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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Overview
“Land Ahoy!” is a thematic unit, with a subject focus on science and geography. The science element is based around sound, speed and motion and we begin by exploring how things move, linking with a pirate’s journey around the continents and oceans. Threaded through is the theme of behaving responsibly, with consideration for others.
What?
What makes a sailing boat move?
- When the wind is blowing to create a push force behind the sail, the boat will move forwards. The stronger the wind, the faster it moves.
What is a compass used for?
- A compass indicates direction and is useful for navigation.
Continents and Oceans
What are the names of the world’s continents?
- There are seven continents in the world: Asia, Africa, Europe, North America, South America, Australia and Antarctica.
What are the names of the world’s oceans?
- There are five oceans in the world: Arctic, Atlantic, Indian, Pacific, Southern.
What are the four compass points?
- North, East, South and West.
Why?
Why do sounds get quieter?
- As sound waves travel farther from their source, the more spread out their energy becomes. This means the loudness of the sound is lost.
- All sounds get quieter as you move further away from the source (what is making the sound).
Who?
Who was the most famous pirate?
- Blackbeard (born in 1680 and died in 1718) was the most famous pirate. He had a fearsome reputation and was said to enter into every battle with lots of weapons including knives, pistols and two swords. He was in charge of four ships!
How?
How can we tell the difference between human and physical features?
- Physical features, such as trees, mountains and beaches, are natural and not made by people.
- Human features, such as shops and houses, are man-made.
How to...
...read a map
- A map is nothing more than squiggles and symbols which represent different features. Roads are usually long lines, wooded areas are usually green, with small tree images, and rivers are usually blue wavy lines.
Vocabulary
Compare: to note or describe similarities or differences
Compass: an instrument with for showing direction
Continent: a major area of land made up of lots of countries
Country: a large area of land where people live under the same government or have the same culture
Direction: the way in which you travel or face
Faint: weak, quiet
Launch: to put in motion with force
Location: place or position
Loud: making a lot of noise, easily heard
Motion: movement
Navigation: the guidance of ships or aeroplanes from place to place
Ocean: a huge body of salt water
Pull: to take hold of something and use force to bring it nearer to yourself
Push: to use pressure against something to move it away from yourself
Quiet: making little sound or noise
Responsible: take care of things and make good decisions
Transporter: used to carry something from one place to another
Concept Flow
- To compare how different things move
- To notice and describe how things are moving, using simple comparisons such as faster and slower
- To name and locate the world’s continents and oceans
- To name and identify key physical features, such as: beach, coast, forest, hill, mountain, ocean, river, vegetation
- To know and use simple compass directions (North, South, East and West) and locational language (e.g. near and far) to describe the location of features and routes on a map
- To understand that there are many kinds of sound and sources of sound
- To know that sounds get fainter as the distance from the sound source increases | 2b705174-d707-4a87-9a7f-34faf3698680 | CC-MAIN-2024-30 | https://www.anstonhillcrestprimary.co.uk/_files/ugd/4acefb_a7ccafd55fa04494914c03fbd6eead41.pdf | 2024-07-22T12:13:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517846.73/warc/CC-MAIN-20240722095039-20240722125039-00744.warc.gz | 541,003,330 | 771 | eng_Latn | eng_Latn | 0.995564 | eng_Latn | 0.997559 | [
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Early access to a supportive environment and exposure to developmentally appropriate activities can help children develop a solid foundation for future learning, both for school and for life. All major education policy and program documents in India now recognize this fact. However, recent ASER data shows major gaps between official norms and actual practice. These gaps are evident both when young children enter school and in what they are able to do in terms of foundational skills like reading and arithmetic. The gap between expectations and ground realities starts very early and needs to be addressed urgently. Once children fall behind, it is very difficult to catch up.
### Age 3 to 8 years:
#### Table 1: % Children enrolled in different types of pre-schools and schools by age 2018
| Age | Pre-school | School | Not enrolled | Total |
|-----|------------|--------|--------------|-------|
| | Anganwadi | Govt pre-primary | Pvt LKG/UKG | Govt | Pvt | Other | |
| Age 3 | 61.1 | 1.2 | 24.4 | 2.1 | 0.6 | 0.0 | 10.6 | 100 |
| Age 4 | 42.6 | 1.9 | 47.2 | 1.9 | 2.5 | 0.0 | 3.8 | 100 |
| Age 5 | 15.3 | 1.8 | 34.5 | 27.0 | 20.2| 0.0 | 1.3 | 100 |
| Age 6 | 1.4 | 0.1 | 4.1 | 51.3 | 42.9| 0.1 | 0.2 | 100 |
| Age 7 | 0.1 | 0.1 | 0.6 | 61.0 | 38.2| 0.1 | 0.1 | 100 |
| Age 8 | 0.2 | 0.0 | 0.3 | 61.6 | 37.8| 0.1 | 0.0 | 100 |
This table shows the proportion of children enrolled in different types of pre-schools and schools by age. For example, at age 3, 61.1% children are enrolled in anganwadis, 1.2% in government pre-primary classes, 24.4% in private LKG/UKG, 2.1% in government schools, and 0.6% in private schools. ‘Other’ includes children going to any other type of institution. 10.6% children are not enrolled anywhere. Chart 1, a stacked area chart, is a visual representation of Table 1.
#### Key takeaways:
- **High enrollment in pre-school age:** At age 3 and 4, well over 80% are already enrolled in some kind of pre-school. However, by age 5 close to half of all children are enrolled in school rather than in pre-school. (Table 1)
- **Enrollment in private institutions is high:** At age 4 and 5, approximately half of all children are enrolled either in private pre-schools or in private schools. Even at older ages (age 6, 7 and 8), close to 40% of all children in each age group are enrolled in private schools. Data indicates that in Std I, 46.1% are enrolled in private school. (Table 1 and 2)
- **Age makes a difference:** Among children in Std I in government schools, 42.2% of 5 year olds can read at least letters, as compared to 57.6% of 6 and 7 year olds. (Table 3)
- **Children in Std I in private schools do better than those in government schools:** Between children in private and government schools in Std I, those in private schools do better than those in government schools. For example, 85.3% children aged 6 and 7 in private schools can recognize at least numbers (1-9); the corresponding number for government schools is 69.4%. (Table 3)
### Std I:
#### Can young children read letters and recognize numbers?
#### Table 2: % Children enrolled in Std I by school type 2018
| % Children in Std I enrolled in | Govt | Pvt | Total |
|---------------------------------|------|-----|-------|
| | 54.0 | 46.1| 100 |
#### Chart 2: % Children enrolled in Std I by age and school type 2018
| Age 5 or below | Age 6 and 7 | Age 8 and above |
|----------------|-------------|-----------------|
| 35.7 | 61.7 | 2.6 |
| 68.8 | 2.3 | |
This chart shows the distribution of Std I children enrolled in different types of schools by age.
#### Table 3: Reading and arithmetic levels for Std I children by age and school type 2018
| Age | % Children who | | |
|----------------------|----------------|-------|-------|
| | Can read at least letters | Can recognize at least numbers (1-9) |
| Government schools | | | |
| Age 5 | 42.2 | 50.5 |
| Age 6 and 7 | 57.6 | 69.4 |
| Age 8 and above | Data insufficient | |
| All | 53.6 | 64.0 |
| Private schools | | | |
| Age 5 | 56.4 | 75.2 |
| Age 6 and 7 | 67.8 | 85.3 |
| Age 8 and above | Data insufficient | |
| All | 65.1 | 82.6 |
This table shows the proportion of children in Std I who can read at least letters and recognize at least numbers up to 9.
Data is not presented where sample size is insufficient.
Young Children: Enrollment and Learning Status by Sex – Tamil Nadu
Analysis based on data from households. 31 out of 31 districts were surveyed in ASER 2018.
### Age 4 to 8 years:
#### Where are young boys and girls enrolled?
**Table 4: % Children age 4-8 enrolled in Govt pre-schools/schools by sex 2018**
| Age | Enrolled in govt pre-schools/schools | Sex-wise difference in enrollment in percentage points |
|-------|--------------------------------------|--------------------------------------------------------|
| | Boys | Girls | |
| Age 4 | 40.9 | 51.6 | 10.7 |
| Age 5 | 40.5 | 47.9 | 7.4 |
| Age 6 | 49.3 | 56.5 | 7.3 |
| Age 7 | 58.7 | 63.6 | 4.9 |
| Age 8 | 58.1 | 65.6 | 7.6 |
Note: Government pre-schools/schools include anganwadis, government pre-primary classes and government primary schools.
**Key takeaways:**
- **Sex-wise difference in enrollment:** In the age group 4 to 8 years, more girls are enrolled in government institutions (anganwadis and government schools) as compared to boys. Of all boys enrolled in Std I, 51.4% go to government schools. The comparable figure for girls is 56.6%. (Table 4 and Chart 3)
- **In Std I in government schools, learning levels for boys higher than girls while reverse holds true in private schools:** Boys perform better than girls in terms of their ability to read at least letters and recognize at least single digit numbers from age 5 to 7. This trend changes in case of private schools where girls perform better than boys. (Table 5)
### Std I:
#### Can young boys and girls read letters and recognize numbers?
**Chart 3: % Children enrolled in Std I by sex and school type 2018**
The chart shows the distribution of Std I children enrolled in different types of schools by sex. For example, of all boys enrolled in Std I, 51.4% of boys are enrolled in government schools and 48.6% of boys are enrolled in private schools. Of all girls enrolled in Std I, 56.6% of girls are enrolled in government schools and 43.4% of girls are enrolled in private schools.
**Table 5: Reading and arithmetic levels for Std I children by age, sex, and school type 2018**
| Age | % Children who can read at least letters | Can recognize at least numbers (1-9) |
|--------------|------------------------------------------|-------------------------------------|
| | Boys | Girls | Boys | Girls |
| Government schools | | | | |
| Age 5 | 51.2 | 33.2 | 55.1 | 45.9 |
| Age 6 and 7 | 61.5 | 53.8 | 72.3 | 66.7 |
| Age 8 and above | Data insufficient | Data insufficient | Data insufficient | Data insufficient |
| All | 59.0 | 48.2 | 67.3 | 60.8 |
| Private schools | | | | |
| Age 5 | 52.9 | 60.3 | 72.8 | 77.9 |
| Age 6 and 7 | 65.8 | 70.2 | 83.3 | 87.7 |
| Age 8 and above | Data insufficient | Data insufficient | Data insufficient | Data insufficient |
| All | 62.7 | 68.0 | 80.5 | 85.1 |
This table shows the proportion of children in Std I who can read at least letters and recognize at least numbers up to 9. The data shows patterns by age and sex.
Data is not presented where sample size is insufficient. | 4a3d5362-16f6-4d4b-8272-d24fa41bf67d | CC-MAIN-2024-10 | https://asercentre.org/wp-content/uploads/2022/12/Tamil-Nadu.pdf | 2024-02-21T04:10:09+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473370.18/warc/CC-MAIN-20240221034447-20240221064447-00043.warc.gz | 115,754,924 | 2,251 | eng_Latn | eng_Latn | 0.998996 | eng_Latn | 0.999114 | [
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HOW TO HELP YOUR CHILD DEAL WITH ANXIETY
By Brian A. Stenzler, M.Sc., D.C.
DISCLAIMER AND LEGAL NOTICES: The content of this guide is for informational purposes only and is not intended to diagnose, treat, cure or prevent any condition or disease. The guide contains opinions, ideas and anecdotes from its author and is intended to provide inspirational, aspirational and informational resources regarding the subjects it addresses. These are the views and opinions of the author alone and have not been verified, approved or endorsed by any third party or any manufacturer of any products referenced in this guide. The author strives to provide accurate information based on available research, education and practice over the years. As information within healthcare is constantly being updated and refined, reader understands that new research and information may come available, thus making some information outdated or inaccurate. Additionally, many of the author’s opinions are subject to interpretation. Reader understands that this guide is not intended as a substitute for consultation with a licensed practitioner. Because of the rate with which conditions change, the author reserves the right to alter and update his opinion based on the new conditions. While every attempt has been made to verify the information provided in this guide, neither the author nor his affiliates/partners/endorsers assume any responsibility for errors, inaccuracies or omissions. Any misrepresentations of people or organizations are unintentional.
The author disclaims any and all responsibility for injury, damage or loss that the reader may incur as a direct or indirect consequence from following any suggestions within the guide, book, website or any other products related to this material. If you have a health concern, please consult with your own medical physician, chiropractic doctor or other appropriate healthcare provider regarding the suggestions and recommendations made in this book.
The use of this guide implies your acceptance of this disclaimer.
AFFILIATE DISCLAIMER. Some of the links, resources and bonuses in this guide may be affiliate links, which means that the author may earn commissions if you choose to buy from that vendor or supplier. Author may also receive discounts or compensation on products he has reviewed throughout. The author only promotes products and services that he believes are in his readers’ best interest and not based on commission amounts. These are essentially his favorites that he would (or does) use in his own household. Additionally, the author has done his best to negotiate the best prices that the vendor or supplier will allow to provide his readers with the greatest savings.
ALL RIGHTS RESERVED. No part of this guide may be modified or altered in any form whatsoever, electronic, or mechanical, including photocopying, recording, or by any informational storage or retrieval system without express written, dated and signed permission from the author.
The world can be a scary place, and many children have good reason to worry. However, many children worry much more than is reasonable for the situation.
Anxiety isn’t always a bad thing. A person should be worried if they’re in a dangerous situation, for example. Anxiety is protective, but too much or inappropriate anxiety isn’t healthy.
It is understandable why so children have so many worries. They’re under a lot of social scrutiny at school, and kids can be cruel. They have little control over their lives. Most aspects of their lives are controlled by parents or teachers.
If your child is anxious, it can be heartbreaking to see them worry all of the time. It can also be frustrating when their worries seem pointless to you. Be supportive and patient and get professional help if your efforts prove to be insufficient.
Strategies to help your child overcome anxiety:
1. **Be supportive and patient.** It can be frustrating when your child is constantly worried about things that seem meaningless or silly. However, the anxiety they feel is just as real to them as your anxieties are to you. You don’t get to choose the emotions or fears of other people.
- Let your child know that you’re sensitive to their feelings and are always there to support them.
2. **Avoid giving too much warning about a stressful event.** If you know your child stresses out about going to the dentist, it’s best not to announce a dentist appointment three weeks in advance. The morning of the appointment is just fine. For some children, it might be even better to say, “Put on your shoes, we have to go to the dentist.”
- Too much notice can provide too much time to worry. Figure out how much time your child needs to keep their anxiety at a minimum. Some children appreciate a little time to process what’s going to happen.
3. **Talk it out.** Ask your child what they’re worried about and why. Talk about why this fear is or isn’t valid. In other words, look for evidence to prove or disprove the reason for the fear.
- If the fear is valid, develop a plan together to handle the issue.
- If the fear isn’t valid, help your child to trust the evidence they found that negates the reason for the anxiety.
4. **Take a look at your home life.** Is your home life stressful for your child? Do you and your child’s other parent get along well, or is there a lot of arguing? Are there financial pressures in the household that the child is aware of?
- Children might give the impression that they’re not listening, but they are surprisingly adept at figuring out what’s going on.
Strategies to help your child overcome anxiety, continued
5 Help your child to keep their attention on the present. We can only worry when we project our attention into the future and imagine negative outcomes. This is largely a habit.
- Teach your child to focus on the present moment and their surroundings. Show your child that it’s more effective to focus on what is, rather than what might be.
6 Avoid avoidance. You might think you’re being nice if you help your child to avoid everything that causes them to feel anxious, but you’re actually contributing to the issue.
- Each time your child is allowed to avoid the situation due to anxiety, there’s a part of her brain that says, “Hmmmm. If I make her feel anxious, we can get out of doing these things.”
- The brain quickly learns what works. The next time, the anxiety will be even stronger. The brain will continue turning up the volume until it gets what it wants.
- Avoiding a stressor brings relief, which is very rewarding. The urge to avoid only becomes stronger as it’s reinforced.
- Be supportive but avoid letting them off the hook.
7 Get professional help. It’s very challenging for a parent to effectively help a child with moderate to severe anxiety issues. It’s likely that professional help will be useful. Find a therapist or psychologist that specializes in children of your child’s age. | b53940da-1895-42fd-9ef1-3edbb07e63ad | CC-MAIN-2023-50 | https://dreamwellness.com/wp-content/uploads/2021/07/How-to-Help-Your-Child-Deal-With-Anxiety-Chapter-9-13-DREAM-Wellness-book-bonus.pdf | 2023-12-04T18:34:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00616.warc.gz | 255,397,469 | 1,375 | eng_Latn | eng_Latn | 0.987434 | eng_Latn | 0.998858 | [
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"If I Could Turn Back Time . . .": Early Identification and Intervention in K-2
Weki King M.Ed., CALT-Q2
District Math/Program Advisor
DESE-AOE
firstname.lastname@example.org
Rebecca Allen, NBCT, CALT, QmR²
K-12 Learning Specialist and Dyslexia Therapist
email@example.com
Arkansas Dyslexia Legislation
A.C.A. §§ 6-41-601 passed in 2013 and went into effect for the 2015-16 school year when schools were required to screen and provide interventions utilizing trained dyslexia interventionists to address the needs of students at-risk for dyslexia.
School Requirements
1. Employ trained interventionists (2015-16)
- Schools must employ trained interventionists or must have a developed schedule for providing dyslexia intervention.
2. Implement Dyslexia program(s) (2015-16)
a. Dyslexia program(s) defined
b. Program guidelines
c. Program guidance
3. Screen for characteristics of dyslexia (2015-16)
a. Who is screened?
b. Who is screened?
c. Level I Screening, Level II Screening
4. Parent notification (2015-16)
a. Notification of the results
b. Providing information
c. Parent’s right to seek an independent evaluation
5. Provide services (2015-16)
a. Rationale
b. Services to meet the needs of the student
6. Reporting
a. eSchool reporting June 15 (2015-16)
b. Website reporting July 15 (2017)
Arkansas Code Ann. § 6-41-603 Required Screening
(a)(1) A school district shall screen each student in Kindergarten through grade two (K-2) and others required by the Department of Education rule using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or an equivalent screener.
(2) The screening of students shall be performed with fidelity and include without limitation:
• Phonological and phonemic awareness;
• Sound symbol recognition;
• Alphabet knowledge;
• Decoding skills;
• Rapid naming skills; and
• Encoding.
Initial Screening
Underlying Causes:
• Phonological/phonemic awareness
• Rapid naming skills
• Alphabet knowledge
Characteristics:
• Sound-symbol recognition
• Decoding
• Encoding
6-41-603(3)(A) If the screener under subdivision (a)(1) of this section shows that a student is at risk, or at some risk, then a level I dyslexia screener shall be administered.
Level II Dyslexia Screener
Arkansas Code Ann. § 6-41-603
(c) (1) If the initial, level I, or level II dyslexia screening indicates that a student has characteristics of dyslexia, the Response to Intervention (RTI) process shall be used to address the needs of the student.
## Purpose of Screening
| Screening | Purpose | Action |
|----------------------------------|-------------------------------------------------------------------------|---------------------------------------------|
| **Initial Screening** | - Brief, quick administration
- Meets with key personnel that is predictive of risk
- Benchmarks for progress monitoring | If at-risk or some-risk, administer Level I. |
| **Level I Dyslexia Screening (Informal Diagnostic)** | - Criterion referenced
- Identifies gaps
- Determines the urgency | If exhibits characteristics of dyslexia, provide dyslexia intervention |
| **Level II Dyslexia Screening (Formal Diagnostic)** | - Normed for comparison to grade level grade peers
- Identifies gaps
- Determines the urgency | If exhibits characteristics of dyslexia, provide dyslexia intervention |
---
## Impact of LEARNS on Dyslexia Requirements
1. K-2 screening extended to K-3
2. Use High-Quality Evidence-Based Literacy Screener (initial and diagnostic)
3. Added Language Comprehension to K-3
4. Screen any students 3-12 experiencing difficulty as noted by teacher, parent, or guardian
5. Initial 3-12 screening: Encoding and Oral Reading Fluency
6. Students showing deficits are screened with division approved screener
- **RULES WILL BE WRITTEN**
- Consistent interpretation of screening data
- Student progress is monitored and reported to parents at least 2X year.
- Individual Reading Plans (K-3)
High-Quality, Evidence-Based Literacy Screener (K-3)
Timeline for new K-3 Literacy screener
- Review proposals and select assessment
- Begin administration of operational constructs in pilot schools
- Further training if necessary
- Vendor training for teachers, administrators, and DESE staff
- Review constructs and field test of any missing required items; revise existing test forms and reports as needed
- Full implementation
For now...
Stay the course!
Current Dyslexia Rules 2018
What does LEARNS say about Individual Reading Plans?
