercise can be modified using various geometric shapes.
The apex of my civic pride and personal contentment was reached on the bright September morning when I entered the public school. That day I must always remember, even if I live to be too old that I cannot tell my name. Father himself conducted as to school. He would not have delegated that mission to the President of the United States.
He had very little opportunity to prosecute his education, which, in truth, had never been begun. His struggle for a bare living left him no time to take advantage of the public evening school. In time he learned to read, to follow a conversation or lecture; but he never learned to write correctly; and his pronunciation remains extremely foreign to this day.
If education, culture, the higher life were shining things to be worshiped from afar, he had still a means left whereby he could draw one step nearer to them. He could send his children to school, to learn all those things that he knew by fame to be desirable. His children should be students, should fill his house with books and intellectual company. As for the children themselves, he knew no surer way to their advancement and happiness.
Almost his first act on landing on American soil, three years before, had been his application for naturalization. He had taken the remaining steps in the process with eager promptness, and at the earliest moment allowed by the law, he became a citizen of the United States.
The boasted freedom of the New World meant to him far more than the right to reside, travel, and work wherever he pleased; it meant the freedom to speak his thoughts, to throw off the shackles of superstition, to test his own fate, unhindered by political or religious tyranny.
More links www.wzo.org.il/home/politic/d132.htm
http://teacher.scholastic.com/immigrat/ellis/
http://www.cmp.ucr.edu/exhibitions/immigration_id.htm http://www.historychannel.com/ellisisland/
http://www.riverdeep.net/current/2001/08/082001_ellisisland.jhtml http://www.ellisislandimmigrants.org/ellis_island_immigrants.htm
They looked to me like beings from another world than mine. But those whom I envied had their troubles, as I often heard. Their school life was one struggle against injustice from instructors, spiteful treatment from fellow students, and insults from everybody. They were rejected at the universities, where they were admitted in the ratio of three Jews to a hundred Gentiles, under the same debarring entrance conditions as at the high school: especially rigorous examinations, dishonest marking, or arbitrary rulings without disguise. No, the czar did not want us in the schools.
(2) In her book Promised Land, Mary Antin described what it was like to be Jewish in Russia during the 1880s ---
I remember a time when I thought a pogrom had broken out in our street, and I wonder that I did not die of fear. It was some Christian holiday, and we had been warned by the police to keep indoors. Gates were locked; shutters were barred. Fearful and yet curious, we looked through the cracks in the shutters. We saw a procession of peasants and townspeople, led by priests, carrying crosses and banners and images. We lived in fear till the end of the day, knowing that the least disturbance might start a riot, and a riot led to a pogrom.
(3) Mary Antin arrived in the United States in 1894. She wrote about her early experiences in her book, Promised Land, that was published in 1912.
The first meal was an object lesson of much variety. My father produced several kinds of food, ready to eat, without any cooking, from little tin cans that had printing all over them. He attempted to introduce us to a queer, slippery kind of fruit, which he called banana but had to give it up for the time being. After the meal, he had better luck with a curious piece of furniture on runners, which he called a rocking chair.
In the evening of the first day my father conducted us to the public baths. As we moved along in a little procession, I was delighted with the illumination of the streets. So many lamps, and they burned until morning, my father said, and so people did not need to carry lanterns. In America everything was free. Light was free; the streets were as bright as a synagogue on a holy day. Music was free; we had been serenaded, to our gaping delight by a brass band of many pieces.
Education was free. The subject my father had written about repeatedly, as comprising his chief hope for us children, the essence of American opportunity, the treasure that no thief could touch, not even misfortune or poverty. It was the one thing that he was able to promise us when he sent for us; surer, safer than bread or shelter.
If you had not made friends with the police, the case might go to court; and there you lost before the trial was called unless the judge had reason to befriend you.
The czar was always sending us commands - you shall not do this and you shall not do that - till there was very little left that we might do, except pay tribute and die. One positive command he gave us: You shall love and honor your emperor. In every congregation a prayer must be said for the czar's health, or the chief of police would close the synagogue. On a royal birthday every house must fly a flag, or the owner would be dragged to a police station and be fined twenty-five rubles. A decrepit old woman, who lived all alone in a tumble-down shanty, supported by the charity of the neighborhood, crossed her paralyzed hands one day when flags were ordered up, and waited for her doom, because she had no flag. The vigilant policeman kicked the door open with his great boot, took the last pillow from the bed, sold it, and hoisted a flag above the rotten roof.
The czar always got his dues, no matter if it ruined a family. There was a poor locksmith who owed the czar three hundred rubles, because his brother had escaped from Russia before serving his time in the army. There was no such fine for Gentiles, only for Jews; and the whole family was liable. Now the locksmith never could have so much money, and he had no valuables to pawn. The police came and attached his household goods, everything he had, including his bride's trousseau; and the sale of the goods brought thirty-five rubles. After a year's time the police came again, looking for the balance of the czar's dues.
They put their seal on everything they found.
There was one public school for boys, and one for girls, but Jewish children were admitted in limited numbers - only ten to a hundred; and even the lucky ones had their troubles. First, you had to have a tutor at home, who prepared you and talked all the time about the examination you would have to pass, till you were scared. You heard on all sides that the brightest Jewish children were turned down if the examining officers did not like the turn of their noses. You went up to be examined with the other Jewish children, your heart heavy about that matter of your nose. There was a special examination for the Jewish candidates, of course: a nine-year-old Jewish child had to answer questions that a thirteen-year-old Gentile was hardly expected to answer. But that did not matter so much; you had been prepared for the thirteen-year-old test. You found the questions quite easy.
You wrote your answers triumphantly - and you received a low rating, and there was no appeal.
I used to stand in the doorway of my father's store munching an apple that did not taste good any more, and watch the pupils going home from school in twos and threes; the girls in neat brown dresses and black aprons and little stiff hats, the boys in trim uniforms with many buttons. They had ever so many books in the satchels on their backs. They would take them out at home, and read and write, and learn all sorts of interesting things.
totaling 200 in 1881 alone. Approximately 40 Jews were killed, many times that number wounded, and hundreds of women raped. Settlement outside of tulmud towns and shtetls, prohibited Jews from buying property in the countryside, and banned Jews from trading on Sunday mornings or Christian holidays.
The next wave of pogroms began in the spring of 1903, in the midst of chaos and anarchy in the countryside, demonstrations and rioting in the cities, and violent anti-Semitic campaigns. Accusations of Jewish treachery in the Russo-Japanese war effort, accusations that Jews were at the forefront of the revolutionary movement and that Jews were murdering Christians all sparked the first pogrom in Kishinev.
The Bund, a Jewish left-wing organization, organized defense networks among Jewish workers and community members. Five months later, when a pogrom broke out in Gomel, the Jewish community actively resisted. Gomel might have been significantly worse were it not for aggressive Jewish defense measures.
However, the worst anti-Jewish violence broke out in 1905, after Tsar Nicholas II was forced to sign the October Manifesto, creating a constitutional monarchy. More than 80 percent of the pogroms of 1905-1906 occurred in the 60 days following the establishment of the monarchy.
The Horowitz Family lived in Odessa where a terrible pogrom took place. They saw their neighbors murdered and homes burned. They made their decision on October 18th, 1905 that they needed to flee to a land of safety and freedom. It took 17 months to gather money for passage and entry to America. They are selecting the few items they can carry and have $50.00 hidden inside their clothing.
A FIRST HAND ACCOUNT
Mary Antin, The Promised Land (1912)
The Gentiles used to wonder at us because we cared so much about religious things about food and Sabbath and teaching the children Hebrew. They were angry with us for our obstinacy, as they called it, and mocked us and ridiculed the most sacred things. There were wise Gentiles who understood. These were educated people, like Fedora Pavlovna, who made friends with their Jewish neighbors. They were always respectful and openly admired some of our ways. But most of the Gentiles were ignorant. There was one thing, however, the Gentiles always understood, and that was money. They would take any kind of bribe, at any time. They expected it. Peace cost so much a year, in Polotzk. If you did not keep on good terms with your Gentile neighbors, they had a hundred ways of molesting you. If you chased their pigs when they came rooting up your garden, or objected to their children maltreating your children, they might complain against you to the police, stuffing their case with false accusations and false witnesses.