Beginning with the 2023-2024 school year, with the exception of the first year of the 2023-2024 school year, public school districts and open-enrollment public charter schools shall:
Develop an individual reading plan for each student in kindergarten through grade three (K-3) who meets one or more of the following criteria:
- Determined by the state board;
- Identified by a high-quality literacy screener or the state annual accountability measure assessment;
- The reading plan shall include:
- The student’s demonstrated reading skill needs, including:
- Phonemic awareness;
- Phonics;
- Text reading fluency;
- Vocabulary and comprehension strategies;
- Self-regulated use of reading comprehension strategies, as identified by high-quality literacy screener data.
Also included in Individualized Reading Plans:
- The goals and benchmarks for the student’s growth
- How the student’s progress will be monitored and evaluated
- The type of additional instructional services and interventions the student may receive
- The intensive, evidence-based literacy intervention program aligned to the science of reading the student’s teacher will use to address the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension
- The strategies the student’s parents, legal guardians or parents are encouraged to use to assist the student
- Any additional services the student and teacher determines are available and appropriate to accelerate the students reading skill development
Arkansas Code Ann. § 6-41-603
(c). (1) If the initial, level I, or level II dyslexia screening indicates that a student has characteristics of dyslexia…
…the Response to Intervention (RTI) process shall be used to address the needs of the student.
What does it mean to use RTI to meet the needs of the student?
- **RTI is not a place, but a process.**
- **Every student is in RTI.**
- **RTI is a system of support.**
- **Assessment** is used to determine risk, identify the deficit skills, and to establish goals.
- **Risk level, deficits, and urgency** determine what combination of supports a student receives.
- **Progress monitoring** is used to determine effectiveness of the instruction and to make adjustments in delivery (frequency, duration, instruction…).
- **There should be no surprises.**
A student should not get to the “end of a program” and show no progress.
### Early Identification and Intervention Is Critical!
- The most effective window for intervention is during a period of heightened brain plasticity in kindergarten and first grade.
- When at-risk beginning readers receive intensive early reading intervention, 56% to 92% of these children achieve average reading ability.
- If a child is a poor reader at the end of first grade, the probability that he/she will be below grade level at the end of fourth grade is 88%.
- It takes four times as long to intervene in fourth grade as it does in late kindergarten (NICHD).
### Current Reality
- Kindergarten: 377
- 1st grade: 596
- 2nd grade: 1410
- 3rd grade: 1750
- 4th grade: 3081
- 2021-22: 3222
- 2022-23: 4031
- 4th grade: 4277
- 4th grade: 4119
- 4th grade: 4541
Source: Learning Differences in Kentucky
Current Reality
In 2022-23:
- 62 schools provided dyslexia intervention to 3 or more kindergarteners.
- 70 schools identified only 1 or 2 students in kindergarten.
132
In 2021-22:
- 15 schools provided dyslexia intervention to 3 or more kindergarteners.
- 100 schools identified only 1 or 2 students in kindergarten.
115
*In 2022-23, 17 more schools identified kindergarteners.*
Current Reality
In 2022-23:
- 174 schools provided dyslexia intervention to 3 or more 1st graders.
- 108 schools identified only 1 or 2 students in 1st graders.
280
In 2021-22:
- 147 schools provided dyslexia intervention to 3 or more 1st graders.
- 115 schools identified only 1 or 2 students in 1st graders.
262
*In 2022-23, 18 more schools identified 1st graders.*
Why aren’t we identifying early?
What does it mean when we say a student exhibits characteristics of dyslexia?
- Individuals can struggle with reading for many different reasons.
- In order to confirm or rule out dyslexia, the student must be provided explicit, systematic instruction to see how he or she responds.
- Some individuals will receive instruction and master the skills showing no additional long-lasting deficits in any of the components of reading and spelling indicating the difficulty was likely not dyslexia.
- Others may make progress in some areas, but have persistent difficulties in areas like fluency or spelling. Dyslexia exists when an individual exhibits persistent difficulties in spite of intensive instruction from an informed interventionist.
Early intervention can...
- prevent reading problems for most
- significantly reduce reading disabilities
- prevent self-concept issues
- impact how children think, learn, and who they are, and their life choices. | d6128c4f-e5b5-40e3-84d7-49756ce65694 | CC-MAIN-2024-10 | https://alaliteracy.org/resources/Documents/2023%20Conf%20Speaker%20Materials/Allen_Thurs_Session%202.pdf | 2024-02-27T09:53:53+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00196.warc.gz | 85,427,964 | 2,198 | eng_Latn | eng_Latn | 0.9671 | eng_Latn | 0.985789 | [
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Meet Your Character Team
Who Are The Different Character Parts In You?
By Dr. Diana Chavez Ketterman
www.characterchampions.org
Hi, my name is Dr. K
Do you know that we all have many sides to our character that make up our personality?
There are different parts of me and there are different parts of your personality too.
These parts are valuable, lovable, capable and important parts of you and me. These different parts make me who I am and they make you who you are as well.
There is a part of me that likes to be organized, work hard and act safe.
While another part likes to be brave, take risks, run fast, and have fun.
I have another part of me that thinks a lot, asks questions and is very curious like a scientist.
My kind, friendly part cares about the feelings of others and wants to help people and animals.
What are your different parts like?
Just like I have friends and family who help me out and are there for me when I need them, I have my inner character team parts to help guide me all the time.
You have a character team inside of you too.
Would You Like to Meet My Character Team?
Here are 2 of my Gold Team characters. They are the ‘Guardians’ of my Character Team.
This is Responsible Gold:
Responsible Gold helps me follow rules and do my work and chores.
Responsible Gold is very dependable, organized and looks out for me to make sure I do the right things in healthy ways. It helps me get places on time, follow rules, do my work and act responsibly.
Sometimes, Responsible Gold can act too bossy and controlling when trying to make things safe or get things done.
If this happens, I try to remember to use my other character team parts to help me act in kinder ways.
Let's meet Cautious Gold.
Cautious Gold sticks closely by Responsible Gold and can be easily afraid of change and anything that is unfamiliar. But this is only because its job is to help protect myself and others from danger.
Cautious Gold is super cautious when trying something new. It does not like to take risks.
Sometimes Cautious Gold worries 'just in case' something will go wrong.
Cautious Gold is like my personal security guard. This part is always prepared, alert, and on the lookout for any possible danger or trouble ahead.
Cautious Gold Helps Keep Myself and Others Safe From Danger
Cautious Gold tells my emotional survival brain ("sometimes called the downstairs brain") to sound the amygdala alarm whenever it senses danger, feels scared or threatened.
Meet My PFC
My Gold parts work together with my other character parts to use my Prefrontal Cortex or PFC part of my brain (also called "the upstairs brain") to help me make wiser, responsible, and emotionally intelligent decisions.
These Are 2 of My Green Team Characters
Next let’s meet Thinker Green:
This part is always thinking in new ways and is very curious. It likes to ask questions and learn about interesting things.
Thinker Green can spend a lot of time thinking and is more logical than emotional.
Sometimes Thinker Green thinks too much and it is hard for me to relax because I have so many thoughts in my brain. This can make me worry and feel nervous.
When that happens I remember that I have other character team parts to help me relax and feel better.
This is Problem-Solver Green:
Problem-Solver Green is good at solving problems one step at a time. Problem-Solver Green helps me find solutions to problems so I can make wise decisions.
With the support of Problem-Solver Green I am able to think in calmer, logical ways so that I do not become too emotional and upset.
Sometimes my Problem-Solver Green Part likes to show how much it knows and argue with others to win an argument. When this happens, I try to remember to use my other character team parts to help me act in caring ways.
These are the 'Thinkers' of my character Team.
I can figure out what to do when I have a problem and not give up with the use of my Green Thinker Team Character parts. My Green parts work together with my other character parts to make smarter decisions.
Meet 2 OF My Blue Team Characters
Here is my Feeler Blue part:
Feeler Blue is always feeling something and is my emotional part of me.
Feeler Blue is emotionally sensitive to whatever is happening around me. This part can spend a lot of time feeling many different types of feelings and is more emotional than logical.
Sometimes my Feeler Blue part feels too much and it is hard for me to calm down because I feel too upset or sad. When this happens I can remember that I have other character team parts to help me manage my emotions to feel better.
These are the 'Feelers' of my character team.
This is also my Kind Blue part:
Kind Blue is good at helping me get along with others and make friends.
Kind Blue cares about the feelings of myself and others and is gentle and considerate.
Kind Blue helps me to be understanding, accepting, caring and giving to others.
Kind Blue is peaceful and does not like to fight with others.
Sometimes Kind Blue can be too nice and tries to please other people too much to make them happy.
My Blue Team helps me understand and listen to each other’s point of view. When we do that, we are able to solve conflicts and talk together in better ways.
I can also remember that I have other character team parts to help me manage my emotions to feel better.
Introducing My Orange Team Characters
Meet my Brave Orange Knight part:
Brave Orange is very brave and bold. This part likes to try new and adventurous things that can seem risky.
Brave Orange is very good at standing up to bullies and saying “No” to put-downs.
My Brave Orange side is my most courageous part of me compared to my other sides. That is why this is the part of me that likes change and is not afraid to try new things. Adventures thrill this side of me.
There are times when my Brave Orange part gets too brave and wants to take risks that are too dangerous just for the “thrill” of it. Other times, Brave Orange wants to do things too fast and can put play before work.
When this happens I can remember that I have other character team parts to help me do brave actions that are also smart and safe.
Here is my Playful Orange part. Playful Orange is the easy-going, flexible, and playful part of me.
Playful Orange likes to laugh, play, and have fun. This part of me wants to enjoy life.
It is because of my playful Orange side that I have a sense of humor. Thanks to my Playful Orange part, I can relax and not let everything bother me so much.
My Playful Orange is imaginative and very creative too. I use this side of me when playing sports or doing other types of physical activities.
I need to remind myself that I have other character team parts to help me do brave actions that are also safe, kind and smart.
The Team Captain and Coach of My Character team "Rainbow MetaHawk"
Meet the captain and coach of my character team, my Rainbow MetaHawk SELF:
My Rainbow MetaHawk SELF is the wisest of all the character parts. It has all the qualities of the other character parts combined.
This part of me knows the value of teamwork and working together to reach my goals.
My Rainbow MetaHawk SELF is a good observer of myself and others. It helps me and others act in healthier ways.
My Rainbow MetaHawk SELF helps all the other parts come together and work together as one team. This part reminds me that the other parts are all important to help me be my best self.
Captain Rainbow MetaHawk never forgets how valuable, lovable, capable, and important each character part is. It knows every part is needed to make me who I am.
Each part of me is unique and special in my life. It is good to remember my life works better when I listen to my inner character coach Rainbow MetaHawk to guide me to use all of my parts. MetaHawk is my chief and my parts are like my tribal members that I can depend on daily to support me.
One way that my Rainbow MetaHawk SELF teaches my inner team to work together is by using four different problem-solving steps called SOAR. S.O.A.R. includes all the character team parts working together to make better decisions.
When I use all my character team parts to do the S.O.A.R. steps it is called “acting like a Character Champion” because I am using all my different character parts.
Each character part serves its own special purpose and is important. The character parts work together to help me solve problems in successful ways.
STOP OBSERVE ACT REVIEW
I can use the 4 S.O.A.R steps to train my brain to guide my thoughts, feelings and actions in "Character Champion" ways by using all my character parts. Here are 4 the steps:
1. **STOP**
Coach myself to use my Rainbow MetaHawk Self. Take 4 deep breaths. Use calming skills.
2. **OBSERVE**
Ask myself the 4 SOAR questions: Am I acting smart or Is it a smart choice? Am I acting safe or Is it a safe choice? Am I acting kindly or Is it a kind choice? Am I acting brave or Is it a brave choice?
Make a S.O.A.R. action plan based on my answers.
3. **ACT**
Do my S.O.A.R. action plan using all my parts.
4. **REVIEW**
Review my results. Did I solve the problem in a win-win way for everyone? If not, repeat the steps.
When all my parts work together, I experience high levels of well-being and happiness.
With self-compassion, I accept myself because I understand and appreciate the different parts of me that make me a “colorful” valuable, lovable and capable me!
Please take our
FREE SURVEY
to find out about your strongest personality parts. You will receive a FREE 11 page report to learn more about the different parts of you.
www.characterchampions.org
On this website there are lots of free E-Books, Coloring Books, Videos, Blogs for children, teens and adults helping you to better understand yourself and others.
© Dr. Diana Chavez Ketterman
All rights reserved 2023 | 00484014-2561-4aac-b51a-4ab498ca2bfe | CC-MAIN-2024-33 | https://www.characterchampionsfoundation.org/_files/ugd/8105be_53959785163e4436a4f29c8db5a8bead.pdf | 2024-08-06T11:39:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640484318.27/warc/CC-MAIN-20240806095414-20240806125414-00476.warc.gz | 559,995,292 | 2,160 | eng_Latn | eng_Latn | 0.981246 | eng_Latn | 0.997598 | [
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A Body of Work: Research & Design of the Hidden Village, a 3D Motion-Capture Game
Michael I. Swart¹ Kelsey E. Schenck¹ Fangli Xia¹ Doy Kim¹ Oh Hoon Kwon¹ Candace Walkington⁴ Mitchell J. Nathan¹
¹Dept. of Educational Psychology, UW - Madison ²Dept. of Mathematics, UW - Madison ³Dept. of Teaching & Learning, Southern Methodist University
ABSTRACT
The Hidden Village (THV) is a multi-year design-based research project that has developed a 3D-motion capture video game for geometry instruction & learning. The augmented nature of THV enables learners to leverage their body as a means for understanding the spatial relationships that underlie geometric conjectures.
The latest version also brings important pedagogical and motivational considerations like players’ agency and ownership of their experience, the ability to collaborate with peers, and allowing players to author, design, construct, test and publish their own levels of the game. By providing authoring tools in THV, students and teachers can customize content to align with curriculum, connect to real-world applications and maximize the game’s effectiveness in classrooms.
THEORETICAL MODEL
ACTION-COGNITION TRANSDUCTION
Movement stimulates the motor system concurrent to the language & speech processing system, processing, in parallel, the electrochemical signals that transduce perception into conception.
THV LOGIC MODEL
LEARNING OBJECTIVES
(1) Intuition - snap judgements of math correctness
(2) Insight - general thoughts (i.e., gists)
(3) Transformational Proofs (Harel & Sowder, 2005)
(a) Generalizable – true for a class of mathematical objects;
(b) Operational – progressive goal structure, anticipating transformations;
(c) Logical – drawn from valid premises.
RESEARCH
STUDY 1
RESEARCH QUESTION #1:
Do Dynamic Gestures promote better insights transformational geometric proof?
• N = 90 (UW Novices vs. Experts)
• Spatial reasoning and dynamic gestures predict intuition, insight & informal proofs
• Above & beyond expertise and speech
• Dynamic gesture ‘replaces’ spatial reasoning (d=1.11)
STUDY 2
RESEARCH QUESTION #2:
How does gesture inhibition affect geometry proof performance?
• N = 108 (SMU Undergraduates)
• Performing any gesture and dynamic gestures each predict insight & informal proofs when inhibited
• Dynamic gestures appear to be a biproduct of geometric reasoning
STUDY 3
RESEARCH QUESTION #3:
How does pedagogical language interact with directed actions to influence the formation of transformational proof?
• Students incorporated the directed actions into their explanations for proof.
• In a few case studies, after receiving hints, student’s gestural depictions changed from static to dynamic representations of the geometric space
STUDY 4
RESEARCH QUESTION #4:
Do mathematically related directed actions affect mathematical reasoning?
• N = 85 (first-gen college bound high school students)
• Mathematically related directed actions were helpful so long as students made some gestures
• Within subjects showed a reliable advantage for making mathematically relevant gestures during game play
STUDY 5
RESEARCH QUESTION #5:
What is the influence of producing actions v. observing actions on geometry reasoning?
• N = 115* (High School Students)
• A case study of linguistically diverse all LEP-classroom
• Gestures transcended natural language barriers between students
• Gestures transcended mathematical language barriers
• Students incorporated directed actions in to their co-speech gestures
STUDY 6
RESEARCH QUESTION #6:
Can students co-create new content for embodied geometric reasoning?
• In situ pilot (n = 11) show that students can collaboratively co-create gestures (directed actions) for peer learning
• Full in situ study (n = 150*) currently underway with collaborating team in Dallas, TX
REFERENCE:
Nathan, M. J., & Walkington, C. (2017). Grounded and embodied mathematical cognition: Promoting mathematical insight, and proof using action and language. Cognitive Research: Principles and Implications, 2(9).
ACKNOWLEDGEMENTS: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A160002 to University of Wisconsin-Madison and Southern Methodist University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Dept. of Education.
For more information, contact us: email@example.com
A Special Thanks to Greg, Cullen, Keith & Mike from GEAR learning. | cb937a69-a38a-4d4a-a76d-e8d01a8e6d62 | CC-MAIN-2023-23 | http://www.michaelswart.com/research/GMC_Poster_o.pdf | 2023-06-09T18:04:00+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656788.77/warc/CC-MAIN-20230609164851-20230609194851-00443.warc.gz | 83,097,932 | 987 | eng_Latn | eng_Latn | 0.970615 | eng_Latn | 0.970615 | [
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The Wiesencafé
The Wiesencafé platform is located on the border between the quarters of Garath and Benrath in Düsseldorf. Across the street from the platform is a huge steelwork wasteland of 22 hectares, on which a new neighbourhood is planned to be built within the next 10 years.
Children and young people from the neighbourhood on Wittenberger Weg provided the ideas for the building. They are involved in all phases of the design and planning process together with Düsseldorf architecture students and various professionals. The collaborative work also includes detailed planning and practical implementation work such as the conception of the operation, the construction of furniture and the floor slab, which was erected in 2017. It is remarkable that a quality emerged in the cooperation at eye level that would not have been achieved through usual planning processes.
Lively meeting place and fine arts
Since October 2017, the ground plate has been full of life and at the same time a sculpture in public space. It is a meeting point, a place for social encounters, an exchange of constructive ideas for the city and artists whose work involves processes.
Origin and development
The neighbourhood on Wittenberger Weg is located in a triangle between a motorway, the Düsseldorf-Cologne high-speed railway line, the A59 autobahn and an industrial area, isolated from the rest of the city.
The project is based on the experience of the pupils of the Alfred Herrhausen School with the construction of the terrace that they themselves devised and planned. The terrace was awarded the School Building Prize 2013. With the resulting self-confidence, a result of this success, the young people realised that their neighbourhood lacked a self-designed, common centre: a café, an open place that would be a meeting place, including for people “from the outside”.
With this idea at the core, a long process began with the children and young people. Through them, their families were invited just as much as the social institutions, which in part take over family functions. The core is the idea of multiple authorship. Besides children, their families, local residents, neighbouring businesses, also artists, students and teachers from universities, craftsmen, and employees of the municipal housing company participate in the project. The view of others helps to see one’s own abilities more clearly.
Construction of a full-size model of the planned Wiesencafé to get a realistic impression of the spatial conditions.
Together with the students, the plans and ideas were translated into a buildable and special architecture. Children, young people and students helped to build it themselves. In the “builder’s hut weeks”, a period of various workshops, furniture and crockery for the café were designed and built by the students themselves. This approach benefits both sides. The courage of the children inspires students and specialists.
Café and urban lab
Not only as an uncommon architectural item and because of its building material, but also in terms of its location and use, the Wiesencafé represents a showcase project.
Many families have been living in the former homeless settlement for generations. The implementation of the project will open up perspectives for the young people and other residents that were previously not available to them in this manner. Here, a place is created that one has helped to create, that one can use together with others and in which one can get an internship. The prospect of helping to plan an operation yourself, from design to function and structure, is the cultural but also long-term economic potential of the project.
The Wiesencafé is more than a café: it is an academic, public and ecological urban laboratory, a place for local and international communication, experimental art and culture, a space for shared learning, social and cross-societal encounters.
Prototype for climate-friendly building, resource conservation, CO₂ neutrality, 100% recyclable building material
The Wiesencafé is designed as a research building. The walls will be built using new cob technology and finished with a roof timber construction developed by the Düsseldorf University of Applied Sciences.
Cob, which was displaced by concrete in the 20th century, can be shaped into any form for vertical structures – similarly to concrete. It is self-supporting and erosion-resistant without plaster. “Cob is the building material of the future.” (Reiner Nagel, Bundesstiftung Baukultur and cooperation partner of the research project on cob building technology of the Zentrum für Peripherie).
The Wiesencafé would become Europe’s first new public cob building and thus an ecological lighthouse project.
Because only regional natural materials are used in the production of the CO₂-neutral cob material, the energy input is limited to mixing and delivery and reduces the overall “grey energy” in construction several times over. Regional and recycled materials are used for other components (windows, doors, roof and finishing).
Unlike all other amorphous building materials, clay is 100% recyclable. Unlike concrete, clay can simply be levelled on site in the event of deconstruction or reused for the next building project. Furthermore, earthen buildings have a much longer lifespan than conventional buildings. Furthermore, buildings with solid earth walls, such as cob, stand out in terms of moisture and heat regulation and their pleasant indoor climate.
Example of a rammed earth wall. The picture shows the jointing of an 11 m high wall built of prefabricated rammed earth elements (Herzog de Meuron/Martin Rauch)
Working method
Every project and every part of a project originates from an open question of a seemingly unsolvable challenge.
Each step begins from within - by listening to one's own intuition and making it visible, then shaping it, recording it, writing it down, for example object-like with modelling clay or as a drawing, a note with pen and paper.
These sketches, unbiased observations, semi-conscious ideas are being described attentively. Using the question: „What do I like?” as a guiding thread, inspiring ideas are sought in each individual object, in each drawing. By looking at and describing the other contributions, own ideas are mixed with those of the others. In this way, the ideas condense into a common vision. The physical presence of the lines or objects enables earnest communication between people from completely different backgrounds.
In the further course, every step of planning and implementation is used to review the ideas, to expand them, to simplify them, to make them more precise and concrete.
This open-ended work enables the development of specific solutions. The path itself, the means, the goals found and the solutions are always further specified and adapted. The “idea givers” remain involved at every step. Experts are brought in. Since the resulting ideas are often uncommon, the cooperation is profitable for both sides and leads to collaboratively growing results of high quality.
Every single detail of the project has been developed in this way. The shape of the café, the way it opens up to the street and to the neighbourhood, the exact location in the available space, the shape of its furniture, but also details of the operation, ideas about financing and the implementation itself.
This transdisciplinary approach leads to surprisingly simple results of high accuracy and quality. It enables the development of specific solutions that also address major social issues.
Links
PROJECT FILM (Video 30 Minutes)
http://www.schulkunst.org/arm-oder-reich/artikel.php?kap=60&art=326
The construction site Wiesencafé in the Kunstsammlung NRW art museum
http://www.schulkunst.org/arm-oder-reich/artikel.php?kap=58&art=279
ART (Diagram of the Wiesencafé 2019)
https://zentrum-fuer-peripherie.org/startseite-test/projekte/artists-in-wittenberger-weg/kunstpunkte-september-2019/
RESEARCH
(Large-scale applicability of cob)
https://zentrum-fuer-peripherie.org/en/startseite-test/projekte/brandenburgs-alhambra/wellerlehm-technologie/
Sponsorship
The pilot project “Schulkunst zu Kunst am Bau als Prozess” and the projects that followed it have been enabled by
- the Robert Bosch Foundation,
- the Montag Foundation for Urban Spaces gAG,
- the Federal Ministry of Education and Research,
- the Ministry of Economic Affairs, Energy, Building, Housing and Transport of North Rhine-Westphalia,
- the NRW Chamber of Architects,
- the Düsseldorf Network Education for Sustainable Development,
- the Environmental Agency of Düsseldorf,
- the Office for Facility Management of the State Capital Düsseldorf,
- the European Social Fund,
- the federal state of North Rhine-Westphalia within the framework of ILJA,
- the German Children and Youth Foundation,
- the Education and Youth Foundation,
- StadtBauKultur NRW,
- Aktion Mensch
- the IKEA Foundation,
- the municipal housing association Düsseldorf (SWD),
- the Wübben Foundation,
- the Kämpgen Foundation,
- the Holcim AG,
- the Albert Sevinc Foundation,
- the Cultural Office of Düsseldorf,
- the Youth Welfare Office of Düsseldorf. | e5ede3bb-50e8-4990-94c5-f5746d0d15c6 | CC-MAIN-2023-06 | https://zentrum-fuer-peripherie.org/wp-content/uploads/wiesencafe-duesseldorf-EN.pdf | 2023-02-06T21:31:39+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500365.52/warc/CC-MAIN-20230206212647-20230207002647-00831.warc.gz | 1,092,385,230 | 1,879 | eng_Latn | eng_Latn | 0.911968 | eng_Latn | 0.99678 | [
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School: St. Evan Catholic Elementary School
School Mission Statement:
We, at St. Evan Catholic Elementary School aim to provide a safe, caring and inclusive environment that promotes the faith development, well-being and academic excellence of our students. Through a foundation of faith, integrity and respect for one another and for God's creations, we will strive to promote the development of our students in Christ's image.
School Motto: Soaring with Christ
Our Parish: St. Leonard
Pastor: Rev. Paul John Nosan
Parish website: https://stleonardsbr.archtoronto.org/
Message from the Pastor:
Our school is under the pastoral care of St. Leonard Parish. We encourage our families to register with the parish, and to join us for Sunday mass Saturday at 5:00 PM or Sunday at 9:00 AM, 10:30 AM or 12:00 noon. You must register in advance if you would like to attend a particular mass. In St. John Paul II's Letter for the Third Millennium, we find a sevenfold pastoral plan for the Church:
1. We are called to holiness
2. Importance of daily prayer
3. Importance of the Sunday Eucharist
4. Making use of the Sacrament of Reconciliation
5. Primacy of grace in our life
6. Listening to the Word of God (may it form us)
7. Proclaiming the Word of God (especially by our life)
Message from the Catholic School Council:
St. Evan’s Catholic School Council is an integral part of our school community. Through the active participation and collaboration of parents/guardians, we strive to ensure that all students reach their full potential in a faith-filled environment.
Catholic Education Week Theme: Nurturing Hope
Throughout Catholic Education Week, we ask you to reflect on the significance of Catholic education’s presence and contribution in our Church, and in our society.
May 2 – May 7 is Catholic Education Week.
- Virtue celebrations of Acceptance displayed within classrooms and in hallways
- Classroom visits
Faith Formation:
Forming ourselves in our Catholic faith is a foundational element in helping each of us understand and live in the example of Christ.
- Regular prayer as an essential component in experiencing God’s presence and in developing a relationship with Him
- Visible signs and symbols displayed throughout the school as reminders of our Catholic traditions and adherence to Gospel values
- Students at St. Evan give witness to Catholic Social Teaching by promoting peace and justice whilst reaching out to those less fortunate
- Have high expectations of students and staff at St. Evan regarding Respect: respect for God, respect for ourselves, and respect for others in word and deed
- Honour sacramental life by teaching and preparations for First Reconciliation, First Holy Eucharist, and Confirmation
- Staff liturgies organized by Adult Faith Ambassadors
- Celebrate monthly virtues in individual classrooms
Sacramental Preparation:
As Catholics, we understand sacraments to be "outward signs instituted by Christ to give grace." Together in partnership with our parish, we support the preparation of God's children in receiving the sacraments.
| Event | Grade 2 | Grade 7 |
|------------------------|----------------------------------------------|----------------------------------------------|
| First Reconciliation | Winter 2021 | |
| First Holy Communion | Grade 3: December 5 and 12, 2020 Leonard Parish
Grade 2: Spring 2021 | |
| Confirmation | | Grade 8: Friday, November 13, 2020 6:30 and 8:00pm St. Leonard Parish
Grade 7: Spring 2021 |
Liturgical Celebrations:
The Liturgical calendar is marked by the gathering in community to celebrate the Eucharist and share in prayer.
| Celebration | Date |
|-------------|------|
| TBD | |
Social Justice / Outreach Activities / Charities:
Catholic Social Teachings of the Church root our actions in supporting human dignity and the preferential option of the poor which calls us to serve the most vulnerable in the world.
- As a school community, St. Evan participated fully in the Terry Fox drive in late September and raised funds for cancer research
- We will be engaging in several Share Life activities throughout Share Life Week and donate monies thereof
- We collected money online to send to Caledon Outreach in lieu of a Thanksgiving food drive
We will be participating in several food drives throughout the year including Christmastime and Lent, if Covid protocols allow.
We will participate in the Dr. Simone Candy drive organized by the Youth Faith Ambassadors, if Covid protocols allow.
Our grade 7 Confirmandi participate in several programmes that engage a knowledge of the Gifts of the Holy Spirit, and action towards community services.
**Recognizing Ontario Catholic School Graduate Expectations:**
Framed by the Ontario Catholic School Graduate Expectations (OCSGE), our graduates will be effective communicators, reflective thinkers, lifelong learners, collaborative contributors, caring family members, responsible citizens and discerning believers formed in the Catholic faith community.
- acknowledge and celebrate the OCSGE by continuing to celebrate our catholic virtues in prayer, liturgy, and celebratory assemblies each month
- highlight the OCSGE during daily prayer, liturgies, and masses, announcements, classroom based activities, and our social justice and outreach programmes
**Celebrating Virtues:**
A virtue is a habit or established capacity to perform good actions according to a moral standard. When we practice these virtues we strengthen them and thereby make the presence of God more and more visible in the world around us.
- Monthly virtue assemblies in classrooms
- Prayers over the morning announcements align to the virtue of the month
- Consistently highlight the virtue of Respect throughout our daily expectations, classroom activities, schoolyard, and offices
- Concentration throughout all activities on Respect for Self, Others, and God
- Visible signs such as posters and student work displayed throughout the schools
- Progressive Discipline based on developing strategies to support growth as a virtuous person
Visible Signs of our Faith:
Through symbol and service, we are instruments of God’s love whose work within our communities stands as a witness to our faith.
At St. Evan we will strive to visually express our Faith in the following ways:
- Sacred Space foremost in our foyer, dressed in seasonal Liturgical colours and themes
- Bible, Pascal Candle, and Crucifix front and centre on the Sacred Space
- Religious Banner for our school and family displayed in the front foyer
- Sacred Space in every room, including all offices and classrooms
- Crucifixes adorn each classroom
- Daily announcements include Gospel and Scripture readings
- Catholic School Code of Conduct embedded in Progressive Discipline and Rehabilitation
- Faith events highlighted in newsletters and website to keep community aware of our faith based activities
- Anti-bullying activities, such as presenters and regular programmes and visits from our Community Police highlighting bullying, cyber-bullying, and anti-bullying strategies
Resource List for Parents/Guardians:
- Religious Education Curriculum - [Ontario Religious Education Curriculum](#)
- Family Life Curriculum - [Ontario Family Life Curriculum](#)
- Fully Alive Program information - [Ontario Bishops' information on Fully Alive](#)
Resource List for Schools:
Board
- **Vocations Units**
We will have Vocations units as part of the Grades 2, 5, and 8 curriculum. The goal of these supplementary units is to deepen one’s understanding of God’s call – the “vocare” – to various forms of life within the Church.
• **History of the Parish**
Through the resource book *Our Story, Our Tradition, Our Journey*, grade 7 students have the opportunity to learn about the history of our parish.
• **Enduring Gift Video**
**School-Based**
• Fully Alive Programme/Family Life
• Religious Education Programme
• Ontario Catholic School Graduation Expectations
• Virtues Programme
• Pastoral/Liturgical Teams
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When you walk into the lobby of the North Raleigh Hilton, you are walking on the very footprints of our city’s founders. Beneath those floors rests the original foundation of Isaac Hunter’s Tavern, a modest wooden cabin with a tin roof built in the 1700s that was so loved by North Carolina’s most important and influential men that they decided the state capital should be built no more than ten miles away.
In 1788, the North Carolina General Assembly drafted a resolution determining the state’s new capital. The unalterable seat of government was fixed within 10 miles of their favorite local haunt: Isaac Hunter’s Tavern.
It seems a mystery, then, why such a memorable part of our state’s legacy has been lost and, by many, forgotten. The tavern has been shuffled around, torn down and rebuilt, lost in the sands of time then rediscovered—only to again be forgotten.
Soon, however, the public may finally be able to view artifacts and pieces of the tavern, itself. Thanks to the Wake County Historical Society (WCHS) and property owners Dewitt Carolinas, the tavern may finally get the historic recognition and remembrance it deserves.
A HISTORIC CHAMELEON IS HARD TO FIND
Piecing together clues from the tavern’s history is like putting together a jigsaw puzzle of flapping fish. There are a million different stories, and the oral history changes over time.
Some Raleigh residents recall the tavern from the 1970s. “It was not much more than a shack,” says Robert Leah who drove past the landmark every day on his way to work. “It was dilapidated. You’d only know it was important if you were a student of North Carolina history,” he continues. “Inside, it was all set up like a horse stable, with stable walls built over old-timey wallpaper.”
Many never realized its historic value. Some even debate on which side of the road the tavern used to stand. Like an historic chameleon, the tavern seemed to change roles, appearances, and location as necessity dictated.
In 1914 when the Hardimont Plantation took ownership and developed the land, Isaac Hunter’s Tavern became a tenant house. New owner J.C. Biggs moved into the Hardimont House in 1922, and a site plan from 16 years later reveals he moved the tavern about 100 yards behind his estate. Later, it was transformed into a stable.
In 1969, the tavern again became a hot topic when it was brought to the forefront of Raleigh history by the WCHS. *The Raleigh Times’* headline read: *It May Be Isaac Hunter’s Tavern? Is Shack the Original?*
Historians were unsure whether or not they had discovered the actual tavern. Centuries of change had left it with very little obvious evidence. However, an in-depth survey revealed the structure to be the original; it had simply been moved from its original foundation.
Photos show the tavern was on the brink of collapse. The tin roof is still visible, as well as a quaint brick chimney. Historic photos from the State Archives of North Carolina are some of the last remaining photos of the building intact. You can even see the stable walls built inside what clearly used to be a living area, with vintage wallpaper decorating the horses’ stables.
**HOPES DASHED TO RESTORE THE TAVERN**
Records from Arthur J.P. Edwards, a survey and planning specialist from the State Department of Archives and History, describe the layout of the original Isaac Hunter’s Tavern and provide a visual snapshot of its appearance in the 1700s: “The original room division seems to have been of the hall-parlour variety with two connecting rooms, each having an entrance door from the front. The line of the partition wall is determined by the mortises in the ceiling beams, which are finished with a heavily beaded soffit. The excepted cornice boards are applied with handmade T-headed nails [...] and appear to be original to the building.” In summary, Edwards says the structure was a “rapidly deteriorating […] relic from the earliest years of the settlement of Wake County.”
A North Carolina Historic Sites survey reveals the WCHS had hopes of preserving the tavern as a museum. They wrote in the survey that they hoped to purchase and restore the building. For the first time in many decades, Isaac Hunter’s Tavern had some hope of remaining a protected piece of history for all of Raleigh to enjoy.
They estimated a budget of $50,000 would be necessary to restore the tavern, with the purchase price indicated at “no cost.” However, a letter written in 1970 from T.W. Mitchell, president of the WCHS at the time, to John Griffin who was slated to help with potential restoration, vaguely references a “very sticky legal situation.” For one reason or another, the restoration never took place, and the tavern was lost in time once again.
And for decades, many people assumed it was gone for good. By the 1970s, it would easily have been unrecognizable, a ghost of its former glory. These changes are part of why the building so easily slipped past historian’s radar—while the house of Isaac Hunter’s contemporary rival, Joel Lane, was preserved. “One day I drove past, just like I always did,” says Leah, “and the land was bulldozed, with yellow construction equipment everywhere. They were building a Hilton. The tavern was gone.”
**DEWITT CAROLINAS UNCOVERS THE TAVERN**
Historian J.C. Knowles is quoted as saying, “I was going to save it. I went out there one day with someone to look at it, and when we got there it was gone.” Obscured by trees and overgrowth, however, the tavern secretly rested in undeveloped land for years. When Dewitt purchased the property in summer of 2017 for future expansion, they began working with the WCHS to identify and protect this landmark.
In August 2017, the local newspaper once again rang out with headlines about a freshly-discovered Isaac Hunter’s Tavern. This time, local history lovers Benj Edwards and Mark Turner had been searching for the site, unwilling to believe it had simply disappeared. Turner worked alongside Betsy Hunter Amos, a seventh-generation niece of Isaac Hunter, to determine the tavern’s fate. Turner chronicled his explorations and discoveries on his website. A few years prior when the woods were still owned by a large family of inheritors, Edwards had also been hunting for the tavern. Even then, nothing but the iconic tin roof and some boards with square nails remained, laying atop an uneven stone foundation.
Turner and Edwards also discovered a remaining segment of the wagon trail, once a major stage road cutting across North Carolina. “It was the last surviving segment...”
If you trace the outlines of the history of Isaac Hunter’s Tavern, you’ll find much of Raleigh’s own modern history reflected in the footprint.
**The Original Wake Forest Road**
Before the city of Raleigh even existed, Isaac Hunter lived in pretty much the middle of nowhere—just a swath of undeveloped land and Carolina pines sandwiched between the tiny townlets of Bloomsbury and Millbrook. The modern day Wake Forest Road in front of the North Raleigh Hilton actually runs parallel to the old stagecoach roads. Until recently, passersby could see segments of earth where the ground is rutted up in odd places, signifying where the old stage roads used to run.
Dan Hopping, president of the Sons of the Revolution, knows a lot about the tavern’s influence on modern history. “Until the 1930s, you could still see the original roads people used before cars. By 1789, the western North Carolina population exploded with people coming down the Great Wagon Road, which was a buffalo trace—the buffalo reliably walked the same path, leaving the ground hard and packed in a hundred-yard wide path,” says Hopping.
With the population booming in the western part of the state, there was great demand for the central government to shift inland from New Bern. Several cities, such as Fayetteville and Charlotte, were much larger and more well-established than anything Wake County could offer, especially considering Raleigh didn’t exist yet. Despite the sparse surroundings, the tavern sat at a convenient crossroads of two major stage thoroughfares: Louisburg and Forestville Roads. This later became Wake Forest Road.
“The North Carolina delegates who lived out in Hillsborough and Morganton had to travel all the way to New Bern, which was a week’s journey. Most of them stopped at Isaac Hunter’s Tavern,” says Hopping. The site offered clean beds, quality food, and fine spirits for the weary travelers.
And so, the legend goes: even though more well-established cities were considered for the capital, the delegates loved Isaac Hunter’s Tavern and enjoyed the liquor and camaraderie there so much, they determined the state capital should be within 10 miles of the cabin site—and thus built the city of Raleigh.
**Isaac Hunter’s Rivalry with Joel Lane**
In the 1700s and 1800s, alcohol seemed to play a major role in some of the big decisions that created the city we know today. “Isaac Hunter owned 1000 acres of Wake County; Joel Lane owned about 3000 acres,” says Hopping. “And they both wanted the capital to be on their land, because whoever got the capital would get rich.”
While the commissioners were meeting in Wake County, Hunter tried to sell them land, as did Lane. “One night, Joel Lane put the delegates up at his tavern instead of Isaac Hunter’s. He plied them with punch,” says Hopping. This alcoholic punch was also known as the Cherry Bounce, which has become Raleigh’s official cocktail. Apparently, Joel Lane’s punch was even tastier than Isaac Hunter’s, because very suddenly the decision was made to purchase Lane’s land. Imagine: if Isaac Hunter had crafted the more delicious beverage, our county seat might be centered outside the beltline at Wake Forest Road instead of in the downtown Raleigh area. And perhaps Isaac Hunter’s Tavern would be as well-preserved as the house of his rival, Joel Lane.
**A Modern Day Watering Hole**
For bar owners like Zack Medford, the tale of Isaac Hunter’s Tavern is inspirational. “I love the fact that the city of Raleigh—a desolate, empty swampland—was founded based on its proximity to the legislator’s favorite bar.”
Medford opened his own Isaac Hunter’s Oak City Tavern on Fayetteville Street nearly nine years ago, an homage to the piece of history he’d loved since childhood. Just like the original tavern, Medford’s bar is renowned for its Cherry Bounce, the sugar, fruit, and dark liquor drink Joel Lane used to sway delegates.
And just like the original, Medford’s bar has also been moved down the street from its original location.
of carriage trail between Raleigh and Wake Forest,” says Edwards. “The stage road ran parallel to Wake Forest Road. Isaac Hunter’s Tavern sat on the crossroads,” says Turner. The road was a major carriage path in pre-revolutionary North Carolina, and it’s the primary reason Isaac Hunter’s Tavern was so successful. Any legislators making their way to the current capital in coastal New Bern had to pass the tavern.
For decades, the site seemed to quietly decay, forgotten in the woods, seemingly destined to someday be bulldozed as unnamed pile of rotted lumber. Little did Raleigh know that Dewitt and the WCHS had already discovered the hidden treasure—and had plans to honor the historical significance.
**PRESERVING THE TAVERN’S REMAINS**
What remains of the tavern today is little more than a small foundation of stones, a few sticks of lumber with pre-revolutionary square-head nails—and several modern beer bottles that prove some are still using that land as a personal tavern.
Brenda Holloman, president of the WCHS says, “There used to be an old brick fireplace.” Now, there are a bunch of broken bricks scattered along the forest floor. Turner recalls seeing an old concrete bench, which may have been a castaway from another time, but is not likely part of the original tavern. However, given that the structure played many roles—watering hole, tenant home, and stable—there are potentially several generations of artifacts that could have been uncovered there.
Many hardworking history lovers have played a role in trying to keep the tavern’s history from fading. In fact, when BRH Associates bought the land to build the Hilton in 1982, Linda Ray (whose husband was a managing partner) and Beth Crabtree worked together to create the most comprehensive collection of tavern history in existence. The North Raleigh Hilton still has this exhibit, including artifacts from the tavern, as well as hand-written journals from the families who owned the property throughout history. Due to hotel renovations, the exhibit has temporarily been taken down; however, designers are already planning the new display case, which should be available for public viewing by this fall.