RUSSIA, 1905,
HUNDREDS OF JEWS ARE KILLED IN ANTI-JEWISH RIOTS (POGROMS)
The Jerusalem Post's feature "This day in history" reports on October 18, 1905, when hundreds of Jews were murdered by Russians in anti-Jewish riots: 1905: A week-long pogrom marking one of the bloodiest periods in Russian Jewish history begins, spreading to dozens of towns and villages throughout Russia. Hundreds of Jews are killed, thousands are wounded and over forty-thousand homes and shops are destroyed in the rioting.
The word "pogrom" became linked to anti-Semitic violence after the outbreak of three great waves of anti-Jewish rioting in the Russian Empire in 1881-82, 1903-06, and 191921. The violence usually consisted of looting, assault, arson, rape, and murder.
The pogroms often began in cities and then spread to shtetles, small towns with about 1000 people, centered around a synagogue and marketplace, within the Pale of Jewish Settlement.
Tsar Nicholas I created the Pale of Jewish Settlement in April 1835 --- a limited geographical area where Jews were mandated to live. The Pale included Lithuania, Poland, the south-western provinces, and White Russia with a few variations until its end in 1917 (Ritter).
"The Pale was the single most destructive legal burden borne by Russian Jewry, and one of the most enduring.
Within the Pale, Jews were banned from most rural areas and some cities. They were prohibited from building synagogues near churches and using Hebrew in official documents; barred from agriculture; they earned a living as petty traders, middlemen, shopkeepers, peddlers, and artisans.
By the time the term "anti-Semitism" was first used in the late 1870s, Jews in Europe were seen by many as alien to the nation or the people. The peasants in Russia viewed Jews as aliens; their religion, language, food, clothing, and manners were all different strange, and mysterious.
Russian bureaucrats believed that the teachings of Judaism itself, especially as conveyed by the Talmud, lead Jews into unproductive, parasitical, and exploitative commercial activities.
The assassination of Tsar Alexander II in 1881 threw the Russian government into chaos and directly preceded the first major outbreak of pogroms. Rumors that Tsar Alexander III had issued a decree instructing the people to beat and plunder the Jews for having murdered his father and for exploiting the people encouraged the pogromists. Beginning with Elizabetgrad, a wave of pogroms spread throughout the southwestern regions,
HOROWITZ FAMILY MIGRATES FROM RUSSIA TO NEW JERSEY
Have you heard of the Golden Door?
Do your neighbors whisper stories of a land where the streets are paved with gold: a place there is liberty, freedom and justice for all? A place where hard work is rewarded; where there is enough food for everyone. Is there a place that is safe from pogroms and hatred of Jewish people? Have you heard of America? You say good-bye to your homeland forever.
You embark on a steamer.
You have heard of ELLIS ISLAND You will make the same passage that 12 million immigrants have before you on their way to the United States.
Will America accept you? You have heard the stories of the many people who have been turned back. You have your $50.00 required to enter hidden in your clothing somewhere. Do you have what it takes to enter the land of the free?
Today is April 17, 1907.
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History/Geography
History – The Stone Age:
Pupils will learn about when the Stone Age was and how long it lasted. They will discover that this period was marked by the creation of permanent farming-based settlements and the birth of agriculture. We will investigate Stonehenge and understand that without written evidence, so much of what archaeologists think occurred is based on interpretation of limited evidence.
Geography – How can we live more sustainably?
Pupils are introduced to the concepts of sustainability and sustainable development through a number of examples that will be familiar to them in their everyday lives, we will reflect upon the concept of a resource and how these can be renewable and nonrenewable.
Science
Animals – skeletons and muscles: Pupils will learn about types of nutrition and that skeletons and muscles are used for support, protection and movement.
Forces – movement and magnets: Pupils will learn how things move on different surfaces and about the poles of a magnet.
Music
Let your spirit fly/Glockenspiel Stage 1
Pupils will have the opportunity to sing and play musically. They will develop their understanding of musical compositions and will play and perform in solo and ensemble contexts. They will listen to and appraise a range of music.
PE
Football, Netball, Dance, Swimming
PE lessons will be taught by Mr Drake and will take place on a Monday and a Tuesday. We will also complete the Daily Mile. Trainers and PE kit should be in school every day. Children will attend swimming lessons at Westminster Lodge every Friday morning.
MFL
I'm Learning French and Animals
Activities will include learning how to greet each other in French and the names of different colours. They will also be learning how to say the names of different animals.
Computing
This term the children will be taking on the role of 'programmers'. They will learn how to programme a short animation.
Year 3 - Autumn 2021
Art/Design and Technology
RE
Art – Portraits:
Pupils will study the work and complete portraits in the style of Vincent Van Gogh. They will be focussing on the painting 'Starry Night.'
DT – Food:
Pupils will design, make and evaluate their own sandwich snack.
Pupils will learn about Islam and its practices and will compare these with Christianity.
PSHCE
Being Me in My World / Celebrating Difference
Separate document attached
English
We will begin our English work looking at 'George's Marvellous Medicine' by Roald Dahl. Our writing will include creating a recipe and instructions on how to make their own awesome antidote. We will also write our own revolting rhymes based on 'Little Red Riding Hood and the Wolf'.
After half-term, we will study Ted Hughes' 'The Iron Man' where we will look at description and build up to writing our own report about the robot.
We will look at a range of text types in our whole class guided reading, focusing on fluency and comprehension.
Grammar and spelling will be taught through our main English lessons as well as in discrete lessons.
Mathematics
Key skills this term include understanding place value, strategies for +, -, x and ÷ and fractions, decimals and percentages. Children will be encouraged to use apparatus and pictorial representation to develop a deeper understanding of each concept. Breaking the sequences down into small steps, we aim to ensure all children can move forward together, with plenty of opportunity to challenge and extend all learners. | <urn:uuid:2eb79bfb-ce04-4b67-ad0f-f909021fbfe6> | CC-MAIN-2021-49 | https://www.beechhyde.herts.sch.uk/attachments/download.asp?file=2474&type=pdf | 2021-12-05T18:18:49+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00560.warc.gz | 732,804,209 | 715 | eng_Latn | eng_Latn | 0.998783 | eng_Latn | 0.998783 | [
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Procedure/Treatment/Home Care
Si usted desea esta información en español, por favor pídasela a su enfermero o doctor.
#1768
Name of Child: ______________________________ Date: _________________
Type 1 Diabetes: How to Manage Sick Days and High Blood Sugars
An illness such as the flu, cold, or an infection can affect your child's blood sugar and cause high urine ketones. You can prevent diabetic ketoacidosis (sick from high ketones) or serious low blood sugar if you follow a few rules. This handout tells you how to care for your child with Type 1 Diabetes if your child has blood sugars higher than 300 mg/dl or when your child is sick. This information is only to be used when directed by your child's diabetes doctor (endocrinologist).
When to check your child's ketones:
* If your child has belly (abdominal) pain.
* If your child's blood sugar level is higher than 300 mg/dl two times in a row.
* If your child feels like he or she is going to throw up (nausea).
* If your child is sick with any illness.
What to do if your child has trace or small amounts of ketones:
* Continue checking your child's blood sugar levels as directed.
* Give your child plenty of water to drink.
* Give a correction dose of insulin (Humalog®, Novolog®, or Apidra®) at each meal and snack as directed.
* Check your child's blood sugar and ketones every 2 to 3 hours until the blood sugar level is less than 300 mg/dl and there are no ketones.
What to do if your child has medium or large amounts of ketones:
* Give a correction dose of insulin every 2 to 3 hours as directed.
* Give your child plenty of water to drink.
* Give fluids with sugar (regular soda, Gatorade®) if the blood sugar level drops below 250 mg/dl but ketones are still present. This is so you can continue to give corrections doses of insulin to drive the ketones away.
When to call your Diabetes team for help:
* If your child vomits 2 or more times.
* If ketones are still present after 2 correction doses of insulin.
* If you have any questions.
During office hours Monday to Friday 8:30 am to 4:00 pm call 602-933-0618 to talk with the diabetes educator. If you get a voice mail message, please leave a message and the diabetes team will call you back as soon as possible.
Before and after office hours, on weekends, and on holidays call 602-933-1000 and ask to speak with the diabetes doctor on call.
Go to the Emergency Department or call 911 if your child is showing the following signs of dehydration:
* Your child will not wake up.
* Your child is having trouble breathing.
* Your child is not able to do anything that requires effort (listless).
Now that you've read this:
r Tell your nurse or doctor how you will care for your child when blood sugars are higher than 300 mg/dl or when your child is sick. (Check when done.)
r Tell your nurse or doctor who you will call with questions during office hours and after office hours. (Check when done.)
If you have any questions or concerns,
r call your child's doctor or r
call ______________________
If you want to know more about child health and illness, visit our library at The Emily Center at Phoenix Children's Hospital 1919 East Thomas Road Phoenix, AZ 85016 602-933-1400
www.phoenixchildrens.org
866-933-6459
www.theemilycenter.org
Twitter: @emilycenter
Facebook: facebook.com/theemilycenter
Disclaimer
The information provided at this site is intended to be general information, and is provided for educational purposes only. It is not intended to take the place of examination, treatment, or consultation with a physician. Phoenix Children's Hospital urges you to contact your physician with any questions you may have about a medical condition.
June 22, 2017 • In family review #1768 • Written by Dr. Leslie Touger • Illustrated by Irene Takamizu
Type 1 Diabetes: How to Manage Sick Days and High Blood Sugars Important information to remember:
When to check your child's ketones:
* If your child has belly (abdominal) pain.
* If your child's blood sugar level is higher than 300 mg/dl two times in a row.
* If your child feels like he or she is going to throw up (nausea).
* If your child is sick with any illness.
What to do if your child has trace or small amounts of ketones:
* Continue checking your child's blood sugar levels as directed.
* Give your child plenty of water to drink.
* Give a correction dose of insulin (Humalog®, Novolog®, or Apidra®) at each meal and snack as directed.
* Check your child's blood sugar and ketones every 2 to 3 hours until the blood sugar level is less than 300 mg/dl and there are no ketones.
What to do if your child has medium or large amounts of ketones:
* Give a correction dose of insulin every 2 to 3 hours as directed.
* Give your child plenty of water to drink.
* Give fluids with sugar (regular soda, Gatorade®) if the blood sugar level drops below 250 mg/dl but ketones are still present. This is so you can continue to give corrections doses of insulin to drive the ketones away.
When to call your Diabetes team for help:
* If your child vomits 2 or more times.
* If ketones are still present after 2 correction doses of insulin.
* If you have any questions:
—call 602-933-1000 before and after business hours, weekends, and holidays
—call 602-933-0618 during business hours
Go to the Emergency Department or call 911 if your child is showing the following signs of dehydration:
* Your child will not wake up.
* Your child is having trouble breathing.
* Your child is not able to do anything that requires effort (listless).
Si usted desea esta información en español, por favor pídasela a su enfermero o doctor.
Type 1 Diabetes: How to Manage Sick Days and High Blood Sugars
Name of Health Care Provider: _______________________________
Date returned: ____________
r db
Family Review of Handout
Health care providers: Please teach families with this handout.
Families: Please let us know what you think of this handout.
Would you say this handout is hard to read?
r Yes r No
easy to read?
r Yes r No
Please circle the parts of the handout that were hard to understand.
Would you say this handout is interesting to read?
r Yes r No
Why or why not?
Would you do anything differently after reading this handout?
r Yes r No
If yes, what?
After reading this handout, do you have any questions about the subject?
r Yes r No
If yes, what?
Is there anything you don't like about the drawings?
r Yes r No
If yes, what?
What changes would you make in this handout to make it better or easier to understand?
Please return your review of this handout to your nurse or doctor or send it to the address below.
The Emily Center Health Education Specialist Phoenix Children's Hospital 1919 East Thomas Road Phoenix, AZ 85016-7710
602-933-1395
Thank you for helping us! | <urn:uuid:1786eba8-a2f7-43e3-92e7-b4993db7afd6> | CC-MAIN-2021-49 | https://phoenixchildrens.org/files/inline-files/Type%201%20Diabetes%20Sick%20Days%20and%20High%20Blood%20Sugars%201768.pdf | 2021-12-05T18:22:05+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00560.warc.gz | 522,915,798 | 1,606 | eng_Latn | eng_Latn | 0.997674 | eng_Latn | 0.998343 | [
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Showcasing Success
Showcasing is displaying, pointing out, recognizing, or presenting a person, idea, or work that has been performed. Showcasing is feedback and is essential to the social, academic, and emotional achievement of all learners. Showcasing learners or their work is a foundational element of the Great Expectations philosophy and practice. Celebrations/affirmations, Call to Excellence assemblies, recitations, and displays of work in progress or products completed are opportunities to showcase effort and reward hard work!
When to Showcase:
* When someone does something well
* When someone shares an original idea
* When someone presents work "they are proud of" or "Quality Work"
* When a team/group/pair of learners have worked well together
* When the whole group/class of learners has met a goal or a challenge
* When a random act of kindness is shown
* When an expectation or goal is met
* When someone demonstrates the use of a Life Principle
* When challenges seem daunting or over-whelming
* When energy, enthusiasm, or excitement for learning are shown
* When you want them to know you love them!
How to Showcase Resources:
* Connect student success to the 8 Expectations for Living and Life Principles
* Free Ways to Recognize Effort - Poster with 30 ways to recognize effort at all levels
* 4x4 Task Cards - page 1 and page 2 - All Grade Levels
* Quote: "Thinking well is wise; planning well wiser;
doing well wisest and best of all."
--Persian Proverb
* Goal Setting:
* C.R.O.S.S.ROADS Choice Directory – contains quotes, literature, songs, videos and music associated with Choice and Goal Setting
* Step-by-Step Forms for Setting Goals - Go step-by-step through the process using this selection of forms to meet specific age levels and needs.
* Poetry: g - multiple links to poetry on GE website
* Call Back:
Educator: "If you can't do great things",
Learners: "Do small things in a great way! | <urn:uuid:aa2267c6-b686-463b-8e13-61630ea7be7d> | CC-MAIN-2021-49 | https://www.greatexpectations.org/wp-content/uploads/pdf/practice14/ShowcasingforSuccess.pdf | 2021-12-05T17:35:08+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00561.warc.gz | 908,363,847 | 434 | eng_Latn | eng_Latn | 0.994458 | eng_Latn | 0.99444 | [
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Epic Literature
Ramayana
Yeah, reviewing a ebook epic literature ramayana could go to your near friends listings. This is just one of the solutions for you to be successful. As understood, completion does not suggest that you have extraordinary points.
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The Ramayana (India) - Audiobook with Subtitles - Fairy Tale Story Book Read Aloud in English Rama and the
Ramayana: Crash Course World
Page 1/13
Mythology #27 Talking Book Ramayana Valmiki's Ramayana - An Epic Review (Amar Chitra Katha collected edition box set) This is the oldest book in the World | The Epic of Gilgamesh Ramayana The Animated Movie in English Ramayana Full Movie in English | Best Animated Devotional Stories For Kids ?????? ???? ????? #2 | Telugu Padya Vaibavam | Garikapati Narasimha Rao Latest Speech | Pravachanam
Famous Ramayana epic now in modern EnglishAre Ramayana and Mahabharata Myths? #UnplugWithSadhguru Chander Buri O Magic Man | Bangla Serial | Full Episode - 401 | Zee Bangla Ramayana The Epic| English movie | Animation movies | Mythology Hanuman Saves Lakshmana Page 2/13
Ancient Aryans and the Ramayana Epic PoemFamous Ramayana Epic Now in Modern English
of Vishnu | Devdutt Pattanaik Sampoorna Ramayana - Kannada Full Movies | Kannada Story For Children Ramayan Full Movie In English (HD) - Great Epics of India Epic Literature Ramayana Ramayana, (Sanskrit: "Rama's Journey") shorter of the two great epic poems of India, the other being the Mahabharata ("Great Epic of the Bharata Dynasty"). The Ramayana was composed in Sanskrit , probably not before 300 bce , by the poet Valmiki and in its present form consists of some 24,000 couplets divided into seven books.