Steven Beattie, director of pre-development at Dewitt says, “We are excited about the findings on our property and plan to preserve and honor the historic remains of the tavern.” According to Beattie, Dewitt hopes to excavate the tavern’s remnants before developing the land. While the property will be built upon, historic items will be saved. Working alongside Dewitt, Holloman has been collecting artifacts, examining the tavern’s remains, documenting everything with photographs, and will likely assist in the excavation of the site.
Beattie says they are not certain exactly how they will utilize the artifacts; however, he suggested several possibilities including an exhibit, a memorial garden, or even building a replica of the tavern.
Isaac Hunter’s Tavern is a testament to how quickly and easily even critical pieces of the past can be lost if we forget about them for too long. History lovers have ensured that although we couldn’t save the tavern, itself, perhaps exhibits from Dewitt and the North Raleigh Hilton can save its memory.
Heather Leah is a third-generation Raleighite, passionate about exploring the forgotten and hidden history in her community and keeping it alive through storytelling. She’s given lectures at the City of Raleigh Museum, appeared on CTM’s Southbound, and runs a history segment on ABC11 WTVD. You can find more of her work at www.candidslice.com. | <urn:uuid:c9c1ee1c-0364-47a0-9f66-e55f878b9660> | CC-MAIN-2018-39 | http://www.markturner.net/wp-content/uploads/2018/09/Isaac_Hunters.pdf | 2018-09-22T15:03:25Z | crawl-data/CC-MAIN-2018-39/segments/1537267158450.41/warc/CC-MAIN-20180922142831-20180922163231-00239.warc.gz | 363,109,675 | 2,960 | eng_Latn | eng_Latn | 0.998771 | eng_Latn | 0.998849 | [
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Early experiences with parents, teachers and caregivers lay the groundwork for success or difficulty in school and, ultimately, in adult life. While the developmental importance of early childhood is widely recognized, early care and education in America often fails to provide the support and quality preschool programs young children need.
Rosemarie T. Truglio, senior vice president of curriculum and content at Sesame Workshop®, told the audience of 200 at the Success Starts Young Conference that the first five years are critical in the development of children’s brain structure. Truglio revealed that by the age of five, 92 percent of the brain has been formed, laying the groundwork for relationships, school achievement and, ultimately, adult participation in work and family life. This reinforces the need for high-quality programs for young children.
Conference speakers agreed that ensuring every young child receives the support needed for a healthy, successful future is a key national challenge. Too often, those not receiving the necessary levels of support are low-income or minority children, those who most need the boost that a quality early childhood program can provide.
According to speakers, on a number of fronts — in establishing early learning standards, measuring and promoting kindergarten readiness, and putting new technologies to work in the lives of young children — there is reason for optimism. Not only social justice, but also economic and political imperatives demand that every American child have the opportunity to grow into a productive adult. “The greatest national military and economic security problem does not come from any outside enemy,” said conference speaker Marian Wright Edelman, president of the Children’s Defense Fund (CDF). “It comes from our failure to invest in our people and our children.”
The essential role that educational experiences can play during the crucial first years of life was the subject of the conference “Success Starts Young: Closing Achievement Gaps Where They Begin,” which was co-convened by ETS, CDF and Sesame Workshop, the nonprofit organization that produces “Sesame Street.” The conference, the latest in ETS’s “Addressing Achievement Gaps” symposium series, was held September 18, 2015, at the National Press Club in Washington, D.C. It featured a keynote address and a series of panel discussions involving a dozen researchers, advocates, public officials and representatives of nonprofit organizations.
“Research shows that high-quality pre-K education produces substantial and lasting benefits for children, families and society. Early learning is among the best investments that a society can make in its future.”
– Walt MacDonald
Early childhood education has a powerful impact, conference speakers agreed. An analysis by the White House’s Council of Economic Advisers found that early childhood education was associated with an increase in cognitive achievement of one-third of a standard deviation, ETS President Walt MacDonald said — the equivalent of more than half the gap in kindergarten achievement between White and African-American students. He continued on to say that children who enrolled in New Jersey’s publicly funded urban preschool program had higher test scores, lower rates of grade retention and less need for special-education services than children who did not participate in the program, and test-score gains were higher for those who spent two years in pre-K, rather than just one. Among the skills that children develop early in life, Truglio noted, are so-called executive function skills — such qualities as resiliency, impulse control and goal-setting — which are linked to everything from SAT® scores to drug use. “This is why Sesame Workshop focuses on the earliest years,” said conference speaker Jeffrey Dunn, the Workshop’s president, “because they matter the most.”
It is far easier to ensure that children develop essential cognitive, social and emotional skills in their early years than to work on these issues later, conference speakers said. “If we think that
investing millions of public dollars in K–3 around specific reading techniques is going to fix where we didn’t invest in early learning and language development, we are sadly, sadly mistaken,” said speaker Rhian Evans Allvin, executive director of the National Association for the Education of Young Children (NAEYC). Accordingly, policymakers concerned about the outcomes of schooling would be well advised to focus their efforts on the very beginning of the educational process, speakers said. “If you really want to talk about graduation rates, if you really want to talk about college and career readiness, you’ve got to back that conversation up,” said conference speaker W. Clayton Burch, chief academic officer in the West Virginia Department of Education. “If you want to tackle third-grade reading, you’ve got to tackle it as early as possible.”
“If you really want to talk about graduation rates, if you really want to talk about college and career readiness, you’ve got to back that conversation up. If you want to tackle third-grade reading, you’ve got to tackle it as early as possible.”
—W. Clayton Burch
domestic product would more than cover the extra dollars spent providing services. “Research shows that high-quality pre-K education produces substantial and lasting benefits for children, families and society. Early learning is among the best investments that a society can make in its future,” MacDonald said.
A Non-System System
Despite this expert consensus on the importance of the early years, however, the American system of early care and education frequently falls short, conference speakers said. “I would love to be able to tell you that the United States decided as a culture that we would come together and nurture and support this first stage of human development, but that’s really not true,” said Jacqueline Jones, president of the Foundation for Child Development, who spoke at a dinner the night before the conference. Instead, Jones said, “The nation’s early care and education system developed reactively, as a response to poverty, inequity and the persistence of achievement gaps.” The result is a fragmented “non-system” with many
moving parts that do not always mesh seamlessly, paid for through an array of funding streams with sometimes conflicting accountability requirements. All of the different pieces “are wonderful, if they only fit together, but they sort of don’t,” Jones said.
“The nation’s early care and education system developed reactively, as a response to poverty, inequity and the persistence of achievement gaps.” The result is a fragmented “non-system” with many moving parts that do not always mesh seamlessly, paid for through an array of funding streams with sometimes conflicting accountability requirements.
— Jacqueline Jones
This fragmentation is especially visible and problematic in the realm of teacher qualifications, conference speakers said. The credentials required to teach preschool vary widely from state to state and, all too often, states set the bar low. According to Jones, in Florida, early childhood teachers need nothing more than a high school diploma, while in New Jersey, where Jones once served as an assistant education commissioner, the same position requires a college degree and a specialized teaching certificate. The absence of uniform and rigorous requirements prevents the full professionalization of the field, and results in wide discrepancies in the quality of preschool programs. “It is hugely troublesome that we have no nationally agreed-upon set of standards that define what early childhood professionals should know and be able to do,” Jones said.
That omission is especially striking given the growing consensus that effective early childhood teaching requires a rigorous, sophisticated understanding of the science of child development, conference speakers said. “We really have to ground [child-care providers] in developmental psychology,” said Truglio, of Sesame Workshop. “How do children learn? What are the developmental progressions?” Good early childhood teaching is rigorous and intentional, speakers said — the furthest thing from the glorified babysitting of popular stereotype. “You can’t just wing it. You can’t just trust your gut and hope it all works out okay. There is research and science and pedagogy,” said Evans Allvin, of NAEYC. Unfortunately, unfamiliarity with developmentally appropriate early childhood practices can extend to school leadership, speakers said. “Teachers tell me, ‘I should have learning centers, I should be helping children explore in a playful way, but my principal tells me I can’t.’ We have elementary principals who really don’t understand what good practices should look like and prohibit teachers from doing what they know is right,” said speaker Judith Walker, an official in the Division of Early Childhood Development in the Maryland State Department of Education.
Predictably, the children who suffer most from such failures are low-income and minority children.
— those most in need of the equal start that early education can provide. A *Mathematica* analysis of 2010–11 data, commissioned by Sesame Workshop, found that entering kindergarteners’ proficiency in reading, math and two measures of executive function falls with each additional risk factor students face — conditions like growing up in poverty, living in a single-parent or non-English-speaking household, or having a mother who has not finished high school. Children with all four risk factors begin kindergarten nearly a year behind peers with no risk factors, the analysis found. For children starting out at such a disadvantage, poorly trained teachers can compound the damage, making it even harder to catch up. When teachers without adequate training in developmentally appropriate educational practices narrowly focus literacy instruction on teaching word sounds and the ABCs, “too often, it’s our poor and minority children who bear the result of that miseducation by well-meaning, hard-working teachers,” said conference speaker **Dorothy S. Strickland**, professor of education (emerita) at Rutgers University’s National Institute of Early Education Research.
The field’s lack of diversity can also hamper children’s progress, speakers said. “Many of our children never see anyone who looks like them or has been through poverty,” said Walker, of the Maryland Department of Education. It’s hard for a teacher to understand how to differentiate instruction for those children if they’ve never experienced it themselves. Even well-meaning teachers may generalize excessively about members of other racial or ethnic groups, failing to respect the diversity within these groups. Strickland said, “It’s especially problematic when you’re dealing with young children, and you have so much control over their lives, and you come with all this baggage about who they are and what the expectations should be for them.”
“A lack of diversity can even affect judgments about the quality of teaching,” said conference speaker **Dawn A. Kurtz**, senior vice president of programs for Los Angeles Universal Preschool (LAUP), a nonprofit that supports more than 600 early education providers. “Evaluators assessing the performance of teachers whose backgrounds they do not share may misunderstand — and disapprove of — practices that, in cultural context, are entirely appropriate,” she said.
**Leveling the Playing Field**
Despite the many challenges facing the field of early education, conference speakers found reasons for optimism. In the past decade, spurred in part by the Obama administration’s Race to the Top grant program, every state, U.S. territory and Washington, D.C., has adopted early learning standards for preschoolers, and many have adopted similar standards for infants and toddlers, according to conference speaker **Catherine Scott-Little**, an associate professor of human development and family studies at the University of North Carolina at Greensboro. “These standards, spelling out what young children should know and be able to do, provide an important foundation for equity in preschool programming,” she stated. “They even out our expectations for all children from different circumstances and backgrounds. Early learning and development standards level the playing field in terms of what we expect from children and children’s access to intentional teaching.”
Unlike the Common Core State Standards for elementary and secondary schools, which were developed by national policy experts, state early learning standards typically are developed by local stakeholders, including teachers, Scott-Little said. “In West Virginia, the standards development process
brought together a broad coalition representing private child-care providers, the federal Head Start program and the public schools,” said conference speaker Burch, the West Virginia education official. In West Virginia, through the process of collaborating on standards development, the coalition developed a unified voice that has changed the state conversation about early learning. This resulted in state officials beginning to make policy that addresses the full continuum of early child development from birth into the lower elementary grades, rather than focusing solely on kindergarten entrance. One practical result: the early childhood community persuaded state policymakers to spend most of a $6 million appropriation for a third-grade reading initiative on programs aimed at children from birth to age five. “As soon as the early childhood community came together and had that agreement on standards, voices changed,” Burch said.
Conference speakers cautioned that standards alone are not enough to ensure high-quality early childhood education. Learning standards for children should go hand in hand with professional standards for teachers and quality standards for the programs that enroll them. “We can’t just put this notion of standards on the back of young kids and not think about the obligation of programs and adults, said NAEYC’s Evans Allvin. “Even the best learning standards must be implemented carefully, using developmentally appropriate teaching practices — and teachers need to see concrete examples of such practices.” A NAEYC-produced slide show, posted on YouTube® in March 2015, shows preschoolers in Louisiana State University’s Child Development Laboratory Preschool celebrating “Taco Tuesday” by taste-testing bell peppers, visiting a food truck, measuring ingredients, making their own mini-tacos, surveying college students about their food preferences, and documenting their investigations with photos. “That is very intentional teaching that you have to learn through pedagogy,” Evans Allvin said. “We have to show people what it means to be able to do these standards and hold developmentally appropriate practice front and center.” Without such an understanding, teachers may become overwhelmed by the volume of material they are expected to cover and resort to less-than-optimal teaching practices, such as lecturing to large groups or focusing narrowly on a few academic skills, rather than promoting comprehensive child development. “It’s important to set standards, but unless teachers understand what they look like and how to execute them in terms of learning experiences, they actually can get in the way,” said Strickland, the Rutgers professor emerita.
The promise, and the potential pitfalls, of standard setting further highlight the importance of professional training that is commensurate with the sophistication of the tasks early childhood teachers must perform. “We have a lot of standards — states have them, the feds have them,” Evans Allvin said. “It really is time for us to think about how we align our professional development systems so that we can make sure that teachers are getting the support, the skills, the knowledge, the abilities that they need to support kids and families.”
**The Power of Data**
Early childhood educators sometimes complain that the education reform movement’s emphasis on standards and testing has pushed developmentally inappropriate academic demands down to earlier and earlier grades. More hopeful, conference speakers said, is the spread of early learning standards from preschool into the earliest grades of elementary school — in effect, pushing child-development knowledge up the age ladder. Kindergarten entrance still marks an important milestone in children’s schooling, and national data suggest that many
5-year-olds are unprepared for that milestone when they reach it. The *Mathematica* analysis commissioned by Sesame Workshop found that more than one-third of American children start kindergarten needing extra levels of support in such fundamental areas as reading, mathematics and social/emotional skills.
“It’s really important for us that, when a child looks at our content, they can say, ‘I see myself on Sesame Street.’”
— Rosemarie Truglio
Sobering as such data may be, they can help inform the public and build political momentum for early childhood programs. In Maryland, said education department official Walker, a newly developed kindergarten readiness assessment, administered by teachers during the first eight weeks of kindergarten, measures children’s proficiency in four areas: literacy, mathematics, physical well-being and social foundations. An earlier state assessment, aligned with a school-readiness model developed 13 years ago, had typically found more than 80 percent of children ready for kindergarten, but in its first year of use, the new tool, which is aligned with the state’s pre-K–12 academic standards, yielded far less reassuring results: only 47 percent of Maryland’s 67,000 kindergarteners were prepared to do kindergarten work without extra instructional support. “For us, it’s been a very powerful set of data because it’s enabled us to get the state legislature to provide funding for more pre-K programs for children,” Walker said.
Maryland’s program is not meant to be a high-stakes assessment or a tool for evaluating teacher performance. The goal is to provide information to parents and policymakers and to guide pedagogy. To complement the kindergarten-readiness assessment, this year the state is launching a more detailed early learning assessment designed to help teachers pinpoint students’ areas of struggle so they can better differentiate instruction. Panel moderator Janine G. Bacquie, CDF’s national director of early childhood policy and practice, cautioned that kindergarten-readiness assessments must be used with care, lest they become new ways of sorting and classifying students — and thus, potentially, new barriers to equity. “We don’t want to say, ‘You’re in, you’re out.’ It’s not really about that,” Bacquie said. “There also is a lot of opportunity for bias, even when we set out with the best intentions. We’ve really got to take a look at what we’re doing and be very careful that it’s not used in some way to be an exclusionary measure,” Bacquie added.
**Game Changer**
Building kindergarten readiness in preschoolers need not require expensive high-tech tools. The work can be as low-tech as encouraging adult-child conversation. “In Los Angeles County, efforts to help preschool teachers take better advantage
of circle time spurred development of family engagement tools for parents,” said conference speaker Kurtz, of LAUP, the preschool nonprofit. LAUP’s “Take Time. Talk!” program draws on research about language development to encourage parents to talk, read and sing to their children. “We’ve gotten a lot of really great feedback from parents from very diverse backgrounds about how exciting it is for them to think about building their children’s vocabulary,” Kurtz said.
Although early learning can happen with nothing more than a parent, a child and a picture book, technology does have a role to play in preparing young children to succeed in school and beyond, conference speakers said. “Technology is a tool for learning,” said conference speaker Chip Donohue, director of the Erikson Institute’s Technology in Early Childhood Center. “If we give very young children tools for learning, they will have tools for learning throughout their lives, and they will know that they can control these tools. Traditional media and new communication methods can open up possibilities — teaching children specific academic and social skills, providing their teachers with better training, and engaging their parents in promoting learning.”
“Learning new words helps me learn more about the world around me.”
– Abby Cadabby
“Well-designed media can help children grow in both academic and social/emotional areas,” said Sesame Workshop’s Truglio. To ensure that its programming provides that boost, Sesame Workshop involves child-development specialists in the creation of curriculum, and conducts follow-up assessments to check the effectiveness of its content. Sesame Workshop research has found that children shown a “Sesame Street” science segment gained new understanding of concepts like pollination, habitat and metamorphosis, while those who watched the ever-hungry Cookie Monster™ wrestle with his urge to eat increased their ability to delay gratification by four minutes, a significant gain for young children. Because vocabulary is most effectively developed in informal settings, rather than in formal classroom lessons, Sesame Workshop has created special segments designed to teach new words across the curriculum. Joining Truglio on the podium was Abby Cadabby, a pink, pigtailed Muppet™ fairy, whom Truglio took through her own “Sesame Street” vocabulary lesson featuring the words “spectacular,” “scrumptious,” “octagon” and “investigate.” Learning such words helps children talk about their feelings, acquire healthy eating habits, and grasp math and science concepts. “Learning new words helps me learn more about the world around me,” Abby confirmed, before insisting that the audience repeat one final new word: “twinkletastic.” “Even the men in suits said it,” she chortled.
Although the 46-year-old “Sesame Street” and its international spinoffs are still the core of the work, Sesame Workshop’s mission extends into other traditional media, such as radio and books, and an array of newer technologies, from web-based games to mobile apps. Transmedia applications are also integral to the Hispanic Information and Telecommunications Network’s efforts, which aim to teach English and Spanish vocabulary to young children who are dual-language learners. “The lessons, which include prepositions and other parts of speech that allow deeper conversation, relate to such perennially popular early-childhood topics as transportation,” said conference speaker Ed Greene, the Hispanic Information and Telecommunications Network’s senior director for educational outreach and partnerships. Smartphones and tablets untether learners from the living room television or the classroom computer, making lessons available during supermarket shopping trips or the walk home from school — whenever children are ready and eager to learn. Such mobile technology “goes where learning is happening and supports the learning,” speaker Donohue said. “That’s a big game changer.”
“If the science is telling us that exposure to language, whatever the language is, is what makes the difference, we have to think about where our kids are spending their time. Teachers are important, but so are families and so are communities.”
— Yvette Sanchez Fuentes
That game changer affects not only children, but also the adults in their lives. Newly ubiquitous video allows teachers to watch developmentally appropriate pedagogy in action, via a YouTube video like NAEYC’s “Taco Tuesday” or more explicit instructional segments. “Video can be a tool for showing what good practice and good engagement and just joyful interactions can look like,” said conference speaker Lisa Guernsey, director of the Early Education Initiative at the New America ThinkTank. She added, “Now that it’s so easy to share videos and so easy to get them in our hands, we just have to use this more and more, to be showing what’s really possible with young kids.”
Technology also provides a way to involve parents in their children’s learning. “In Maine, home visitors armed with iPads bring immigrant parents a suite of electronic tools that help them engage their children in taking pictures, making books and exploring the public library,” said Guernsey. The Hispanic Information and Telecommunications Network (HITN) partnered with Ready Rosie, an online provider of short early childhood instructional videos, to show parents how to turn a chore like loading the dishwasher into an opportunity for building vocabulary, in English or Spanish. Additional video links give parents more information about the exercise and why it is important. “What we did was deconstruct our transmedia initiative, based on the information that we learned from our development, and put it back
into a form that families thought that they could use more effectively,” Greene said. Because many children do not spend their preschool years in formal child care settings, such efforts to engage their parents are especially important, said conference speaker Yvette Sanchez Fuentes, of the National Alliance for Hispanic Families. “If the science is telling us that exposure to language, whatever the language is, is what makes the difference, we have to think about where our kids are spending their time. Teachers are important, but so are families and so are communities,” she said.
**Navigating the “Wild West”**
Conference speakers agreed that as promising as new technologies are, they pose special challenges. Resources that are ubiquitous in much of the country may be out of reach in poor, rural areas that lack so much as a broadband connection. “How do you get the investment so coordinated and dispersed that it’s applied toward every human being in the country?” said Michael T. Nettles, ETS senior vice president. “Despite the fact that we have all of this productivity underway, people across the country are not aware of it and don’t always have access to it.”