Ramayana | Summary, Characters, & Facts | Britannica Epic Literature – The Ramayana (Story of Rama) Objective: Students are introduced to the Ramayana (Story of Rama) and recall events by sequencing related art objects on a Story Hill. Then students Page 4/13
make connections between artistic and literary depictions of character by comparing Vishnu and Ravana.
Epic Literature - The Ramayana (Story of Rama) | Education ...
Epic Hindu Literature: Ramayana, Mahabharata and Bhagavad Gita Alongside the Gita, Mahabharata, and Upanishads is the epic tale the Ramayana which translates often into, The Travels of Rama, or The Story of Rama. Written in Sanskrit, the Ramayana is believed to be work by the poet Valmiki, who produced the tale around 300 b.c.e.
Epic Literature Ramayana - builder2.hpdcollaborative.org
Page 5/13
Ramayana and Mahabharata – Epic Literatures Ramayana:. Ramayana was the work of Valmiki. It contains 24 thousand slokas and is divided into ten parts.
Download File PDF Epic
Literature Ramayana
According to... Mahabharata:. Great and glorious is the land of Bharata. To describe the deeds of the dynasty of
Bharata that Vyasa... Srimad ...
Ramayana and Mahabharata – Epic Literatures
Activity 1. Reading the Ramayana as an Epic Poem. The Ramayana is an epic poem that tells the story of Rama, the crown prince of Ayodhya and an avatar (or incarnation) of the Hindu god Vishnu. The narrative follows Rama as he is exiled to the forest, and where his wife Sita is kidnapped by the demon king Ravana.
Lessons of the Indian Epics: The
Ramayana | NEH-Edsitement The Ramayana is an ancient Indian epic, composed some time in the 5th century BCE, about the exile and then return of Rama, prince of Ayodhya. It was Page 6/13
composed in Sanskrit by the sage Valmiki, who taught it to Rama's sons, the twins Lava and Kush.
Ramayana - Ancient History Encyclopedia The Ramayana is the epic tale of Shri Rama, which teaches about ideology, devotion, duty, dharma and karma. The word 'Ramayana', literally means "the march (ayana) of Rama" in search of human values. Written by the great sage Valmiki, the Ramayana is referred to as the Adi Kavya or original epic.
Summary of the Epic Ramayana by Stephen Knapp
The Ramayana makes extensive use of metaphors and similes. One example of a metaphor occurs on pg. 15: "Dasaratha said in a clear voice, "Viswamitra, your coming here is a Godsend to me: like nectar to a mortal, rain to the famined, the Page 7/13
Download File PDF Epic
Literature Ramayana
birth of a son to the childless, like treasure to a poor man!" The appearance of someone as spiritually advanced as Viswamitra is a wonderful and rare thing; the metaphor makes this clear by linking his appearance with nectar, water, the birth of children ...
The Ramayana Literary Elements | GradeSaver e. Ramayana ( / r???m??j?n? /; Sanskrit: ????????, IAST: R?m?ya?am pronounced [?a??ma?j???m]) is one of the two major Sanskrit epics of ancient India, the other being the Mah?bh?rata. Along with the Mah?bh?rata, it forms the Hindu Itihasa.
Ramayana - Wikipedia An early poetry translation by Romesh Chunder Dutt and published in 1898 condenses the main themes of the
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Mah?bh?rata into English verse. A later poetic "transcreation" (author's own description) of the full epic into English, done by the poet P. Lal, is complete, and in 2005 began being published by Writers Workshop, Calcutta.
Mahabharata - Wikipedia Indian epic poetry is the epic poetry written in the Indian subcontinent, traditionally called Kavya (or K?vya; Sanskrit: ?????, IAST: k?vyá). The Ramayana and the Mahabharata , which were originally composed in Sanskrit and later translated into many other Indian languages, and the Five Great Epics of Tamil literature and Sangam literature are some of the oldest surviving epic poems ever written.
The Ramayana Summary Born during an
Indian epic poetry - Wikipedia Page 9/13
age when the demon Ravana terrorized the world, Rama is the virtuous, wise, and powerful prince of Ayohya. As a young man, he is able to accomplish what no other man has ever done: he lifts and strings the bow of Siva, and by so doing her earns the right to marry the beautiful Sita.
The Ramayana Summary | GradeSaver The Ramayana is undoubtedly the most popular and timeless Indian epic, read and loved by all. The term Ramayana literally means "the march (ayana) of Rama" in search of human values. The story is the narration of the struggle of Prince Rama to rescue wife Sita from the demon king, Ravana.
The Epic Ramayana of India - Learn Religions Ramayana translates as the Story of Rama.
Page 10/13
It is believed to have been written by a Brahmin named Valmiki, a man whose style of poetry was new and a style to be copied thereafter. It is said to have appeared between 400 and 200 BCE.
Epic Hindu Literature: Ramayana, Mahabharata and Bhagavad Gita Alongside the Gita, Mahabharata, and Upanishads is the epic tale the Ramayana which translates often into, The Travels of Rama, or The Story of Rama. Written in Sanskrit, the Ramayana is believed to be work by the poet Valmiki, who produced the tale around 300 b.c.e.
Epic Hindu Literature: Mahabharata, Ramayana, Etc.. - With ... Ramayana is an integral part of life for millions of Hindus across the globe. It is one of the two most popular epics written in Sanskrit from ancient India, the other Page 11/13
one being Mahabharata. Attributed to Sage Valmiki, this epic is also revered as the Adikavya (meaning the first poem; Aadi= first, Kavya = poem).
Ramayana: The Grand Epic of Ancient India | Ancient Origins Gilgamesh The Epic of King Gesar Ramayana The Odyssey The Iliad. Gilgamesh is the oldest known written epic. s |Score .9735|dbrown18|Points 50| Log in for more information. Question|Asked by lol.annie02. Asked 1 day ago|12/15/2020 2:22:12 PM. Updated 1 day ago|12/15/2020 3:35:20 PM.
Which is the oldest known written epic? Gilgamesh The Epic ...
Datinguinoo, Donalyn S. World Literature BSA-5A Prof. Joanna Carla Sincioco Literary Analysis: Ramayana There are a lot of epic poems that became popular all Page 12/13
Copyright : myprofile.thedestinlog.com
Download File PDF Epic Literature Ramayana
in the world of literature, but Ramayana is an epic poem that has a great influence on other country's literature. The Ramayana is an ancient Indian epic, composed sometime in the 5th century BCE, about the exile and then return of Rama ...
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Year 2 Handbook
for Academic Year 2017 - 2018
The International Primary Curriculum (IPC) in Rainbow International School covers all subjects apart from English and Mathematics. It focuses on knowledge, skills and understanding in three areas – subjects, personal goals and international mindedness.
English and Mathematics are taught using internationally best practice and is in line with the Primary Frameworks for English and Mathematics devised from the English National Curriculum.
We hope this Curriculum Outline will give you an understanding of the learning covered during the year.
We wish your child a successful and happy year!
previous school experiences.
The learning process is often practical, providing many different opportunities to explore and consolidate a given concept. A major part of that process is repetition and consolidation. We discuss the learning with the children in terms of them Beginning, Developing or Mastering a new skill.
The children will be introduced to new activities and concepts which will require a greater concentration, problem solving and increasing independence.
Children learn in whole-class, group, paired and individual sessions. During some learning, there will be opportunities for mixed groups across the year group. Each child is encouraged to reach their potential.
Our Learning Focused School
At Rainbow International School Uganda (RISU) we talk about what the children are learning as opposed to what they are doing.
Each child is an individual and we are interested in how they progress and achieve rather than attainment. We assess children throughout the year to measure their learning; the change that occurs in their knowledge, skills and understanding as a result of the learning experiences they have.
Within RISU we are a learning focused community. Both the staff and children continually develop their learning, this in turn brings the school community together.
Teaching staff in Year 2:
Each class in the Primary section of Rainbow International School has a full time class teacher and a full time teaching assistant;
International Mindedness
In today's increasingly interdependent world, it is more important than ever to ensure children are prepared for their roles as global citizens. At RISU we strive to educate and develop children into 21st Century Learners internationally minded individuals who respect and celebrate diversity start developing a global awareness and gain an increasing sense of themselves, their community and the world around them, as well as inspiring positive action and engagement with global issues.
In addition to this, each thematic IPC unit of work includes specific tasks related to International as a subject in its own right, as well as encouraging schools to explore the unit from the perspectives of both the 'host' country (the country 'hosting the school') and 'home' country (the country which children call 'home').
Our definition of International Mindedness here at RISU is;
International Mindedness is the ability to respect and value the cultural and linguistic diversity of our school community, by developing an understanding through learning about, from and with each other.
Principles of Learning
At RISU we believe learning is most effective when learners:
- invest in the value of learning
- are given a safe space to rehearse
- are actively involved
- can use the appropriate subject vocabulary or key words
- can use the language of learning and demonstrate their learning in a variety of ways
- can transfer the new into a variety of different situations
- are given the opportunity to reflect
- negotiate risk
- make meaningful choices
The Personal Goals are at the centre of the qualities we teach in the classroom, and we want our children to display to be the most successful learners possible.
Adaptability:
Know about a range of views and cultures, cope with unfamiliar situations and explore new roles, ideas and strategies.
Communication:
Use a variety of tools and technologies to aid in communication, make their meaning plain using verbal and nonverbal communication and communicate in more than one language.
Cooperation:
Work alongside and with others, understand different roles in a group and be able to adopt different roles.
Enquiry:
Ask and consider searching questions, plan and carry out investigations and collect reliable evidence.
Morality:
Know about the moral issues connected with their studies, respect other standpoints and develop their own standpoints.
Stick with a task, cope when unsuccessful and try again.
Respectfulness:
Know about the varying needs of people, living things and the environment. Show respect for people, living things and the environment.
Thoughtfulness:
Use a range of thinking skills to solve problems, consider alternative points of view, reflect on what they have learned and identify their own strengths and weaknesses.
As well as the personal goals we strive for our children to be independent, effective communicators and self confident. Children at RISU are given every opportunity to develop into creative and critical thinkers, and instill a love of learning to become life-long learners.
Knowledge, Skills and Understanding
At RISU we believe that differentiating between knowledge, skills and understanding is crucial to the development of children's learning. It is important that we all know the differences between them;
Knowledge:
The children continually increase their knowledge as it is self-contained information. The children can express this in "I now know that …."
Skills:
The children are actively developing their skills. This is a continuing development in which the children go through the stages of "Beginning, Developing and Mastering and beyond". The children express this in "I am now able to ……"
Understanding:
By continually using their skills and knowledge this will lead to improved understanding. Children will be given reflection time to consolidate their understanding.
Assessment for Learning
Through Assessment for Learning, teachers are able to deepen and further children's learning rather than just measure it, and support children to become active, lifelong learners.
Through the Assessment for Learning process children will be aware of:
- What they are going to learn
- How they will recognise the learning that has taken place
- Why they should learn it in the first place
The next steps required to progress
- Talking Partners
- Shared learning goals
- Self and peer evaluation
- Effective questioning
- Effective feedback
In the classroom this will be seen by:
- Children sitting with their talking partners
- Learning Goals shared with children at the beginning of lessons
- The 'Steps for Success' will be used at the beginning and end of learning tasks, so that children can assess themselves or a peer against these
- Questions used to stimulate children into higher order thinking, and a variety of questioning techniques used
- All feedback is given to highlight children's achievements and provide support and suggestions for how to progress in their learning, whether this is verbal or written
Assessment overview for Year 2
Curriculum Subject overview
Mathematics
Primary Framework for English and Mathematics
Regular and effective daily English and Mathematics (Maths) teaching introduces children to new learning and to new ways of learning. Children will build on and consolidate their learning through practical work, practice and the opportunity to use their learning to solve problems and puzzles. Teachers provide planned opportunities for children to develop and apply their learning in other areas of the curriculum and beyond. Linking Literacy and children to appreciate the role that these aspects of learning play in their everyday lives.
English
By the beginning of Year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil's level of word reading knowledge. Pupils' reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during Year 1.
During year 2, teachers will continue to focus on establishing pupils' accurate and speedy word reading skills. They will ensure that pupils listen to and discuss a wide range of stories, poems, plays and information books. (The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum).
In writing, pupils at the beginning of Year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1 and make phonetically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the beginning.
Maths (Years 1 & 2)
The principal focus of mathematics teaching in Key Stage 1 (Years 1 & 2) is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools).
related vocabulary. Teaching also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
International Primary Curriculum (IPC)
In Year 2 the children start to work towards the subject, personal and international learning goals for Key Stage 1, building on their previous experiences. We make cross-curricular links wherever possible to enhance children's understanding, especially in English.
There is a distinct learning process with every IPC unit, providing a structured approach to make sure that children's l i p i ti l ti d i p ibl
The children of Year 2 learn within their own class but also across the year group. The IPC is a fantastic learning tool to allow children to learn from, by and with each other.
The IPC units for this year are:
1. We are what we eat
2. It's Shocking
3. Seeing the Light
5. The Circus is coming to town
4. Live and Let Live
Personal and international learning are integral to the IPC and weave their way throughout our units of work (previously highlighted through the Principles of Learning and International Mindedness).
The personal goals of the IPC are integral to the whole learner. These personal goals include being a resilient and cooperative learner, having effective communication and team work skills, being moral, thoughtful and respectful, and developing inquisitive and adaptable learners.
For the international learning goals; each IPC unit has embedded within it, across the different subjects, learningfocused activities that help children start developing a global awareness and gain an increasing sense of themselves, their community and the world around them, as well as inspiring positive action and engagement with global issues.
Computing
Computing has become an integral part of modern life and the ability to understand and utilise its potential are essential for the child of tomorrow. Our Computing programme offers the students opportunities to develop their skills in manipulating and presenting text, graphics and data whilst using a wide range of child-friendly and common office programmes. Keyboard skills are developed through the use of typing programmes and teacher led activities. The students are taught about creating, saving, printing and managing files. Some computing lessons are aimed at supporting the IPC units that are being studied in class. The internet is used as an important research tool and the students are taught techniques for searching, selecting, evaluating and interpreting information.
Units of learning for Year 2:
- Exploring how computer games work
- Taking better photographs
- Researching a topic
- Collecting data about bugs
- Collecting clues
-
French
For many of our students, French is a second, third or even fourth language. Learning French offers them a deeper experience and understanding of some local cultures and the opportunity to communicate effectively in the wider community beyond school. Our curriculum for French centres on introducing and building functional speaking and listening skills with a gradually increasing emphasis on reading and writing as the student advances.
Units of learning for Year 2:
- Food
- Toys/shapes
- My pets
- Family/ Seasons
- Let's play
Music
Skills are developed through learning activities related to IPC and the UK National Curriculum in order to ensure the development of musical skills across the musical elements of rhythm and pulse, pitch, duration, tempo, dynamics, texture, timbre and form. Children will be encouraged to listen, evaluate and sing a range of songs from different backgrounds and cultures. The history of classical music will be taught through interactive topics developing listening, creating and performing skills. Students will be encouraged and guided to create their own music. Students will often work collaboratively in a classroom or group band setting and they will have many opportunities to develop their confidence through performing to their peers and others.
Over the course of primary, children will begin to understand basic music theory and appreciate that there are different styles and genres in music as well as identify their strengths in the sphere of music. The music department recognizes and nurtures talent through our extra-curricular program.