Meanwhile, for teachers and parents trying to find their way through what Guernsey called the “Digital Wild West,” using technology to teach young children requires first locating appropriate, effective, research-supported materials. “Curation is the key, and that’s a high level of skill and knowledge. That’s a digital media literacy issue,” said Donohue, of the Erikson Institute. Websites like Common Sense Media (https://www.commonsensemedia.org/) and Teachers With Apps (http://www.teacherswithapps.com/) can help. Ultimately, however, good content will emerge as communities of educators share their developing understanding of what works, conference speakers predicted. “Adult-adult relationships are a key. If we don’t build these communities of practice where adults learn how to be able to talk with each other and you have instructional leaders who provide the time for that, they’re never going to be able to use those materials anyway,” said Greene, of HITN.
“This is why Sesame Workshop focuses on the earliest years, because they matter the most.”
— Jeffrey Dunn
Like the early childhood teaching force, the available materials do not always reflect the diversity of the classrooms in which they must be used. “Children’s media are often based on children’s books, and minority characters are underrepresented in children’s literature,” said conference speaker Kevin Clark, a professor of learning technologies and director of the Center for Digital Media Innovation and Diversity at George Mason University. Only 3.1 percent of children’s books feature African-American characters, 2.1 percent feature Asian characters and 1.5 percent feature Latino characters. Yet, studies
show that such images affect what children think they are capable of doing, now and in the future. “Media plays a powerful role in the formation of ideas, the development of perceptions,” Clark said. That message has been heard at Sesame Workshop, where whole seasons of “Sesame Street” have been devoted to learning about specific racial and ethnic groups, and a new initiative aims to support families and children with autism. “It’s really important for us that, when a child looks at our content, they can say, ‘I see myself on Sesame Street,’” Truglio said.
Despite the power of technology, parents and teachers remain wary of excessive screen time, and conference speakers emphasized that such concerns have some merit. “It’s through relationships that we grow best and learn best,” said Donohue, of the Erikson Institute, quoting Fred Rogers of “Mister Rogers’ Neighborhood.” Not all screen time is created equal — passive television-watching is not the same as interactive engagement. Technology is a tool that should be deployed for specific educational purposes, not as a cheap substitute for babysitting. “Yes, all this technology is great, but we need to know where to set the limits,” said Clark, of George Mason University. “We need to know that at dinner time, no one is on the phone, or any device.”
**Demographic Destiny**
The challenge of providing every American child with high-quality early care and education is one piece of the larger puzzle facing the 21st-century United States, a changing demographic picture with powerful social and economic implications. “Lack of political will, rather than lack of money or knowledge, constitutes the real barrier to improvement in the country’s system of early care and education,” said Edelman, the CDF president. “We know how to teach young children effectively, but not every political leader cares about the education of children of color. We don’t have a money problem in America. We have a profound values and priorities problem,” Edelman said.
To ensure the future of America and support for an aging Baby Boom generation in their long retirement, we need to educate the younger generations who will make up the workforce of tomorrow. Education must begin in the early years. Both capitalism and democracy, the twin pillars of American society, require an educated populace. Yet the fastest-growing segments of the population are those racial and ethnic groups that historically have been at greatest risk of being left behind educationally. “I can tell you as a businessperson: the math on this does not work,” Sesame Workshop CEO Dunn said. “Our national self-interest demands that we fix this, and fix it urgently.”
---
**In this Issue**
*(continued from page 1)*
need in order to reach their full potential. The early childhood sector is complex and fragmented, with funding sources and oversight responsibilities divided among an array of federal, state and local agencies supervising a mix of public and private providers. No national standards specify what children should learn in their first years of life, and no one professional canon defines the qualifications their teachers and caregivers should have. The result of this fragmentation is inequity, with some children receiving excellent early care and education while others — often, low-income and minority children — receive far less adequate services.
However, progress is visible on a number of fronts. All 50 states, five territories and the District of Columbia have developed early learning standards that lay out what children should know and be able to do by the
time they enter kindergarten. Data on kindergarten readiness is beginning to shape state policies on early childhood funding and programming. Researchers and educators are harnessing new media and communications technologies to reach parents and young children, both during the school day and in the many teachable moments that fall outside of it. All this work is crucially important for strengthening the multifaceted American system of early care and education, and is essential not only to the well-being of children and families, but also to the nation’s future economic and political stability.
“Success Starts Young: Closing Achievement Gaps Where They Begin,” a symposium co-convened by ETS, Sesame Workshop and the Children’s Defense Fund (CDF), the latest in ETS’s “Addressing Achievement Gaps” symposium series, took place September 18, 2015, in Washington, D.C. It featured conversations among researchers, advocates, public officials and representatives of nonprofit organizations. ETS President Walt MacDonald gave opening remarks, ETS Senior Vice President Michael T. Nettles gave closing remarks, and Sesame Workshop President Jeffrey Dunn and CDF founder and President Marian Wright Edelman made both opening and closing statements.
“The greatest national military and economic security problem does not come from any outside enemy. It comes from our failure to invest in our people and our children.”
—Marian Wright Edelman
Rosemarie Truglio, senior vice president of curriculum and content at Sesame Workshop, delivered the luncheon keynote address. Sessions were moderated by Janine G. Bacquie, national director of early childhood policy and practice at CDF; Andrea DeBruin-Parecki, principal research project manager in ETS’s Early Childhood Research & Assessment Center; and Michael Levine, founding director of the Joan Ganz Cooney Center at Sesame Workshop.
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Social Justice and Math
Katie Hendrickson
Teacher, Athens Middle School
Albert Einstein Fellow, Triangle Coalition/National Science Foundation
firstname.lastname@example.org
www.KatieAHendrickson.com
Twitter: @HendricksonKA
OCTM 2014
Twitter
#TchMath4SJ
@HendricksonKA
Tweet your response to this question:
What does teaching math for Social Justice mean to you? (Why is it important? How can we scale up?)
SIG (Special Interest Group)
- Purpose of SIG: To generate excitement about teaching mathematics of and for social justice, and to create a space in which educators can share resources relating to teaching mathematics and social justice.
- How can we incorporate issues of social justice into the teaching of mathematics?
- How can we make social justice issues relevant to our students?
What is social justice and math?
- Teaching math “of” social justice:
- Place-based and connected to students’ lives
- Teaching math “for” social justice:
- Math can be a gate-keeper
- Helps students to “read and write the world”
Follow the Conversation: @HendricksonKA #TchMath4SJ
Why teach math of/for social justice?
- Helps students deepen understanding of society
- Prepares students “to be critical, active participants in a democracy”
- Mathematics is a set of powerful tools for understanding the world and society…and changing it!
- Empowering to students
- Makes math relevant; motivating
Follow the Conversation: @HendricksonKA #TchMath4SJ
Engaging all students
Girls are underrepresented in some STEM fields.
Why?
- Adolescent stage: at 10, girls start to identify more with reading than math
- Stereotypes about people in STEM fields, what STEM is like, who is good at STEM
- Girls have more communal values and are interested in working with others and solving social problems/helping others
Foundations of TMFSJ
- Critical Pedagogy (Paolo Friere “Pedagogy of the Oppressed”)
- Critical Mathematics Education (Marilyn Frankenstein, Ole Skovsmose)
- The Algebra Project (Bob Moses)
- Culturally Relevant Pedagogy & Critical Race Theory (Gloria Ladson-Billings)
- Funds of Knowledge (Moll)
Difficulties
- Balancing the social justice and the math
- Teaching the standards/preparing for PARCC
- Student or parent resistance
- Becoming comfortable with uncertainty
- Modeling vs. set of problems
Fracking
- Southeast Ohio: more companies trying to obtain land rights
- Hydraulic Fracturing: a method of obtaining natural gas from underground shale using water, deep wells, and pressure
- Concerns: contaminates water with chemicals
- Benefits: Land owners receive money for leasing their land
1. A gas company proposed an offer of $3 million to Hocking College to lease 1,200 acres for 5 years.
a) How much is this per acre?
b) The deal above represents a typical amount offered by a gas company. If you own 200 acres, how much will you make?
2. Each well requires 5-10 million gallons of fresh water to be pumped into the well. After fracking has been completed, 10-30% of the water flows back out of the well.
a) How many gallons of water flow out of each well?
b) How many gallons of water are left in the well?
3. Approximately 40,000 gallons of chemicals are used in each well. What percent of the liquid is made up of chemicals?
4. Assume that 10-30% of the liquid flows out of the well.
a) How many gallons of chemicals come out with the wastewater in one well?
b) How many gallons of chemicals are left in the well?
Modeling Lesson Plan
- Pre-reflection
- Articles/video: What is fracking?
- Mini-investigation
- Students choose research questions to model with math
- Computer lab for research
- Presentations
- Post-reflection
What’s the Straight Dope on fracking? People on the left say it poisons everything for miles around and can’t be done safely. People on the right say it allows access to cheap domestic fuel and can reduce or even eliminate our dependence on foreign oil. – Jeff Grippie, White Plains, New York
Every so often the world presents us with little IQ tests revealing our ability to think rationally in the face of ideology, emotion, and other distractions. The recent debt-ceiling debate, for example – let’s say I didn’t see a good argument for why we survived and not the Neanderthals.
Now the test case is energy. One wants to be optimistic, but dolphins, take note: there’s a chance that spot as Earth’s intelligent apex predator may be short-lived.
**Background:** Most oil and gas extracted till now has been found in porous rock, which allows for relatively easy harvesting. However, large reservoirs of petrochemicals remain locked up trapped in rock as impermeable as brick or concrete.
Several technologies have been developed to get at these “tight and unconventional” reserves. The first is directional drilling, where you start drilling a well vertically, then turn the bit horizontally and bore sideways to free gas and oil that are difficult to reach from directly overhead.
The second is rock fracturing, which breaks up rock to allow trapped oil and gas to escape. Rock fracturing isn’t new; as far back as 1860 miners were using being detonated in oil wells to good effect – but the current method, using hydraulic fluid under high pressure, is more efficient. That’s fracking, which is most effective and economical when it’s combined with horizontal drilling.
Fracking has its problematic aspects. Among them:
- **Toxic chemicals.** Fracking fluid is mostly water plus fine sand (used for wedging open the cracks created), but also may contain various friction reducers, disinfectants, surfactants, acids and corrosion inhibitors. Some of these chemicals, such as benzene, are carcinogenic, some are otherwise harmful to people or the environment, and some – well, a 2011 congressional investigation found fracking companies had been using tens of millions of gallons of fluid containing chemical ingredients considered proprietary by the suppliers. To put it another way, drillers were injecting vast quantities of stuff into the ground without even knowing what it was.
- **Water consumption.** An analysis of 15,000 frackings wells in the Barnett shale region of Texas found they consume about 1/10th as much water as Dallas. Overall, fracking consumes less than 1 percent of Texas pumpage, but the Southwest U.S. has limited water resources – things could get pretty dry.
- **Contamination.** Some injected water returns to the surface, carrying with it brine and other pollutants that could leak into aquifers and water wells. A possible related problem is methane migrating into places where it shouldn’t, giving rise to the disquieting phenomenon (check out YouTube) as flammable tap water.
- **Earthquakes.** Some claim fracking sites are prone to them; others scoff.
I don’t dismiss these concerns. Nonetheless, the environmental cost of fracking so far seems controllable and beats alternatives like coal.
But here’s the thing: we don’t have much choice. Let’s review:
1. By my rough calculations, the point at which world fossil-fuel extraction will peak, and thereafter decline, will occur around 2100. That’s a while from now, certainly much further out than I feared before the dimensions of the fracking boom became apparent. Nonetheless, it’s within the lifetime of people now alive.
2. Fossil fuels account for the vast majority of global energy consumption. Absent suitable replacements by 2100, our descendants are going to put too fine a point on it, screwed.
3. The idea that alternative energy sources such as wind, solar, etc., will be adequate substitutes for fossil fuels is a fantasy. As MIT professor Daniel Nocera has shown, even if all known alternative resources plus nuclear power (see below) are tapped to their potential limits, and current fossil-fuel consumption stays constant, we’ll barely have enough juice to provide the world’s billions with (on average) a Poland-level lifestyle by 2050.
4. Yes, nuclear power is one long-term energy source that hasn’t yet been maximized. But in Nocera’s analysis, just to keep up with expected demand over the next 40 years, we’d have to build an additional nuclear power plant every two weeks.
5. Not going to happen, obviously. But the fracking boom plus the exploitation of other unconventional fossil fuel resources such as Alberta sands may have bought us an additional 50 years.
6. That doesn’t mean we can blithely frack away with no thought to the future. The unfortunate lesson many will draw from the boom is that a solution to our problems will be easy money. Nonsense. Setting aside the question of energy exhaustion, there’s this thing called global warming, to say nothing of the deadly pollution afflicting much of Asia.
Point is, we have more time than we think, but not much. If we manage wisely, we may avoid disaster. If not, and particularly if we pretend the solution is to somehow not use fossil fuels, as opposed to using them more efficiently while we transition to something else, see number 2 above. Copyright 2013 Sun-Times Media, Inc. All rights reserved
Send questions to Cecil via straighthope.com or write him c/o Chicago Reader, 350 N. Orleans, Chicago 60654.
Introduction
1. What do you know about fracking? (What is fracking? Where does it happen? Who is involved?)
2. How do you think math can be useful in understanding issues like fracking?
3. There is a good chance that fracking will come to Athens County. If a company asks to put a well on your family’s land, what will you tell them? Why?
In your group, read your assigned article together and discuss with your group.
4. What are 3 main points of the article?
5. What is surprising to you?
When groups share their findings, record any important information below.
6. New and important information that helps me understand fracking:
7. What are three questions that you have about fracking?
Presentation Guidelines
You must prepare 2-3 slides presenting the following information:
1. One slide must have your question and your answer. Your answer may or may not be the full answer to your question, but it should explain what you discovered.
2. One slide must show or describe the math that you completed while answering your question.
3. Optional: title slide with your name and question.
Things to keep in mind: you will be presenting this to your classmates, so your audience is already familiar with the basics of fracking! Keep your presentation focused on the unique part of YOUR project: the question you asked, and the math that you calculated.
You will be graded on the following:
1. Math content (at a 7th grade level): such as proportions, percent change, percent.
2. Fracking information is accurate and easy to understand
3. Calculations are accurate and clearly represented
4. Information on the 2-3 slides is brief and informative
Student Research Questions
- How much waste is put underneath our water system with one well?
- How many hydro power plants does it take to generate the same amount of power as a fracking well produces in one day?
- How much money in resources do we get out of the ground from fracking?
- How many gallons of water does it take to break up all the rocks to get the resources?
- How much do the companies make?
- How can you get rid of it in a safe manner?
Some needed modification…
- How does fracking affect animals? (no info available)
- What percent of the United States uses fracking? (too broad)
Fracking Reactions
1. What is fracking?
2. What is the most positive aspect of fracking?
3. What is the most negative aspect of fracking?
4. Why do you think people are against fracking in their counties?
5. How did you use math during this activity?
6. How can people use math to understand the world?
Discussion!
What does teaching for social justice mean to you? (of or for or something else?)
How do you do it?
- Examples of lessons
- Ways to overcome difficulties
Prepare to report out 3 key ideas to the group
Continue the conversation…
▶ Google groups
▶ Visit KatieAHendrickson.com, click on “presentations” (links to articles and files used)
▶ Email me! email@example.com
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Radiation is around us all the time. It is as much a part of our everyday environment as the light and heat of the sun’s rays. Scientists call this background radiation and measure it in units called millirems.
Earth has always been radioactive. In fact, the natural radioactivity in the environment is just about the same today as it was at the beginning of the Neolithic Age, more than 10,000 years ago.
The water we drink, the food we eat, the air we breathe – all contain radioactive elements that occur naturally and always have been on Earth.
People living in Denver (high elevations) get more cosmic radiation from the sun than people in Dallas (low elevations).
Television depends on radiation to form the picture, yet modern sets give off a barely detectable level of radiation.
There are many different kinds of radiation that can be both beneficial and harmful under some circumstances. For example, while none of us would be alive without radiant energy from the sun, excessive exposure can cause skin cancer.
A person traveling on a transcontinental flight at an altitude above 33,000 feet receives about 3 to 5 millirems of radiation per trip. This is more than you would receive if you spent 24 hours a day at the gate house of a nuclear power plant for an entire year.
For most people, the biggest single source of man-made radiation exposure is medical tests.
Mother Nature’s Reactor! In 1972, scientists found the remains of a natural nuclear reactor located in a uranium mine in Oklo, Gabon, Africa. Evidence shows that a nuclear chain reaction occurred in the mine 1.5 billion years ago.
A portion of each person’s annual dose of radiation, about 40 mrems, comes from inside the human body. This results from the decay of naturally occurring radioactive atoms found in such elements as potassium contained in our bodies.
American Nuclear Society
Communications and Outreach
555 North Kensington Ave.
La Grange Park, IL 60526-5592
708-352-6611 telephone
firstname.lastname@example.org e-mail
www.NuclearConnect.org
Estimate Your Personal Annual Radiation Dose
## Estimate Your Personal Annual Radiation Dose
| Factors | Common Sources of Radiation | Your Annual Dose (mrems) |
|---------|-----------------------------|-------------------------|
| **Where You Live** | **Cosmic Radiation (from outer space)** | mrem |
| Exposure depends on your elevation (how much air is above you to block radiation). Amounts are listed in mrem (per year). | 26 mrem | 35 mrem | 6-7000 ft | 66 mrem |
| At sea level | 2-3000 ft | 35 mrem | 6-7000 ft | 66 mrem |
| 0-1000 ft | 28 | 3-4000 ft | 41 | 7-8000 ft | 79 |
| 1-2000 ft | 31 | 4-5000 ft | 47 | 8-9000 ft | 96 |
| 5-6000 ft | 52 | | | | |
| (Elevation of cities (in feet): Atlanta 1050; Chicago 595; Dallas 435; Denver 5280; Las Vegas 2000; Minneapolis 815; Pittsburg 1200; St.Louis 455; Salt lake City 4400; Spokane 1890.) | | | | | |
| **Terrestrial (from the ground)** | mrem |
| If you live in a state that borders the Gulf or Atlantic Coasts, add 16 mrem | | | | | |
| If you live in the Colorado Plateau area, add 63 mrem | | | | | |
| If you live anywhere else in the continental US, add 30 mrem | | | | | |
| **House Construction** | mrem |
| If you live in a stone, adobe, brick or concrete building, add 7 mrem | | | | | |
| **Power Plants** | mrem |
| If you live within 50 miles of a nuclear power plant, add 0.01 mrem | | | | | |
| If you live within 50 miles of a coal-fired power plant, add 0.03 mrem | | | | | |
| **Food, Water, Air** | **Internal Radiation**<sup>2</sup> | 40 mrem |
| From food (Carbon-14 and Potassium-40) & from water (radon dissolved in water) | | | | | |
| From air (radon) | 228 mrem | | | | |
| **How You Live** | Jet Plane Travel | 0.5 mrem per hour in the air | | | |
| If you have porcelain crowns or false teeth<sup>3</sup> | 0.07 mrem | | | | |
| If you go past luggage x-ray inspection at airport | 0.002 mrem | | | | |
| If you view a TV or computer screen which uses CRT technology<sup>4</sup> | 1 mrem | | | | |
| If you smoke 1/2 pack of cigarettes every day of the year | add 18 mrem | | | | |
| If you have a smoke detector | 0.008 mrem | | | | |
| **Medical Tests** | **Medical Diagnostic Tests – Number of millirems per procedure**<sup>5</sup> | | | | |
| X-Rays: Chest-10 mrem, Mammography (2 views)-72, Skull-10, Cervical Spine-20, Lumbar Spine-600, Upper GI-600, Abdomen (kidney/bladder)-700, Barium Enema-800, Pelvis-60, Hip-70, Dental Bitewing/Image-0.5, Extremity (hand/foot)-0.5 | | | | | |
| CT Scans: Head-200 mrem, Chest-700, Abdomen/Pelvis-1000, Extremity-10, Angiography (heart)-2000, Angiography (head)-500, Spine-1000, Whole Body-1000, Cardiac-2000 | | | | | |
**Your Estimated Annual Radiation Dose**
---
We live in a radioactive world - humans always have. Radiation is part of our natural environment. We are exposed to radiation from materials in the earth itself, from naturally occurring radon in the air, from outer space, and from inside our own bodies (as a result of the food and water we consume). This radiation is measured in units called millirems (mrems). The average dose per person from all sources is about 620 mrems per year. It is not, however, uncommon for any of us to receive less or more than that in a given year (largely due to medical procedures we may undergo). Standards allow exposure to as much as 5,000 mrems a year for those who work with and around radioactive material.<sup>1</sup>
1. See http://www.nrc.gov/about-nrc/radiation/health-effects/info.html
2. Average values.
3. Some of the radiation sources listed in this chart result in an exposure to only part of the body. For example, false teeth or crowns result in a radiation dose to the mouth. The annual dose numbers given here represent the “effective dose” to the whole body.