Some of the units we will be learning about in year 2 are:
- All about food - exploring beats & rhythms including stick notation b
- Rain rain go away - exploring timbre, tempo and dynamics
- What's the score?- exploring instruments and symbols
- Sounds Interesting - exploring sounds
- Tuned and untuned percussion instruments
Physical Education (PE)
- Singing games and rhymes
The Physical Education Curriculum at Rainbow International School aims to promote a healthy and active lifestyle in a safe and supportive environment.
Physical Education activities are experienced within a broad physical education curriculum, which aim to promote a wide base of movement knowledge, skills and understanding. Children may work as individuals, be paired-off or take part in group activities. During co-operative, creative and competitive situations they are encouraged to use their improvisation and problem-solving skills. All children are encouraged to appreciate the importance of a healthy body and begin to understand factors that affect health and fitness.
Activities covered within Years 1 - 6 are Gymnastics, athletics/fitness, basketball, football, net/wall games and dance.
- Gross Motor skills e.g. running, hopping, skipping, jumping, galloping etc
- Manipulative skills e.g. catching, throwing, dribbling a ball (these also develop hand/eye coordination skills)
- Creative skills e.g. through play, dance and movement (responding to a piece of music/poetry or solving a problem)
- Postured skills e.g. bending, curling, stretching, balancing, twisting etc
- Co-operative skills (team work and co-operative)
- The effects that exercise has on the human body
- Awareness of basic safety and hygiene practices
Swimming
Swimming is an essential life skill and part of the Primary P.E. curriculum. All children are expected to participate in the school's swimming programme, which aims to broadly develop a child's water confidence, coordination and safety in deep water (a life skill); develop their stroke development technique, introduce the child to water safety and develop their independent and team skills.
The programme followed at Rainbow International School are appropriate to each individual child's ability and needs.
- Collecting sunken object
In year 1 and 2 we particularly focus on introduction of stroke technique, introduction to swimming in the big swimming pool through various activities which include the following:
- Streamlined gliding
- Playing water games
- Posture skills e.g breaststroke position and front crawl position
- Creative skills e.g fun swimming as they discover new things
- Basic safety and hygiene
- Competitive skills e.g races with kickboards
ESL/SEND children within Year 2
Geoffrey Lasu
2CA
SEND - Out - 7 Hours
Kevin Lalam
Home Learning
Home learning tasks can play an important part in consolidating children's attainment, developing independent learning habits and involving parents in the education of their children. Children will receive learning to complete at home on a regular basis increasing in amount and frequency as children move up through the school. Our guidance to home learning is;
Home learning will most often be linked to class learning, providing the opportunity to extend or reinforce taught concepts. If the home learning task is not clearly understood, or your child is struggling with a task, please contact the class teacher.
Promote a learning culture by:
- Making yourself available at home to support your child, should they need it
- Ensuring home learning is done at home and not en-route to school
- Making a 'home learning area' within your home, somewhere quiet with no distractions.
- If your child is unwell or tired please do not force them to do home learning. Doing so often causes more harm than good. However, please let your child's teacher know via an email or their diary
- Communicate any thoughts or concerns that you may have with your child's teacher either via email or your child's diary
Parents as Partners
Parents are the prime educators of their children, therefore parents and teachers need to work together in the best interests of the child. At RISU we value the contribution parents make and we hope to work closely with you.
At the start of each IPC unit, it will benefit your child if you talk about what the children will be learning (this is communicated to your through the IPC unit letter). This could be done either in English or your home language.
Outside school, you can support your child by talking to them about what they have been learning at school and by sharing in their home learning.
Staff are always happy to meet with you to answer questions and to discuss the progress of your child/ren throughout the year. Feel free to send questions or ideas to us; we are always willing to listen. If anything arises i hild pl t lk t if it i i d th it i i p t t t
As you will appreciate, because of our teaching and supervision commitments, staff are not always immediately available to meet in person. To ensure that a staff member is able to see you, please either telephone, email the staff member or write to the teacher in question, to arrange a suitable appointment.
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The Web of My Classroom Community
Most of us have had the experience of touching a spider web, feeling its resiliency, noticing how slight pressure in one area jiggles the entire web. If a web breaks and needs repair, the spider doesn't cut out a piece, terminate it, or tear the entire web apart and reorganize it. She reweaves it, using the silken relationships that are already there, creating stronger connections across the weakened spaces. The most profound strategy for changing a living network comes from biology. If a system is in trouble, it can be restored by connecting it to more of itself. ~ Meg Wheatley
Overview
Part of being an active, responsible member of the classroom community is recognizing that each individual's actions affect the classroom as a whole. Thus, students who are active, engaged and respectful have a positive effect on those around them and those who are apathetic can have a negative effect. In this activity, students create a "web" to explore the interconnectedness of students within the same classroom community and how they all have an impact on one another.
Grades
6‐8
Activity Type
Whole group/class
Materials
* Image of Stevie, attached
* "Stevie's First Day," story attached
* Yarn
Duration
30 minutes
Procedure
1. Have all students sit in a circle, project the attached image of "Stevie," and tell students that you are going to read them a short story about this little boy and his first day at a new school. Tell the students you simply want them to relax and listen while you read (see the attached "Stevie's First Day.")
2. After finishing the story, allow students to share their initial thoughts or feelings regarding the story. It is likely that students will feel bad for Stevie, and upset at the way he was treated. Once students have expended their thoughts/feelings regarding the story, tell the students you want them to think about how they could make things better for Stevie if they were present in this story. Instruct students to imagine they are part of Stevie's classroom community for a moment (even though he is much younger) and to brainstorm possible positive actions they could take to assist him, how they could be better community members than the kids in the story, and/or how they could make his time in school more enjoyable. (Answers can range from "I could sit with him on the bus" to "I could stand up to the kids who were being mean to him and try to make them see how their actions are hurtful."
3. With a ball of yarn in hand, tell students you will share your idea first and ask everyone to stand. Holding the end of the yarn and unraveling some of its length, share an example thought, such as: "If I were able to help Stevie, I would offer to be his friend at lunch time, invite him to sit with me, and let him share my lunch." After sharing your example, throw the ball of yarn to someone else in the circle while holding on to the end. Explain to students that once they receive the yarn, they will hold onto a piece, pull it tight, and share their own idea of how they could help or be a better community member to Stevie. They will then repeat the process, holding their piece, unraveling a bit of yarn, and throwing it to another student across the circle. As this process repeats, a web will start to form in the center of the circle.
4. Once all students are finished, have them look at the web they've created. Ask them:
* How would you describe the ideas we shared? (i.e., they are all positive, kind, good natured, etc.)
* What do you notice about this web that we have created? (You are looking for a student to point out that they are all part of it, they are all holding it together, they are connected, etc.)
* What has connected us all in this web? (ideas for kind actions, thoughts on how to be better community members, etc.)
* If Stevie were part of our community web, rather than part of the environment of the story, how would his day have been different?
* You've already said that we are all connected by this web. How are we also all connected just by being students of the same classroom and school?
* Why is it important for us to take care of one another, just like we wanted to take care of young Stevie?
* Why is it important that no one in our web is treated like Stevie was, or is make to feel like Stevie felt?
* Can one person make a difference to our web, or change our web in any way? Explain.
5. As students discuss whether or not the actions of one person can make a difference, tug on your yarn and ask students across the circle if they felt it. Further discuss:
* What just happened? How did my actions affect the web and each of you?
* (Drop your hold on the yarn, which will create a difference in the look of the web.) What just happened? Let's say I stop contributing to our classroom, or that I treat someone unfairly. How does it affect every single one of us?
* How do we keep our community (or our web) strong?
* As citizens of this classroom community, what are our responsibilities to each other and the community at large?
6. Explain to students that they are all part of this classroom community ‐ this web. One of the ways they can keep it strong is to build stronger relationships as a group. To help a community become healthier, we must connect it to more of itself. This involves everyone following community expectations, looking out for one another, and supporting one another. (Teachers may want to use this closing as an opportunity to review classroom expectations as well.)
Culminating Activities
* Have students design bumper stickers that encourage helping others, generosity, anti‐bullying, or other themes brought up throughout the web activity.
* Do this activity by describing an actual problem in your community; once students brainstorm ways they can contribute and assist in a positive way, have them put those ideas into action and volunteer
Stevie's First Day
It was Stevie's first day at his new school, and he was nervous. He was on the small side for a second grader, his voice was usually a little shaky when he first spoke to someone, and even though he was young, he had enough years on him to understand that his clothes and shoes weren't the nicest. But, even though it seemed like his heart had been pounding and his stomach in knots for weeks just thinking about going to his new school, he was also excited.
"Maybe I'll meet new friends," he thought.
"I bet someone will want to play kickball after school."
"I hope my teacher likes me. I hope they have pizza for lunch!"
Stevie was so excited in fact, that he spent two whole days riffling through his bags of clothes in order to select the best pair of pants and shirt he could match together. He managed to find a pair of jeans that may have been a little faded, but they didn't have any holes in the knees. After spending an hour with some paper towels, water, and soap, he even managed to get most of the scuff marks off his sneakers. If he scrunched up his feet in the shoes enough, you couldn't even see his growing toes trying to poke through the worn leather at the tip. All in all, Stevie was as ready and as hopeful as he could be about his first day in his new second grade class.
The morning of his first day, he had to wake up at 4:30 in the morning. He had a 25 minute walk to the bus stop and because where he was living was so far away from the school, he had to catch the bus at 5:30 AM. Stevie didn't complain though – he was there, all by himself at the stop, and couldn't have been happier when he saw that big yellow bus pull up to let him on. Stevie was the first person on the bus, so he had his choice of seats. He sat in a middle seat, waiting in nervous anticipation for the driver to reach the next stop. When he finally did, three boys got on. They were a little rowdy; the driver even had to tell them to quiet down as they got on. Stevie looked up and smiled as he saw the first boy coming down the aisle toward him. It was time to meet his first friends!
But, as the boys reached the middle of the bus where Stevie sat, they continued to pass right by him. Stevie heard them say to one another, "Who is that?" Another boy responded, "No clue, but he looks like a looser to me." The boys snickered as they took seats in the very back.
Stevie thought they were older than him, probably fifth grade. Maybe he'd have better luck with the kids his age.
But, as the bus filled up, the seat beside Stevie did not. Each kid that got on the bus took one look at Stevie and passed him by. Some it seemed didn't even look at him at all. Amidst noise, chatter and laughing, Stevie rode all the way to school feeling invisible.
Once the bus arrived at school, a teacher was waiting to hurry them into the building and to their classrooms. Stevie got so excited that he dropped the paper bag carrying the lunch he had put together for himself the night before. In the hustle, the boy behind him stepped on it, crushing the package of peanut butter crackers inside. Stevie, who hadn't had breakfast, was already hungry and
became very upset. He yelled out, "You stepped on my lunch!" This caught the attention of the teacher, who then scolded Stevie. "You there! You are holding up the line! Keep it moving, you don't want to start your first day here off on the wrong foot!"
The boy who had stepped on Stevie's crackers snickered, and Stevie worked hard to hold back the tear forming in the corner of his eye.
Once in his classroom, the teacher smiled at him and announced to the class, "Everyone, this is Stevie. He's new here, and I want you all to make him feel welcome." Stevie brimmed with excitement. She seemed nice! And she was pretty. She pointed to an empty desk towards the middle of the room, and he hurried over to take his seat – he wanted to make a good first impression. There, on the desk, Stevie found his name, which even had a big smiley face next to it. Maybe this would be a great day after all.
While the teacher walked around making sure everyone was working on their morning assignment, the girl sitting in the desk beside Stevie raised her hand. "Mrs. Jeffries? Can you please move me? Something smells really BAD." As the other students started to snicker, Stevie realized that the girl was pointing at him.
The teacher looked very mad. "Class! This is no way to behave. Misty, that was very rude!" Stevie wondered if the teacher was mad at him. He hasn't meant to do anything wrong, and he really thought he'd done the best he could getting his clothes clean last night. He lowered his head to his desk, but this time, he couldn't hold back the tears. As his shoulders started to shake, he heard someone near him say "cry baby."
The teacher came over and put her hand on his shoulder. "Stevie??
He couldn't bear to look up. It was his first day, he hadn't made one friend, and already he guessed the teacher didn't like him."
"Stevie? Why don't you come with me?"
As he got up, one of the same boys from his bus pushed his book bag out into the aisle before Stevie noticed, making him trip and fall to the floor. As Stevie lay there, he squeezed his eyes shut and wished that he could just disappear into the floor. He didn't have any idea how he'd be able to get up, face his classmates, or his pretty teacher. | <urn:uuid:55ff3fd1-b40b-4dee-a2ee-b4aab6d33bda> | CC-MAIN-2021-49 | https://k12database.unc.edu/wp-content/uploads/sites/31/2012/10/WebClassroomCommunity.pdf | 2021-12-05T18:26:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00563.warc.gz | 421,637,434 | 4,721 | eng_Latn | eng_Latn | 0.998399 | eng_Latn | 0.999627 | [
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Smoke and CO Alarms
Install smoke alarms on every level, outside sleeping areas and in all sleeping areas of the home.
Test alarms at least every month. Press the test button to make sure the alarm works.
When an alarm sounds, get out and call the fire department. Do not re-enter until emergency personnel say it's safe.
Source: NFPA Safety Tip Sheets
Install carbon monoxide (CO) alarms on every level and outside every sleeping area.
Teach children how to respond to the alarm.
Follow the manufacturer's instructions for placement andmounting height.
Replace alarm batteries every year. Replace smoke alarms every 10 years. | <urn:uuid:baff0e7c-51f3-4050-91c8-0cb249a59054> | CC-MAIN-2021-49 | https://ofntsc.org/sites/default/files/2021-07/smoke-co-alarms-web.pdf | 2021-12-05T16:56:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00563.warc.gz | 508,681,909 | 132 | eng_Latn | eng_Latn | 0.998384 | eng_Latn | 0.998384 | [
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Magic of Everyday Moments: From Feelings to Friendships
The bond between a parent and child builds the child's ability to form relationships with others, express emotions, and face difficult challenges. Young children recognize the type of care they receive from adults beginning at birth. They feel secure and protected when the adults in their lives show them that they care and demonstrate affection. Young children can explore the world, develop empathy, and understand the difference between right and wrong with the self-confidence that originates from nurturing early relationships. Consider the following strate gies for developing a strong bond with your child:
Show your child that you care:
* Comfort your child when she is upset.
* Sing and talk to your child while he is in your arms.
* When old enough, encourage your child to help out with easy chores at home.
* Be firm and convey appropriate ways to ex press strong feelings such as throwing a foam ball, ripping paper, or stomping feet.
Observe your baby:
* Take note of what your child likes and dislikes. Provide experiences focused on what she likes.
* Identify what helps to soothe your child.
* Does your child look back when walking away from you to make sure you are there? When you walk away, tell your child where you are going and when he can expect you to return.
* Identify your child's favorite book by observing her reactions when you read to her.
Establish a routine:
* A sleep-time routine may start with dinner, followed by reading a book, then singing a bedtime song, and finally settling in to go to sleep.
* Talk your child through a routine. You can say, "We are going to eat, then put on your jacket and go to the park."
* If the routine changes, let your child know.
Help your child develop self-confidence:
* Allow your child to express feelings.
* Allow your child to resolve conflicts inde pendently with your support. Don't resolve your child's problems. For example, help your child think of ways to get the ball out from under the chair.
* Provide your child with opportunities to play with other children and learn how to share and take turns.
1
A nurturing early relationship between you and your child sets the stage for your child's ability to form posi tive relationships. The security and care you can provide help your child develop self-confidence and empathy. Share your ideas, questions, and feelings about early relationships and the Magic of Everyday Moments video, From Feelings to Friendships: Nurturing Healthy SocialEmotional Development in the Early Years with another parent or person you trust with these discussion starters:
* What does your child communicate to you during the day? How does your child communicate his needs with you? How do you know?
* How do you respond to your child's cries? How do you feel when your child cries? How do you soothe your child?
* What are some of your daily routines? What do you do with your child when you wake up? What do you do with your child at bedtime?