4. The value is less than 1, but adding a value of 1 would be reasonable.
5. Exposures for medical tests vary depending upon equipment and the patient. The doses listed are an average for an actual exposure.
Primary sources for this information are National Council on Radiation Protection and Measurements Reports: #92 Public Radiation Exposure from Nuclear Power Generation in the United States (1987); #93 Ionizing Radiation Exposure of the Population of the United States (1987); #94 Exposure of the Population in the United States and Canada from Natural Background Radiation (1987); #95 Radiation Exposure of the U.S. Population from Consumer Products and Miscellaneous Sources (1987); #100 Exposure of the U.S. Population from Diagnostic Medical Radiation (1989); and #160 Ionizing Radiation Exposure of the Population of the United States (2009). | 0f6d37c7-06e8-4bb7-932f-2c994660afed | CC-MAIN-2021-43 | https://assets-global.website-files.com/5ed97259050e9609486076e1/5ed97cf591700277c8e6a98b_Radiation_Dose_ChartFINAL2013_1.pdf | 2021-10-27T01:36:28+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00456.warc.gz | 194,474,149 | 1,840 | eng_Latn | eng_Latn | 0.992997 | eng_Latn | 0.99477 | [
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Pulling Together in the Winter
KATIE CHAPMAN, DIRECTOR OF ENVIRONMENTAL EDUCATION
Winter is here. As I type out this Director's Minute, my husband and I have just come in from scooping out a friend's car that was stuck at the end of her driveway down the street. There was a nice-sized group of neighbors, all armed with shovels and willing spirits, helping to move her car. We exchanged pleasantries a bit after we got the car safely in the garage - a little joking, a little finishing up of scooping her sidewalks and driveway, a little small talk - before Charlie and I headed back home. Unwilling to go in and parent our kids just yet (don't judge, they've been home for what seems like 400 years over an extended winter break!), we scooped off our deck and sidewalk before stomping off our boots and heading inside for a cup of coffee.
I've always enjoyed that facet of living in small-town Minnesota...all over Facebook this morning I've seen pictures of people helping each other out with snow removal, offering to watch kids and help them with schoolwork, pushing out vehicles, folks running errands for neighbors, bringing over meals and snacks... It seems like the mantra for this time of year is, "The snow is already making life hard enough - what can I do to make life easier for someone else?" It sure makes living in what feels like the Arctic tundra seem a little bit warmer.
Unfortunately, all this snow and ice is tough on our wildlife. We've observed animals of many, many species out scavenging for food - foxes, pheasants, deer, hawks and eagles, to name a few. Steer clear of wildlife as they may encroach close to residences looking for food. Feed the birds! Spring will be here soon enough!
Stay Cozy -- Katie
We are so lucky to have a beautiful state trail in southwest Minnesota!
From the MN DNR: "The Casey Jones State Trail consists of three segments. The longest segment is 12 miles of former railroad grade between the city of Pipestone and the Pipestone/Murray county line. The eight mile segment from Pipestone to County Road 67 is paved. The next two miles leading into the town of Woodstock have a graded gravel surface, and the remaining two miles have an unmaintained, natural surface. A second, small, natural-surfaced segment runs west one and one-half miles from the city of Lake Wilson. The third portion of the trail is a six mile, paved loop between Lake Shetek State Park and the city of Currie. (Horseback riding is not allowed on this portion.)"
Do you have a favorite park or hiking trail? Email Katie to have it featured for our Adventure of the Month!
Good Nature Reads
courtesy of Slayton Public Library!
Do you like to camp? Slayton Public Library has some great camping books for kids. The books pictured here have fun activities to do, what to look for on trails, and even some camping recipes.
-Trish Grieme, Assistant Librarian
DAYCARE PROGRAMS
Do you, or does someone you know, run a daycare here in southwest Minnesota or southeast South Dakota? Have you been trying to think of a fun, nature-based activity for your little ones? Look no further - SLM Nature Daycare Visits are your answer! For $4/child (plus mileage if we travel to you) your group will receive a fun program that can include meeting a live camp animal, creating a make & take craft, outdoor exploration, storytime, and more! Contact us here at camp: 507-763-3567, visit our Facebook page at www.facebook.com/shetekELC, or visit our website at www.shetek.org to learn more about the varieties of daycare programs we offer throughout the year. There's fun in the outdoors all year round! Photos below are from daycare programs in all seasons!
Where does a snowman get the weather report? The winternet!
What kind of math do Snowy Owls do best? Owlgebra!
Do you need to purchase education supplies online? Support Shetek Lutheran Ministries by using Amazon Smile - an easy way to benefit camp by simply buying things you need! Check out the instructions below to use Amazon Smile via the app:
Step 1: Download the Amazon app
Step 2: Click the three lines at the bottom right, scroll through the menu and select "Amazon Smile" under Settings
Step 3: Turn on Amazon Smile and look up/select Shetek Lutheran Ministries as your desired charity
Step 4: Turn on notifications to keep Smile on in the app. Now it's ready to use!
Nature exploration ideas
- click the underlined links to learn more!
Light-Up Terrarium Kit
Snowball Makers
Hiders Seekers Finders Keepers
REMINDER: NOW IS A GREAT TIME TO CLEAN OUT YOUR SCHOOL SUPPLIES AND RESTOCK YOUR KIDS' DESKS! USE WHAT YOU HAVE BEFORE YOU BUY MORE!
Located at the north end of Keeley Island on the breathtaking Lake Shetek, Shetek Lutheran Ministries is home to 27 acres of wooded land and lakeshore. Adventure is everywhere as you grow and learn! Camp is a perfect place to try new things, get dirty, and explore the world around you. Schedule a field trip for your school or organization for the upcoming 2022-2023 school year soon!
**What teachers had to say:**
"Our field trip was well organized and the subjects perfectly complemented what we are studying in the classroom! Katie kept us on schedule and even included more activities than planned. The volunteers for each session were amazing. I would recommend Shetek to any teacher looking for an educational and fun field trip for their students, of all ages - my students loved camp!"
- Local 5th grade teacher
"I am a homeschooling mom of 5 kids and recently attended a maple syrup field trip at Shetek. I was happy that the activities were balanced and appropriate for all ages and they were very educational. My kids still talk about tasting sap and syrup! Thank you."
- Sarah
"We brought our kindergarten class out for a field trip this spring and we had a busy and fun day! The color hike and meeting the animals were our favorite activities."
- Local Kindergarten teacher
"In Southwest Minnesota, we are so fortunate to have environmental education opportunities right in our 'backyard' at Lake Shetek. Our students have enjoyed fall, winter, and spring adventures right on site from knowledgeable director, Katie Chapman, who is passionate about what she does. We've also had her travel to our schools for hands-on learning about the Ojibwe, maple syruping, snow shoeing, animal adaptations, and more."
- Tina Bengtson, MCC West Elementary 4th grade teacher
Meet the Teacher!
KATIE CHAPMAN
DIRECTOR OF ENVIRONMENTAL EDUCATION
email@example.com 507-763-3567 14 Keeley Island Dr. Slayton, MN 56172
PROFILE
I received my Bachelor's of Science in Environmental Science with a minor in Indigenous Nations and Dakota Studies, and Master's of Science in Outdoor and Environmental Education! I've been teaching and guiding outdoor learning experiences for almost 20 years!
SKILLS
Firebuilding •••••
Canoeing •••••
Nature Art •••••
Wrangling Kids •••••••
HOBBIES/SPECIAL INTERESTS
• Hiking
• Cooking
• Coaching Girls on the Run
• Cub Scout Cubmaster
PERSONAL FACTS
My husband and I live in Slayton, MN with our two kids, along with a variety of pets: our black lab, two cats, and about 30 Madagascar hissing cockroaches!
Featured Minnesota Critter: The Snowshoe Hare
The snowshoe hare is a well-known creature of the Minnesota north woods. A mammal well adapted for the bitterly cold winters that besiege our state, snowshoe hares possess many physical traits that help them survive and thrive during the winter. From fur color changes to diet choices, they are great examples of just how specialized animals are to live in the most inhospitable of environmental conditions. Let's learn more!
As far as environmental importance is concerned, the populations of larger predators - coyotes, wolves, lynx, bobcats, fox, great horned owls, snowy owls, and more - greatly depend on the population of the snowshoe area. As a key prey species to many predators, the survival of snowshoe hares helps to protect the environment's biodiversity.
A few cool adaptations: Snowshoe hares are named as such for their very large hind feet lined with stiff hairs that form a snowshoe, supporting their weight on the surface of the snow. This helps with being mobile to find food in all seasons! In the summertime they eat herbaceous plants and the new growth of woody vegetation. In winter, they eat twigs, buds, and bark. KIDS, CLOSE YOUR EYES: Hares will also re-ingest their feces to extract all of the available nutrients from their food. In other words...they eat their poop! Hares produce two to three litters of young a year and females re-mate soon after the birth of a litter. Males and females have multiple mates throughout the year. Babies are mobile soon after birth! Their fur color changes with the seasons, and they're great at sitting still to avoid detection from predators!
Get Involved!
Volunteer Opportunities are always available here at Shetek! Call us at Shetek Lutheran Ministries to find out more about how you can help!
Needs
-- New or Gently Used Ski Poles --
-- Storage totes, drawer sets, tubs, etc. --
-- New Backpacks --
-- Gardening Tools in Good Condition --
-- Garden Seeds (Flowers, Veggies, Herbs) --
-- Wild Birdseed --
We also have a variety of carpentry and other service-related volunteer opportunities -- email Katie to find out more!
Every Donation Makes a Difference! Thank You!
Shetek Lutheran Ministries
14 Keeley Island Dr.
Slayton, MN 56172
507-763-3567
firstname.lastname@example.org
Find Us Online:
Facebook: www.facebook.com/shetekELC
Instagram: shetekELC
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Cost of living crisis & food insecurity in Shropshire
Emily Fay, Programme Manager, Public Health, Shropshire Council
email@example.com
Food Poverty in Shropshire
Food crisis v long term food insecurity
In 2021
• 13.87% in food insecurity
• 5.36% Shropshire residents experience hunger
• 9.31% households worried about their food insecurity [LGA]
• Last year Ludlow Foodbank supported 803 different people
• Change in client group – increase people in work
Who is likely to be living in food poverty?
2019/2020 Family Resources Survey, DWP
- 8% of UK households have low food security
- 11% of households with children have low food security
- 29% of all single parent households have low food security
- 43% of households in receipt of UC have low food security
2021 Food Foundation Report - A crisis within a crisis: the impact of Covid 19 on household food security
Groups with higher levels of food insecurity
• Limited a lot by health problems/disability x5 compared to those with no health problems/disabilities
• Severely clinically vulnerable x2 compared to average
• Food sector workers x1.5 compared to non-food sector workers
• BAME x2 compared to white British
Older People Key Challenges
- **Higher proportion of older people than other areas**
- 82,000 people aged 65 and over.
- Rising from 63,300 in 2011, a 29.5% rise (compared to a 20.1% rise in England)
- **Tight budgets**
- State Pension = £9627
- In April 2022 State pension rose by 3.1%, less than inflation
- **Entitlement going unclaimed**
- Pension Credit one of the most unclaimed benefits
- 33% of those eligible in Shropshire are not claiming
- Costs the local economy £323,675 each year
**People with long term sickness or disability**
- **Higher energy bills**
- For some disabled people, energy is needed to run health, medical or mobility equipment
- **Disability premium**
- Disabled people face extra costs of £583 per month
- **Increased risk of poverty**
- Nearly half of all people living in poverty live in a household where someone is disabled
- **In Shropshire**
- 12,561 claim Personal Independence Payments to pay for help with daily living or mobility costs
Working age families with children
01 Single parent households and larger families (3+) children particularly at risk
02 In Shropshire, 8922 children live in an absolute low-income household
03 6598 children are eligible for free School meals
04 Half of all families have either no savings, or less than £1,500
05 Growing up in poverty has impacts across a child's life course
“The country is facing a humanitarian crisis. Many people could face the awful choice between skipping meals to heat their homes and having to live in cold, damp and very unpleasant conditions. This in turn could lead to outbreaks of illness and sickness around the country and widen health inequalities, worsen children’s life chances and leave an indelible scar on local communities.”
“Health leaders are clear that unless urgent action is taken by the government this will cause a public health emergency.”
Cost of Living Vulnerability Index
Quartiles for All English single tier and district councils
125-6,077 817-4,900 600-4,136 1,194-4,1709
| Category | Description |
|-------------------|-----------------------------------------------------------------------------|
| Household Fuel Risk| Proportion of households in fuel poverty based on "Low Income Low Energy Efficiency" (LILEE) methodology
| Median gas consumption (kWh per meter)
| Median elec consumption (kWh per meter)
| Housing in poor condition indicator
| Houses without central heating indicator |
| Cohort Risk | Years of potential life lost indicator
| Comparative illness and disability ratio indicator
| Acute morbidity indicator
| Mood and anxiety disorders indicator
| Household overcrowding indicator |
| Travel Fuel Risk | Road distance to a post office indicator (km)
| Road distance to a primary school indicator (km)
| Road distance to general store or supermarket indicator (km)
| Road distance to a GP surgery indicator (km) |
| Economic Risk | Income Score (rate) |
Shaping Places for Healthier Lives: Solving Food Insecurity in South-West Shropshire
Shropshire's rural context
- Limited access to affordable food retailers
- Rural fuel premium
- Low wage economy – many people claiming benefits to top up low wages
- Lack of rural transport infrastructure - bigger reliance on cars
- Limited or no internet access / limited mobile signal
What makes us healthy?
Good health matters, to individuals and to society. But we don’t all have the same opportunities to live healthy lives.
To understand why, we need to look at the bigger picture:
- Good work
- Our surroundings
- Money and resources
- Housing
- The food we eat
- Education and skills
- Transport
- Family, friends and communities
The healthy life expectancy gap between the most and least deprived areas in England is over 18 years.
Find out more: [health.org.uk/what-makes-us-healthy](http://health.org.uk/what-makes-us-healthy)
Impact on Health
Money and resources
1 in 5 of the UK population live in poverty. Over half of these people live in working households. Poverty damages health and poor health increases the risk of poverty.
An inadequate income can cause poor health because it is more difficult to:
- Avoid stress and feel in control
- Access experiences and material resources
- Adopt and maintain healthy behaviours
- Feel supported by a financial safety net
Living with the day-to-day stresses of poverty in early childhood can have damaging consequences for long-term health.
Money can allow people to access the basics they need to fully participate in society. Yet, 48% of 21-24 year-olds earn less than the living wage.
Healthy behaviours can feel unattainable. It is 3 times more expensive to get the energy we need from healthy foods than unhealthy foods.
A safety net enables people to invest in their future. In a recent study, 40% of people with unmanageable debt said they were less likely to study or retrain.
References available at [www.health.org.uk/healthy-lives-infographics](http://www.health.org.uk/healthy-lives-infographics)
Our food system: Healthy Food for all
Current problems
• Food poverty
• Food access
• Unhealthy diets
• Diet related Ill health/ Obesity
• Malnutrition (Older people)
• Social isolation
• Food education
• Low pay in the food sector
Part of the solution?
• Food Crisis Support
• Maximising Incomes
• Growing projects
• Cooking projects
• Sharing projects
• Meals on Wheels
• Building skills & knowledge
• Whole school approach to food
• Improving access to food
Shropshire Council (Public Health) is leading work to develop a 5-year Healthy Weight Strategy for Shropshire.
- whole system approach recognising complex, multiple factors that influence weight across life-course – biological, economic, societal, cultural, food environment, physical environment
- agree local priorities for action -
- To prevent obesity and promote a healthy weight for all Shropshire residents
- Informed by emerging evidence and the views and experiences of those living and working in Shropshire
- healthy weight is important to long-term health & wellbeing
- reducing obesity is a Health & Wellbeing Board and ICS priority
- overweight & obesity in adults and children increases risk of range of health problems including Type 2 diabetes and cancer
Your views are important!
Please share your views via our short online survey (as a member of the Public, or stakeholder organisation)
Public Survey
https://www.surveymonkey.co.uk/r/HealthyWeightPublic
Stakeholder Survey
https://www.surveymonkey.co.uk/r/HealthyWeightStakeholders
Alternatively, you can email your views to firstname.lastname@example.org
Thank you
Social Taskforce: Supporting Shropshire residents through the cost-of-living crisis
Work of the Taskforce
- Developing Communications
- Training Sessions for frontline staff
- Lobbying Government
- Data – Targeting support
Shropshire’s Support System
| Face to face conversations | Telephone | Financial Support |
|---------------------------|-----------|-------------------|
| Trained staff/volunteers | SC Cost of living line | Household Support Fund – Targeted to support vulnerable families |
| Shropshire Local | Citizen’s Advice Shropshire Advice Line | SC Welfare Team |
| Libraries | Age UK STW Benefits team | Energy grants |
| Warm Welcome | Keep Shropshire Warm/ Marches Energy Agency | Food banks |
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Save energy.
Opt for energy-efficient bulbs and appliances, and switch lights off when not in use. Go solar if possible!
Recycle Organics & Paper
Ensure plastic, paper, metal, glass and food scrap bins are available in the office.
Conserve Water
Don't let the tap run unnecessarily when washing hands or dishes.
Encourage cycling to work.
Provide bike storing facilities in the office.
Go natural.
Use insulation and shade instead of heaters and air conditioning.
Work Remotely
When possible, work from home to avoid commuting.
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MAGIC TREE HOUSE
THE GRAPHIC NOVEL
JACK AND ANNIE’S
Graphic Novel
Activities Brochure
CRAFT ACTIVITY: Popsicle Stick Dinosaur
Create your own dinosaur with this craft idea!
WHAT YOU’LL NEED:
- Popsicle sticks
- Glue
- Card stock or heavy paper
- Colored pens, pencils, markers, or crayons
- Green paint
- Scissors
STEP 1: Paint three Popsicle sticks green and let them dry. Once they are dry, glue them into a triangle.
STEP 2: Create a body for your dinosaur. Have an adult help you cut these shapes from your paper:
- A large triangle for the body
- A long oval for the tail
- A few small triangular spikes for the back
- Rectangles for the legs
- An L-shape for the head
STEP 3: Glue the large triangle representing the body onto the back of the Popsicle sticks. Then glue the head, tail, legs, and spikes onto the dinosaur and let the glue dry.
STEP 4: Once dry, draw a face and a design on your dinosaur. Now you’ve made a dinosaur for the (prehistoric) ages!
Create Your Own Dinosaur
Sometimes when you’re creating a story, it’s fun to use your imagination and make up your own animals and adventures! Draw your dinosaur below and tell us all about them—you can even use your Popsicle stick dinosaur as inspiration!
My dinosaur is called: ____________________________
It likes to eat: ___________________________________
It lives: _________________________________________
Royal Crown Creations
The perfect way to bring the Middle Ages to your home is to dress the part! Tap into your inner artist and create a crown suitable for royalty to inspire more medieval adventures!
Ask a grown-up’s permission before using scissors!
WHAT YOU’LL NEED:
• Construction paper
• Colored pencils, crayons, or markers, stickers, decorations
• Scissors
• Stapler or tape
STEP 1: On a piece of construction paper, draw a crown. The crown should be a long rectangle shape with triangles on the top.
STEP 2: With a grown-up’s help, cut out the crown. Measure the paper. You may need two or more pieces of construction paper to fit around your head.
STEP 3: Before you build your crown, you will want to decorate it! Use stickers, color it in, or draw shapes. Once you have decorated the crown, staple or tape the ends of the pieces of paper so that all pieces are connected. Place on your head, and imagine the royal adventures you and your characters will have!
Scan the QR code for more adventures!
Fill in the Blanks
Learn how different words can change a scene!
Fill in the blanks to make this story your own.
Jack and Annie slipped out the door into the _______________ (adjective) early-morning air. ________________ were chirping. (animal, plural)
The ________________next door barked. (animal)
“Quiet, ________________!” whispered Annie. (name)
______________stopped barking. Animals always seemed to do what Annie said. “Let’s ________________!” said Jack. (verb)
Jack and Annie ________________ across the dark, wet lawn and didn’t stop until they reached the Frog Creek woods. (verb, past tense)
“We need the ________________ now,” (noun) said Jack. Annie took it off her belt and switched it on.
Create Your Own Papyrus Paper
Ancient Egyptians made a paper-like substance called papyrus. Now you can create paper, too!
WHAT YOU’LL NEED:
- Brown paper bag
- 1/4 cup of glue
- Wax paper
- 1/4 cup of water
- Bowl
- Stir stick
STEP 1: Take the brown paper bag and rip it into one-inch-wide strips of equal length. Lay out a sheet of wax paper to be used later.
STEP 2: In a bowl, mix the water and glue together. Stir with your stick until fully blended.
STEP 3: Dip the paper bag strips into the glue mixture, making sure each strip is completely coated. You can use the stir stick to remove any excess glue.