* How do you support your child when she is frustrated or feeling strong emotions? What do you do to help her express emotions appropriately?
* What do you do to help your child develop empathy?
* How do you support your child's relationships with other adults and children?
Additional Resources:
* Your Baby's Development: Birth to 3 Months, 3 to 6 Months, 6 to 9 Months, 9 to 12 Months, 12 to 15 Months, 15 to 18 Months, 18 to 24 Months, 24 to 30 Months, 30 to 36 Months www.zerotothree.org/resources/30-from-feelings-to-friendships-nurturing-healthy-socialemotional-development-in-the-early-years
* News You Can Use: Foundations of School Readiness: Social and Emotional Development eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/docs/nycu-social-emotional-development.pdf
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illustration: dulari devi
text: Gita WolF
Following My Paint Brush is the story of Dulari Devi, a domestic helper who went on to become an artist in the Mithila style of folk painting from Bihar, eastern India. Dulari is from a community of fisherfolk whose occupation is river-fishing. Used to a life of hard and relentless labour, she discovered painting while working as a domestic helper in an artist's house.
The Mithila tradition of folk art originates from the women living in rural communities in the state of Bihar. The practice in its original form—using traditional designs and shamanic symbols painted on the walls and floors of village homes—continues to flourish even today, especially during festivals and weddings. Dulari Devi trained under another great Mithila artist Mahasundari Devi, whose house she worked in. Dulari's art has since gained prominence in her own right and now she is a full-time artist. Her art is innovative in the ways it embraced and reinvented the traditional form to tell heartwarming stories of her own community.
Here are some questions and ideas to explore the book more deeply.
talk about the art
* Look up other examples of Mithila or Madhubani art. You can look at Hope is a Girl Selling Fruit and Waterlife for more examples of this style.
* The third page is filled with pots and pans arranged around the page. Look at how the different patterns are used to decorate and colour them. Careful patterning is a very important part of the Mithila tradition.
* In traditional Mithila art, there are two major ways of filling in objects. One is called kachhni where patterns such as wavy lines and straight lines and dots are is used to fill in the subject. The other is called bharni style where the objects are coloured in. You can see this difference in the painting where Dulari Devi learns to paint for the first time and paints fish from her childhood. See how the woman on the left has intricate patterns on her clothes in the kachhni style and how the woman on the right has coloured in clothes in the bharni style. Now, look through the other paintings in the book and see if you can tell the difference.
* Traditionally, Mithila uses five major colours; red, yellow, green, black and orange. Look for any other colours that Dulari Devi may have used.
talk about the story
* Look at what activities the little girls and boys are doing in the book. Are they doing the same things? Or are they sometimes doing different things?
* Why is the woman crying in the third painting?
* Look at the fourth painting of children playing. Can you recognise what game they're playing? If not, make up the rules of the brand new game you imagine them to be playing!
* Did you notice any sign that Dulari Devi was thinking about being an artist while she was still a child?
* Can you identify the moment when Dulari Devi starts to create things that are in her mind with her own hand?
* "I am not just a 'cleaner woman'. I am an artist." Discuss why being an artist is so much more important for her than being a 'cleaner woman'?
activities
* Dulari Devi found joy in the little things. She loved to watch children play, to create pictures in her mind, drawing fishes, arranging pots in order. Make a list of small things that make you happy. (Hint: A nice long bath? NO bath? Getting to sleep for 10 more minutes in the morning?)
* Draw the outlines of the 5 most commonly used utensils at home, (Hint: Cup? Plate? Pan?) Now, look at any page and how Dulari Devi has used patterns and colours to fill in details. Fill in the utensils you have drawn with patterns of your own.
* Almost all the pages have either a bird or fish hidden in the details. Can you find them? Count the number of fishes, snakes and birds in this book. | <urn:uuid:4d7f5d7e-3a1d-47ca-a8d5-6eec3e1b81e6> | CC-MAIN-2021-49 | https://tarabooks.com/wp-content/uploads/2016/07/Explore-the-Book-Following-my-Paint-Brush.pdf | 2021-12-05T17:15:15+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00563.warc.gz | 617,832,626 | 854 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999295 | [
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RIPARIAN ZONES
A riparian zone is an area of moistureloving vegetation that surrounds bodies of water, such as along river banks. Riparian areas are important for maintaining the ecological health of rivers. Riparian vegetation reduces soil erosion, buffers water from polluted run-off, and regulates river water temperatures by providing shade. Riparian zones also support a variety of flora and fauna.
The Kern River flows from the Southern Sierra Nevada Mountains. Historically, the Kern River emptied into lakes and wetlands on the San Joaquin Valley floor. During years of heavy snowmelt, flows could reach the now dry Tulare Lake, or even travel all the way to the San Joaquin River. On the San Joaquin Valley floor, seasonal flooding cycles once created marshes, shallow lakes, and supported riparian woodlands. Most of this habitat has been lost due to the construction of the Isabella Dam and diversion of water for agricultural and municipal use.
Despite the disturbed state and altered hydrology of the lower Kern River, it still provides valuable habitat for plants and animals. Native riparian tree and shrub species provide cover for animals and contrast sharply with the surrounding arid southern San Joaquin Valley. Many native herbaceous plant species also grow along the lower Kern River. Invasive annual grasses, most originating from the Mediterranean region, are a ubiquitous component to the ecosystem.
Trees
Populus fremontii, Fremont Cottonwood Large deciduous trees with reddish yellow catkins and delta-shaped leaves.
Salix goodingii, Goodding's Black Willow Medium sized tree with deciduous, lanceshaped leaves and deeply fissured bark.
Salix laevigata, Red Willow Shrubby tree with soft deciduous leaves. Often grows in thickets but can also grows solitarily.
Shrubs
Peritoma arborea, Bladderpod Shrub with glover-shaped leaves and yellow flowers. Inflated fruit contains pungentsmelling seeds.
Baccharis salicifolia, Mule Fat Evergreen shrub with distinct male and female flowers and sticky leaves.
Atriplex polycarpa, Allscale Saltbush Large shrub often appears grey in color.
Perennials
Urtica dioica, Stinging Nettle Tall herbaceous plant with serrated leaves and stinging hairs.
Cucurbita palmatum, Coyote Melon Herbaceous plant with trailing growth form and fruit that resemble small watermelon.
Datura wrightii, Jimson Weed Herbaceous perennial with large funnel-shaped flowers and prickly fruits.
Heliotropium curassavicum, Alkali Heliotrope Herbaceious plant with bluish, leathery leaves. Flowers are white, usually with a purple throat.
Annuals
Amsinckia menziesii, Common Fiddleneck Annual plant with prickly fuzz and yellow flowers
Mimulus guttatus, Common Monkeyflower Annual with yellow flowers that occurs more abundantly in wet areas
Lupinus spp., Lupine Annual plants with often succulent or fuzzy foliage. Distinctly compound leaves with variously colored or pink flowers.
Calandrinia ciliata, Red Maids Annual with fleshy leaves and purple
Invasive Plants
The following are plants that originated from areas outside of California. They compete with native vegetation to cause ecological harm
Nicotiana glauca, Tree Tobacco Small evergreen tree from South America.
Tamarix ramosissima, Saltcedar Shrubby tree from Asia with wispy foliage and displays of pink to white flowers.
Solsola tragus, Tumbleweed Annual shrub from Eurasia with wiry, purple-veined branches.
Bromus spp. Genus contains several invasive annual grass species, most from the Mediterranean region.
Common Plants of the Environmental Studies Area
Kern Audubon Society www.KernAudubonSociety.org
Audubon California www.AudubonCA.org
Evan MacKinnon, R. Brandon Pratt, and Maynard Moe California State University, Biology | <urn:uuid:f5ef4203-50ef-44b0-9751-4a16b6a8e46c> | CC-MAIN-2021-49 | https://www.csub.edu/biology/_files/Kern%20brochure.pdf | 2021-12-05T17:05:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00563.warc.gz | 795,946,539 | 852 | eng_Latn | eng_Latn | 0.96869 | eng_Latn | 0.982604 | [
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