STEP 4: Lay half of the strips side by side on the wax paper, letting them overlap a little. Place the remaining half of strips horizontally over the top of the bottom layer. Let dry overnight.
Now you have a version of papyrus paper like the ancient Egyptians made!
Magic Tree House® Word Search
Can you find the words in the word search below?
ADVENTURE
ANNIE
CASTLES
DINOSAURS
JACK
KNIGHTS
MUMMIES
PTERANODON
PYRAMIDS
TREE HOUSE
ANSWERS
Scan the QR code for more adventures!
Fill in the Speech Bubbles
Practice writing dialogue in the scene from *Pirates Past Noon*.
What do you think Jack and Annie would say?
Color the Pirate
Different colors can bring characters to life.
Color the pirate below.
© 2023 Mary Pope Osborne. Magic Tree House is a registered trademark of Mary Pope Osborne, used under license.
Illustrations © 2022 by Kelly & Nichole Matthews. Art and cover created from Shutterstock, Inc.
Available Now!
Scan the QR code for more adventures!
If you were to create your own Magic Tree House® graphic novel, what would the cover look like? Design the cover below or on your own piece of paper.
Scan the QR code for more adventures!
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For the fourth annual SCESY Schools’ Climate Conference we hosted 21 schools, including 15 Primary Schools, 5 Secondary Schools and 1 College, from across South Yorkshire, including 134 students and 30 teachers. With the help of 34 volunteers on 29th February we organised a day of climate education, entertainment and discussions to inspire students and children to take action.
For the first time, in 2024 we trained 24 Climate Fresk facilitators to run 21 Climate Fresk Workshops. This is an innovative interactive way of engaging with the causes and effects of climate change.
What did the teachers think?
“Climate Fresk was a great and engaging way to learn about the causes and effects of climate change.”
“It was fantastic to see young people so inspired!”
What did the students think?
“I really enjoyed today’s learnings as I feel more confident on the subject and I know how I can help”
“Today was amazing!”
Below is a visual representation of the frequency of key words that students and teachers selected in our evaluation forms to describe the Climate Fresk workshops:
- Fun
- Inspiring
- Interesting
- Informative
- Powerful
- Fascinating
- Life changing
- Clear
- Motivating
- Helpful
- Scary
- Saddening
Lunchtime
During lunchtime we hosted 10 stalls to help the schools gather inspiration for climate action planning.
Average Rating of 4.21 for Lunchtime Stalls
The Afternoon
After Lunchtime, inspired by the stalls and the morning Climate Fresk workshops, schools developed their own climate action plans. This was followed by a climate-focused musical performance by Lucy and Hazel.
Average Rating of 4.27 for the Musical Performance
Our 2024 Climate Conference reached its conclusion as we were joined by Lindy Stone from South Yorkshire Climate Alliance, local councillor, Toby Mallinson and a Teach the Teacher student representative. The panel was hosted by BBC Radio Sheffield Presenter Sile Sibanda and discussed the role schools and students have in fighting the climate crisis.
From Left to Right: Lindy Stone, South Yorkshire Climate Alliance, Toby Mallinson, SCESY Member and Local Councillor, Teach the Teacher Student Representative, Sile Sibanda, BBC Radio Sheffield Presenter.
What do our attendees want to do in the future to help fight the climate crisis?
Students say:
“I am going to stop wasting water, buy less fast fashion, recycle more and inform others of my experience”
“I am going to do my part by eating less meat and be more considerate when buying new ‘things’”
Teachers say:
“I am going to implement the action plan with our ambassadors”
“I am going to improve the climate curriculum at my school”
“I am going to help my students make the changes suggested today”
A special thanks to our sponsors!
Sheffield Town Trust
Church Burgessess Trust
LUSH
https://twitter.com/scesy_org
https://www.scesy.org.uk/ | 063afc77-f912-4c2d-80c5-6e0a61152df9 | CC-MAIN-2024-30 | https://www.learnsheffield.co.uk/Projects/documents/Climate-Emergency/SCESY%202024%20Conference%20Evaluation%20Infographic-optimised.pdf | 2024-07-23T00:13:27+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517927.60/warc/CC-MAIN-20240722220957-20240723010957-00622.warc.gz | 739,988,085 | 609 | eng_Latn | eng_Latn | 0.996327 | eng_Latn | 0.996444 | [
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**MAKING WAVES**
Fill in the blanks:
Tsunami is a ______________ word meaning ‘harbour wave’. A tsunami is a series of powerful waves that is caused by a disturbance on the sea or lake floor by an ____________, ____________, ____________ or ____________.
When people think of a tsunami they often imagine a scary 50 metre high wave but in reality tsunami are all different sizes.
Match the tsunami size to its impact.
- **1-3m**
- Potentially lethal
- Threat is mainly coastal. Some turbulence and strong currents.
- Some damage to fragile coastal stuff like wooden buildings, machines and electrics.
- **5m+**
- Potentially lethal
- Lots of damage and inundation. Damage to concrete buildings and coastal roads, pipes, electrical networks etc.
- **1m**
- Lots of serious damage and inundation. Buildings, roads, bridges, pipes and wires washed away.
- **3-5m**
- Potentially lethal
- Lots of damage and inundation. Damage to concrete buildings and coastal roads, pipes, electrical networks etc.
**NOT JUST NORMAL WAVES**
No matter where they occur tsunami can travel very fast. Even once a tsunami reaches land it keeps going, moving across land.
How fast can tsunami travel on land?
Circle the correct answer.
- 30km/h
- 300km/h
Can you figure out if these statements are True or False? Circle the correct answer.
A tsunami is caused by the wind, weather, tides and currents.
- True
- False
Only the top layer of the water moves in a surf wave.
- True
- False
Tsunami and surf waves speed up in shallow water.
- True
- False
There may be 10 mins to 2 hours between tsunami waves.
- True
- False
A wave is a form of energy transfer.
- True
- False
A tsunami is more powerful than a surf wave.
- True
- False
A natural warning sign of a tsunami is a long or strong earthquake.
- True
- False
HERE AT HOME
The New Zealand Tsunami Database: Historical and Modern Records records all tsunami that have been recorded or reported on from tide gauges, newspaper articles, harbour masters, records from ships, personal diary entries and Māori oral records within the last 200 years.
How many records does this database have?
Circle the correct answer.
123 345 939 334534
DID YOU KNOW?
If the tsunami’s origin is close to New Zealand a tsunami could arrive within minutes.
If you feel a LONG earthquake that lasts more than a minute or a STRONG earthquake that makes it hard to stand, or if you see or hear unusual ocean behavior, move immediately to the nearest high ground or as far inland as possible, as soon as any shaking has stopped.
Don’t wait for an official warning.
ANYWHERE, ANY TIME
All of Aotearoa New Zealand is at risk of tsunami. This means it is really important that we all know the natural warning signs of a tsunami.
Unscramble these letters to help you remember one of the natural warning signs of a tsunami.
NOGL OR RGSNOT ETG NEOG
______ __ _______ ___ ______
PRACTICE MAKES PERFECT
What THREE steps should you follow if you feel a long or strong earthquake while you are at the beach, by the coast or on a shoreline?
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
____________________________________________________________
Match the Tsunami Source to the average travel time it would take it to reach the coastline of Aotearoa New Zealand.
| Tsunami Source | Travel Time |
|----------------|-------------|
| | 1-3 Hours |
| | Minutes to an Hour |
| | 3 or more Hours |
What TWO things could you prepare in advance to be ready to evacuate to stay safe from a tsunami?
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
BONUS FACT
New Zealand has a network of DART (Deep-ocean Assessment and Reporting of Tsunami) buoys to provide early detection and support warnings for tsunami generated from the Kermadec and Hikurangi trenches and Pacific sources further away.
INVESTIGATING HAZARDS NEAR YOU
Using the New Zealand Tsunami Database: Historical and Modern Records. Plot 5 tsunami that have occurred in New Zealand in the last two hundred years on the map below.
Make sure you also include what caused the tsunami.
- Earthquake
- Volcano
- Landslide
- Other/multiple causes
- Unknown
Note: Only select tsunami that are definite = indicated by the green dot | 2def40b0-77d9-47e8-8689-77b366ec4db7 | CC-MAIN-2024-18 | https://af8.org.nz/media/holbgld4/woop-m7-activitysheet-final.pdf | 2024-04-15T13:26:40+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816977.38/warc/CC-MAIN-20240415111434-20240415141434-00006.warc.gz | 73,174,456 | 1,030 | eng_Latn | eng_Latn | 0.993164 | eng_Latn | 0.997631 | [
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4
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Grammar in Use
Practice makes perfect
Includes sample units from both levels
This highly successful grammar range for students of North American English is well known for its simple, clear explanations and innovative format. Every unit is a two-page spread, with presentation of grammar points on the left-hand page and practice exercises on the right. A unique combination of reference and practice, *Basic Grammar in Use* and *Grammar in Use, Intermediate* can be used as classroom texts or for self-study.
The new editions of these books include Audio CDs packaged with the texts as well as fuller explanations of troublesome grammar points and more exercises. Both books are now available in editions with and without answers.
**Basic Grammar in Use**
*Student’s Book*
**Basic Grammar in Use**
Reference and Practice for Students of English
Second Edition
Raymond Murphy with William R. Smalzer
Designed for high-beginning to low-intermediate students, this text focuses on the fundamental grammar structures normally taught in basic or introductory courses. Teachers using a main course book in lower-level classes may wish to assign *Basic Grammar in Use* as a reference guide so that students can look up grammar points that cause them difficulty. The second edition of this book contains:
- New units and additional exercises
- A study guide (available only in the edition with answers) that helps identify students’ areas of difficulty
- An Audio CD with recordings of example sentences so students can hear the grammar structures they are learning
**CONTENTS**
- Present
- Past
- Present Perfect
- Passive
- Verb Forms
- Future
- Modals, Imperatives, etc.
- There and it
- Auxiliary Verbs
- Questions
- Reported Speech
- –ing and to …
- Go, get, do, make, and have
- Pronouns and Possessives
- A and the
- Determiners and Pronouns
- Adjectives and Adverbs
- Word Order
- Prepositions
- Two-Word Verbs
- Conjunctions and Clauses
Student’s Book 0 521 62599 8
Student’s Book with Answers 0 521 62600 5
*High Beginning to Low Intermediate*
Grammar in Use Intermediate
Reference and Practice for Students of English
Second Edition
Raymond Murphy with William R. Smalzer
This text focuses on grammar structures that cause difficulty for intermediate students. The second edition of *Grammar in Use Intermediate* contains nine new units, more exercises, and three entirely new features:
- Additional Exercises that provide students with the opportunity to consolidate what they have learned
- A Study Guide (available only in the edition with answers) that can be used to identify students’ areas of difficulty
- An Audio CD with recordings of example sentences
*Grammar in Use Intermediate* is suitable for students who are preparing for the TOEFL® test or for other standard examinations.
**Contents**
- Present and past
- Present perfect and past
- Future
- Modals
- Conditionals and “wish”
- Passive
- Reported speech
- Questions and auxiliary verbs
- –ing and the infinitive
- Articles and nouns
- Pronouns and determiners
- Relative clauses
- Adjectives and adverbs
- Conjunctions and prepositions
- Prepositions
Student’s Book 0 521 62597 1
Student’s Book with Answers 0 521 62598 X
**Intermediate to High Intermediate**
**Grammar in Use Workbooks**
*Grammar in Use Workbooks*
William R. Smalzer with Raymond Murphy
The *Grammar in Use* Workbooks provide students with further opportunities to practice difficult grammar points and to consolidate their understanding of related grammar topics, such as different ways of expressing the future. They offer a wide range of challenging activities and opportunities to work with grammar structures in meaningful contexts. The Workbooks also include review sections for each group of units in the Student’s Books. These groups – such as the Present Perfect, Modals, and Articles – are listed in the table of contents of each Student’s Book. The *Grammar in Use*, Intermediate and *Basic Grammar in Use* Workbooks are available in editions with and without answers.
The *Grammar in Use* Workbooks can be used to:
- Provide practice of difficult grammar points
- Allow students to consolidate what they have learned in different units of the Student’s Books
- Expand on the range of exercise types used in the Student’s Books
- Offer opportunities to work with grammar structures in meaningful contexts
- Expose students to a more extensive vocabulary than the Student’s Books, with definitions provided for difficult words
**Basic Grammar in Use Workbook**
Workbook 0 521 79719 5
Workbook with answers 0 521 79720 9
**High Beginning to Low Intermediate**
**Grammar in Use Intermediate Workbook**
Workbook 0 521 79717 9
Workbook with answers 0 521 79718 7
**Intermediate to High Intermediate**
10.1 Where were these people at 3 o’clock yesterday afternoon? Where were you?
| | | | |
|---|---|---|---|
| 1. Bill was in bed. | 4. Mr. and Mrs. Hall on the beach. | 7. The weather was nice last week. | 10. Last year she was very happy. |
| 2. Elena and Pablo at home. | 5. We were at the party. | 8. You were here last Sunday. | 11. They weren’t here ten minutes ago. |
10.2 Write am/is/are (present) or was/were (past).
| | | | |
|---|---|---|---|
| 1. I’m fine this morning, but I was very tired last night. | 4. I like your new jacket. It’s very expensive. | 7. I was very hungry. Can I have something to eat? | 10. I feel fine this morning, but I was very tired last night. |
| 2. We’re here now. | 5. Why did you leave at 11 o’clock last Friday morning? | 8. “Where are the children?” “I don’t know. They were here ten minutes ago.” | 11. I was very tired last night. |
| 3. Don’t buy those shoes. They were very expensive. | 6. You weren’t happy with the hotel. Our room was very clean. | 9. Last year Amy was 12, so she’s 23 now. | 12. The traffic was bad. |
| 4. We weren’t here last Sunday. | 7. We weren’t here last night. | 10. Why were you late this morning? | 13. No, it was easy. |
| 5. They weren’t here ten minutes ago. | 8. Why were you late this morning? | 11. They were on vacation. | 14. Because you were late. |
| 6. You were here last Sunday. | 9. Why were you late this morning? | 12. The weather was nice. | 15. Yes, it was beautiful. |
| 7. They weren’t here ten minutes ago. | 10. Why were you late this morning? | 13. The weather was nice. | 16. Yes, it was beautiful. |
10.3 Write was/wasn’t or were/weren’t.
| | | | |
|---|---|---|---|
| 1. Bill was at work last week because he was sick. He’ll be better now. | 4. Kate and John are going to the party. They’ll be there, but John isn’t. | 7. The weather was nice. | 10. The weather was nice. |
| 2. We were not at the party. They were closed. They’ll be open today. | 5. “Where are my keys?” “I don’t know. They’re not there now.” | 8. You were here last night. | 11. You were here last night. |
| 3. Yesterday we were at a holiday, so the banks were closed. They’ll be open today. | 6. You were here last night. | 9. The weather was nice. | 12. The weather was nice. |
10.4 Write questions. Use the words in parentheses ( ) in the correct order.
| | | | |
|---|---|---|---|
| 1. [late / you / this morning / why?] Why were you late this morning? | 4. [angry / you / yesterday / why?] Why were you angry yesterday? | 7. [nice / the weather / last week?] How was the weather last week? | 10. [late / you / this morning / why?] Why were you late this morning? |
| 2. [hard / your exam?] How hard was your exam? | 5. [last week / where / Beth and Bill?] Where were Beth and Bill last week? | 8. [angry / you / yesterday / why?] Why were you angry yesterday? | 11. [late / you / this morning / why?] Why were you late this morning? |
| 3. [last week / where / Beth and Bill?] Where were Beth and Bill last week? | 6. [late / you / this morning / why?] Why were you late this morning? | 9. [nice / the weather / last week?] How was the weather last week? | 12. [late / you / this morning / why?] Why were you late this morning? |
Short answers
| | | | |
|---|---|---|---|
| 1. [he/she/it was] Yes, he/she/it was. | 4. [we/you/they weren’t] No, we/you/they weren’t. | 7. [were you late?] “No, I wasn’t.” “Yes, he was.” | 10. [was Scott at work yesterday?] “Yes, he was.” |
| 2. [he/she/it wasn’t] No, he/she/it wasn’t. | 5. [we/you/they weren’t] No, we/you/they weren’t. | 8. [were Amy and Matt at the party?] “No, they weren’t.” | 11. [was Scott at work yesterday?] “Yes, he was.” |
| 3. [he/she/it wasn’t] No, he/she/it wasn’t. | 6. [we/you/they weren’t] No, we/you/they weren’t. | 9. [were Amy and Matt at the party?] “No, they weren’t.” | 12. [was Scott at work yesterday?] “Yes, he was.” |
Study this example situation:
Ann is in her car. She is on her way to work.
She is driving now, at the time of speaking. The action is not finished.
Ann/We’re using the present continuous:
I am = I’m driving
he/she/it is = (s)he’s, etc.) working
we/you/they are = (s)he’re, etc.) doing, etc.
Let’s go out now. It isn’t raining anymore. (not It doesn’t rain)
(at a party) Hello, Lisa. Are you enjoying the party? (not Do you enjoy)
I’m tired. I’m going to bed now. Good night!
But the action is not necessarily happening at the time of speaking. For example:
Tom and Ann are talking. Tom says:
“I’m reading an interesting book at the moment.
I’ll lend it to you when I’ve finished it.”
Tom is not reading the book at the time of speaking.
He means that he has started it but has not finished it yet.
He is in the middle of reading it.
Here are some more examples:
Maria wants to work in Italy, so she is studying Italian, (but perhaps she isn’t studying Italian exactly at the time of speaking)
Some friends of mine are building their own house.
We use the present continuous when we talk about things happening in a period around now (for example, today, this week, this evening, etc.)
“Are you working this afternoon?” “Yes, I am.”
“Is Sarah working this week?” “No, she’s on vacation.”
We use the present continuous when we talk about changes happening now or around now:
The population of the world is rising very fast. (not rises)
Is your English getting better? (not Does your English get better?)
1.1 Complete the sentences using one of the following verbs in the correct form.
come get happen look make start say try work
1. “You’re working hard today.” “Yes, I have a lot to do.”
2. “Where’s Christine?” “I don’t know where she is?”
3. “I’m not going to work. Should I run in the night?”
4. They don’t have anywhere to live at the moment. They _______ with friends until they find a place.
5. “And let’s go!” “OK! I _______ an umbrella. It _______ to rain.
6. Do you have an umbrella? It _______ to rain.
7. You _______ a lot of noise. Could you please be quieter?
8. Why are all these people here? What _______?
1.2 Use the words in parentheses to complete the questions.
1. “I’m Brad. I’m going _______ this week.” “No, he’s on vacation.” [Brad / work]
2. Why _______ me like that? What’s the matter? [you / look]
3. Jenny is a student at the university. “Is she _______?” “Yes, she is.” [she / study]
4. _______ to the radio, or can I turn it off? [anybody / listen]
5. How is your English? _______ better? [it / get]
1.3 Put the verb into the correct form. Sometimes you need the negative (I’m not doing, etc.).
1. I’m tired. I _______ to bed now. Good night!
2. We can go out now. I _______ (rain) anymore.
3. Laura phoned me last night. She’s on vacation in France. She _______ (have) a great time and doesn’t want to come back.
4. _______ to the airport, or I’ll miss my flight. [I / catch] lunch.
5. Angela has just started evening classes. She _______ (study) German.
6. I think Dave and Amy had an argument. They _______ (speak) to each other.
1.4 Read this conversation between Brian and Sarah. Put the verbs into the correct form.
Sarah: Brian! I haven’t seen you in ages. What (1) _______ you doing? (you / do)
Brian: Nothing much. I _______ (read) these days!
Sarah: Really? What’s it like? (3) _______ (train) to be a police officer.
Brian: I’d like to. (4) _______ (try) to find a job, but it’s not easy. But I’m pretty busy.
Sarah: No, some friends of mine (8) _______ (help) me.
Brian: (7) _______ (paint) my apartment. (you / do) it, too?
Sarah: (6) _______ (try) to find a job, but it’s not easy. But I’m pretty busy.
Brian: (5) _______ (change) my mind. (I / change) it once.
Sarah: No, some friends of mine (8) _______ (help) me.
1.5 Complete the sentences using one of these verbs: change fall get increase rise
You don’t have to use all the verbs, and you can use a verb more than once.
1. The population of the world _______ very fast.
2. Robert is still sick, but the _______ better slowly.
3. Things never _______ very fast. Every year things are more expensive.
4. The cost of living _______ very fast.
5. The economic situation is already very bad, and it _______ worse.
For millions of learners of British English the bestselling ‘in Use’ grammars have opened the door to a good understanding of English. The trusted format of clear, simple, concise explanations on the left-hand page and linked exercises on the facing right-hand page enables learners to build understanding and confidence.
**Essential Grammar in Use**
*Raymond Murphy*
Edition with answers with a FREE pull-out grammar reference panel 0 521 55928 6
Edition without answers 0 521 55927 8
Edition with answers and with bonus extra CD-ROM 0 521 52932 8
*Elementary to lower-intermediate*
**English Grammar in Use**
*Raymond Murphy*
Edition with answers with a FREE pull-out grammar reference panel 0 521 43680 X
Edition without answers 0 521 43681 8
Edition with answers and with bonus extra CD-ROM 0 521 52931 X
*Intermediate to upper-intermediate*
**Advanced Grammar in Use**
*Martin Hewings*
Edition with answers 0 521 49868 6
Edition without answers 0 521 49869 4
*Advanced*
---
**Supplementary exercises**
The supplementary exercises for *Essential Grammar in Use* and *English Grammar in Use*
- provide challenging contrastive practice of forms students find difficult
- offer a wide variety of interesting exercise types with clear illustrations
- are clearly cross-referenced to *Essential Grammar in Use Second Edition* and *English Grammar in Use Second Edition*
- contain an easy-to-use key
**Essential Grammar in Use Supplementary Exercises**
*Helen Naylor with Raymond Murphy*
Edition with answers 0 521 46997 X
Edition without answers 0 521 46998 8
**English Grammar in Use Supplementary Exercises**
*Louise Hashemi with Raymond Murphy*
Edition with answers 0 521 44954 5
Edition without answers 0 521 44955 3
**Essential Grammar in Use Cassette Set**
*Raymond Murphy*
2 cassettes 0 521 64424 0
---
**Essential Grammar in Use: Spanish Edition**
*Second Edition*
*Raymond Murphy*
*Adapted by Fernando García Clemente*
In the bilingual edition of *Essential Grammar in Use* grammar explanations and instructions for the exercises are in the learner’s first language and the student’s attention is drawn to particular points of difference between the languages. Grammar annexes provide a precious reference on points of difficulty and an extra bank of supplementary exercises mix grammar points to provide even more practice activity.
Edition with answers 84 8323 0429
Edition without answers 84 8323 1123
*Elementary to lower-intermediate*
Related Student Titles
**Grammar in Practice 1 and 2**
*Roger Gower*
Each book provides 40 units of quick grammar exercises for busy learners to use outside the classroom. The books are small and easy to carry, so learners can choose when and where they want to study.
- **Level 1**
0 521 66576 0
- **Level 2**
0 521 66566 3
**Beginning to Elementary British English**
**Developing Grammar in Context**
*Mark Nettle and Diana Hopkins*
Using real spoken and written examples, *Developing Grammar in Context* offers a thoughtful and learner-centred approach to grammar study.
- **Edition with answers**
0 521 62712 5
- **Edition without answers**
0 521 62711 7
**Intermediate British English**
**Exploring Grammar in Context**
*Ronald Carter, Rebecca Hughes, and Michael McCarthy*
*Exploring Grammar in Context* takes an inductive approach to grammar use. It also offers practical support and useful reference material.
- **Paperback**
0 521 56844 7
**High Intermediate to Advanced British English**
**Communicative Grammar Practice**
*Leo Jones*
*Communicative Grammar Practice* offers a variety of communicative activities and tasks.
- **Student’s Book**
0 521 39891 6
- **Teacher’s Manual**
0 521 39890 8
**Intermediate to High Intermediate**
**Games for Grammar Practice**
*Maria Lucia Zaroob and Elizabeth Chin*
Over 40 games and activities provide instant supplementary material for busy teachers.
- **Paperback**
0 521 66342 3
**All levels British English**
Books displaying this symbol are based on the Cambridge International Corpus.
---
Related Professional Titles
**The Cambridge Grammar of the English Language**
*Rodney Huddleston and Geoffrey K. Pullum*
A detailed grammar text designed for anyone with a serious interest in the grammatical structure of English.
- **Hardback**
0 521 43146 8
**Grammar for English Language Teachers**
*Martin Parrott*
*Grammar for English Language Teachers* offers a comprehensive and practical guide that will be indispensable to teachers in training and more experienced teachers throughout their careers.
- **Paperback**
0 521 47797 2
**British English**
**Nitty Gritty Grammar**
*A. Robert Young and Ann O. Strauch*
This text focuses on the most common sentence-level errors made by developing ESL writers, and uses a variety of group activities to teach correct usage.
- **Student’s Book**
0 521 65784 9
- **Instructor’s Manual**
0 521 65783 0
**Low Intermediate to Intermediate British English**
**Singing Grammar**
*Mark Hancock*
*Singing Grammar* is a collection of ready-made materials to help teach English grammar through songs. It is especially suitable for younger students.
- **Paperback**
0 521 62542 4
- **Cassettes (2)**
0 521 62541 6
**Beginning to Intermediate British English**
**Focus**
*Barbara Robinson*
Interactive Grammar for Students of ESL
- **Student’s Book**
0 521 65754 7
- **Instructor’s manual**
0 521 65753 9
- **Workbook**
0 521 65752 0
- **Workbook Answer key**
0 521 65715 6
**High Intermediate to Low Advanced**
**Grammar Troublespots**
*Ann Raimes*
An Editing Guide for Students
- **Student’s Book**
0 521 65759 8
**High Intermediate to Low Advanced**
**How English Works**
*Ann Raimes*
A Grammar Handbook with Readings
- **Student’s Book**
0 521 65758 X
- **Instructor’s Manual**
0 521 65757 1
**High Intermediate to Low Advanced**
---
Learners and users of English everywhere now have the tool they need to read, write, and understand current American English. Based on careful analysis of the Cambridge International Corpus, a computerized resource containing 200 million words of current American English, and on advice from ESL/EFL consultants around the world, the *Cambridge Dictionary of American English* is the most authoritative presentation of American vocabulary as it is used today.
Exact, accurate definitions and authentic full-sentence examples give learners the information they need to read and write more effectively and understand English more fully.
The *Cambridge Dictionary of American English* CD-ROM, available with the book or in a network version for language labs and computer-equipped classrooms, brings electronic dictionaries into the twenty-first century with Web-like hyperlinks and advanced search functions.
The *Cambridge Dictionary of American English Student Activity Book* offers practical activities to develop learners dictionary skills.
---
**Basic Grammar in Use**
10.1
2. were; school
3. was; the airport
4. Mr. and Mrs. Hall were; the/a bus
5. Gary was; the beach
6. Sample answer; was at work
10.2
2. is; was
3. 'm (am)
4. was
5. were
6. 're (are)
7. Was
8. are; were
10.3
2. wasn't (was not)
was
3. was; were
4. Were; was; wasn't (was not) or wasn't (was not); was
5. were
6. weren't (were not); were
10.4
2. Was your exam hard?
3. Where were Beth and Bill last week?
4. Why were you angry yesterday?
5. Was the weather nice last week?
---
**Grammar in Use, Intermediate**
1.1
2. 'm looking (am looking)
3. 's getting (is getting)
4. 're staying (are staying)
5. 'm coming (am coming)
6. 's starting (is starting)
7. 're making (are making); 'm trying (am trying)
8. 's happening (is happening)
1.2
2. are you looking
3. 's she studying (is she studying)
4. Is anybody listening
5. Is it getting
1.3
3. 's having (is having)
4. 'm not eating (am not eating)
5. 's studying (is studying)
6. 're not / aren't speaking (are not speaking)
1.4
2. 'm training (am training)
3. Are you enjoying
4. 'm not working (am not working)
5. 'm trying (am trying)
6. 'm painting (am painting)
7. Are you doing
8. are helping
1.5
2. 's getting (is getting)
3. is changing
4. Is rising or is increasing
5. 's getting (is getting)
---
Please order from your usual ELT bookseller. In case of difficulty, contact your local Cambridge University Press office, or write to:
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**Answers to Sample Pages**
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**Cambridge University Press**
www.cambridge.org
ISBN 0-521-97217-5
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Aleksey and Anton Tvorogov
In the field, 2014
Acrylic on canvas, 100x180cm
Born in 1988, Moscow. Started painting together in 2009, after the elder brother gave them a “beginning artist” set at their Birthday party. Tvorogov twin brothers use anthropomorphic characters as a symbol of connection between an adult and a child, a modern human and a primitive. Anthropomorphism is the attribution of human characteristics or behaviour to God, an animal, or an object. This concept is one of sustainable archaic cultural codes which finds expression in myths, fairy tales, fables, cartoons, games and toys.
Tvorogov Brothers invite viewers to interact with their work by first looking within themselves at their own propensity for creating meaning towards things. The artists’ fixation on the connection between anthropomorphisms and psychic energy is apparent within this body of work. The connection between Tvorogovs’ art and the individual can only be made if observers are prepared to ask questions internally and look inwards to find answers. The process of attaching meanings and emotions towards tangible objects creates a psychic energy which is one of the key methods of understanding knowledge. For the Tvorogov brothers, this energy essentially brings “life” to their work. Each interaction, involvement and engagement with their artwork is unique, subjective and cannot be generalised. The consciousness of the viewer itself gives their images personal characteristics, which the artists would say, humanises them.
Through their “Internimals” series, the Tvorogov Brothers’ aim is to reconnect the individual to the playfulness and energy that the observer may have lost since childhood. The artists believe that when a person matures, they lose a sense of
imagination, curiosity, magic, unity and immortality. Each painting symbolises an opportunity to connect viewers with these lost senses and energies. The artists create the ideal occasion for individuals to connect with their childlike sense of freeness, to unlock their own ability to perceive the world openly and at ease. The main source of happiness is contained within the self - this simple idea is embodied in the characters of the series. The artists endeavour to empower their heroes with a sense of integrity and inner tranquility that can be transmitted to the surrounding space.
Main forms in art – painting, sculpture.
**Education**
2016 – n.d. Moscow Museum of Modern Art, School of Contemporary Art «Free Workshops»
2005-2010 – Moscow State University of Design and Technology (Degree in Economics, Aleksey),
Russian State Social University (Marketing Degree, Anton).
**Solo exhibitions**
2015 – The First Snow, OTOKOMAE Gallery, Moscow
**Group exhibitions**
2017 – Affordable Art Fair 2017, Hampstead, London
2017 – Edition I, Lomaka Gallery, London
2016 – Funny carousel, «Here on Taganka» Gallery, Moscow
2016 – STARTinART, 35K Gallery, Moscow
2016 – ART.WHO.ART, Khlebozavod №9, Moscow
2015 – In the Dark, art space «Flacon design–factory», Moscow
2015 – LitArt, Depre Loft, Moscow
2015 – Genezis, Bauman’s Garden, Moscow
2015 – ART.WHO.ART, the Mansion in Kalanchevskiy, Moscow
**Awards**
First Prize of ART.WHO.ART Award, «Young artist» category (17-19 April 2015)
**Other projects**
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Our urban environment has created an ongoing water pollution problem that occurs when rainwater, washing activities or over-irrigation flows untreated from buildings, yards, sidewalks, roads, and parking areas into the Santa Monica Bay. This type of pollution is called urban runoff.
The City of Santa Monica works to shape policies that influence the design, construction, and long-term management of new and existing developments to eliminate or reduce urban runoff pollution from its source.
Rainwater and stormwater are now considered a resource, as this project demonstrates, rather than a potential flooding hazard needing to be quickly ushered off to sea.
A cleaner Santa Monica Bay means a healthier marine ecosystem and improved quality of life for Santa Monica’s residents, visitors and businesses alike.
This In-Line Storm Drain Demonstration Project harvests stormwater for treatment and infiltration (the system treats the incoming water and allows it to be slowly absorbed by the soil where it receives further treatment).
This innovative strategy of harvesting stormwater, by inserting an in-line treatment and infiltration system into an existing storm drain, can be replicated in any community due to its simplicity and unobtrusive design placing beneath streets and parkways.
Completed in 2013, this project demonstrates the feasibility of harvesting runoff to recharge groundwater for future extraction, reducing dependence on imported water and removing water pollution from entering Santa Monica Bay.
Funding for this project was approved by the Santa Monica Bay Restoration Commission, and has been provided in full or in part through an agreement with the State Water Resources Control Board. The contents of this document do not necessarily reflect the views and policies of the Santa Monica Bay Restoration Commission or the State Water Resources Control Board, nor does mention of trade names or commercial products constitute endorsement or recommendation for use.
Additional funding provided by the City’s Clean Beaches and Oceans fund.
More information at: sustainablesm.org/runoff | a357f37c-a09f-4182-bbf0-8f6898ae24f0 | CC-MAIN-2021-17 | https://www.smgov.net/uploadedFiles/Departments/OSE/Categories/Urban_Runoff/SM_InLine_East.pdf | 2021-04-17T09:17:14+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038118762.49/warc/CC-MAIN-20210417071833-20210417101833-00404.warc.gz | 1,080,081,918 | 372 | eng_Latn | eng_Latn | 0.99526 | eng_Latn | 0.99526 | [
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Stations of the Cross
Based on “Mary’s Way of the Cross”
RESOURCE PACK
DIOCESE OF WATERFORD & LISMORE
Dear Teacher/Student,
These Stations of the Cross performed by the young people in Holy Family Mission are striking. While watching this video I could imagine and relive that great and terrible day when the Lord Jesus suffered and died for me and for all humanity. This pandemic and lockdown have forced us all to face ourselves. When we do so we discover our limitations and our sins. But how does Jesus look at me? The answer - with eyes of tremendous LOVE and compassion. I hope that you, like me, will catch a glimpse of that LOVE in this video.
Bishop Alphonsus Cullinan – Diocese of Waterford & Lismore
Please note that this film was produced with Senior Cycle post-primary students in mind. Parental / guardian discretion while viewing is advised.
The resources and activities in this resource pack cater for a range of post-primary ages and abilities and we encourage teachers / parents / guardians to choose the most appropriate sections for their students / children. We hope that this production is a source of blessing to you as we walk with Our Lady through the Passion of her Son.
[For printing purposes, we recommend choosing “Fit to Printable Area” or 96% Scale]
- The Stations of the Cross can be viewed on the Diocese of Waterford & Lismore YouTube Channel.
- Based on "Mary's Way of the Cross" by Richard G Furey C.Ss.R.
- Dramatised by Holy Family Mission www.holyfamilymission.ie
- Filmed & Produced by the Servant Sisters of the Home of the Mother www.homeofthemother.org
- Resource Pack produced by Ascend: Waterford & Lismore Youth Ministry firstname.lastname@example.org / Facebook / Instagram
Stations of the Cross
Based on "Mary's Way of the Cross" by Richard G Furey C.Ss.R.
Available to watch on the Diocese of Waterford & Lismore YouTube Channel
Individual Stations (Video Times)
| STATION | START POINT | TITLE |
|---------|-------------|-------|
| Station I: | 0:55 | Jesus is condemned to death |
| Station II: | 3:05 | Jesus takes up his cross |
| Station III: | 5:26 | Jesus falls for the first time |
| Station IV: | 8:00 | Jesus meets His Mother |
| Station V: | 10:15 | Simon of Cyrene helps Jesus to carry his cross |
| Station VI: | 12:43 | Veronica wipes the face of Jesus |
| Station VII: | 14:51 | Jesus falls for the second time |
| Station VIII: | 17:12 | Jesus consoles the women of Jerusalem |
| Station IX: | 19:15 | Jesus falls for a third time |
| Station X: | 21:05 | Jesus is stripped of his garments |
| Station XI: | 22:42 | Jesus is nailed to the cross |
| Station XII: | 24:48 | Jesus dies on the cross |
| Station XIII: | 26:55 | Jesus is taken down from the cross |
| Station XIV: | 29:34 | Jesus is laid in the tomb |
| Station XV: | 31:27 | Jesus is raised from the dead |
- Stations of the Cross Resource Pack by Ascend: Diocese of Waterford & Lismore Youth Ministry -
What do you think of when you hear the word "Station"?
The Stations of the Cross present key moments to pause and reflect along Jesus' journey to Calvary: the people He interacted with, the sufferings He went through in His passion, and the love He showed. They are sometimes known as the Way of the Cross, the Via Crucis or the Via Dolorosa.
At each Station, we recall and mediate on a specific event from Christ's last day, prayers are offered and then we move on to the next Station. Individuals often pray these alone in a Church, physically moving from Station to Station, gaining consolation in their own trials and worries. The Way of the Cross is prayed together by Catholics on Good Friday as part of the liturgy.
Stations of the Cross are commonly found in churches as a series of 14 icons or images, and they can also appear in Church yards arranged along paths.
Have you ever prayed the Stations of the Cross before? Do you know if your local church has a set of stations? What do they look like?
Even if you don't know the prayers that go with the Stations, you can always walk from one to the next, thinking about what you see in each scene and speaking to Jesus about what He is going through there. Or you can watch the video dramatised by the young people at Holy Family Mission available on the Diocese of Waterford & Lismore YouTube channel.
Numeracy trick to help you remember the Stations
14 Stations
3-7-9 Falls of Jesus
4-6-8 Jesus meets women on the Via Crucis
I. JESUS IS CONDEMNED TO DEATH
Jesus was innocent, blamed for things He did not do, and having been scourged cruelly. He was sentenced to death by Pontius Pilate.
II. JESUS TAKES UP HIS CROSS
Crucifixion was a routine but horrifically cruel way of executing criminals at the time. The soldiers dragged Jesus out and placed a heavy cross on His shoulders.
III. JESUS FALLS FOR THE 1ST TIME
Jesus was already exhausted from being beaten, scourged, crowned with thorns, mocked and spat on. Now He fell flat on his face under the weight of the cross.
IV. JESUS MEETS HIS MOTHER
Mary pushed through the crowd to be near her son, Jesus, to offer Him consolation. Of all people, she understood best why He had to suffer in this way.
V. SIMON OF CYRENE HELPS JESUS
Simon was an onlooker, pulled from the crowd to help Jesus carry His cross because it was too heavy for Jesus in His weakened state.
VI. VERONICA WIPES JESUS’ FACE
Bravely, Veronica stepped forward, offering the only comfort she could, to wipe the blood, sweat and dirt from Jesus’ face with her veil.
VII. JESUS FALLS FOR THE 2ND TIME
Jesus fell again under the heavy weight of the cross, as His strength failed on the way to Calvary. Yet again, He got up and continued on.
VIII. JESUS CONSOLES THE WOMEN
A number of women were crying at the roadside as Jesus passed. He told them not to weep for Him, but for themselves.
IX. JESUS FALLS FOR THE 3RD TIME
Almost at the top of Calvary, Jesus could barely get up and continue on, as the soldiers whipped Him and hurled abuse at Him.
X. JESUS IS STRIPPED OF HIS CLOTHES
We can only imagine the pain Jesus felt as the soldiers tore His blood-clotted clothes from Him, reopening His wounds and humiliating Him.
XI. JESUS IS NAILED TO THE CROSS
Huge nails were driven into Jesus’ wrists and feet as He was nailed to the cross and remained there in agony for hours.
XII. JESUS DIES ON THE CROSS
At three o’clock on Good Friday, having asked God the Father to forgive everyone, Jesus bowed His head and died.
XIII. JESUS IS TAKEN DOWN FROM THE CROSS
Jesus was placed in the arms of Mary. She must have remembered what it was like to hold Him as a baby, and now her son lay dead.
XIV. JESUS IS PLACED IN THE TOMB
Joseph of Arimathea gave the followers of Jesus a tomb where He could be buried: the Light of the World by darkness was slain.
THE TRADITIONAL STATIONS OF THE CROSS END WITH STATION XIV. THEY ARE PRAYED THIS WAY ON GOOD FRIDAY. AT OTHER TIMES OF THE YEAR, A 15TH STATION, THE RESURRECTION, CAN BE ADDED.
XV. THE RESURRECTION
Jesus rose from the dead, defeating sin and death. We celebrate this on Easter Sunday, and every Sunday. Christians are a people of hope.
- STATIONS OF THE CROSS RESOURCE PACK BY ASCEND: DIOCESE OF WATERFORD & LISMORE YOUTH MINISTRY -
The Role of Mary
What do you already know about Mary?
List some key ideas / words about her life, her role, her personality, and her faith:
Each of these passages from Scripture involves Mary. Can you see any connections between these stories and the events of Jesus’ Passion? Choose any two passages and reflect on those links.
Luke 1:26-38
Luke 1:39-45
Luke 2:1-20
Luke 2:22-40
Luke 2:41-52
John 2:1-12
You can watch a fantastic dramatisation of John 2:1-12 in “The Chosen” TV series Episode 5 on YouTube: click here
Mary showed incredible strength and endurance throughout the whole Passion: what do you think gave her that strength and sense of hope?
(Saint) Mother Teresa used a very simple prayer in times of need: ‘Mary, Mother of Jesus, please be a mother to me now.’
“From Mary we learn to surrender to God’s Will in all things. From Mary we learn to trust even when all hope seems gone. From Mary we learn to love Christ her Son and the Son of God!” – St John Paul II –
Stations of the Cross Resource Pack by Ascend: Diocese of Waterford & Lismore Youth Ministry
The word *pietà* means “pity” or “compassion” in Italian. A pietà image is meant to evoke pity or compassion (or both) in the viewer. The familiar scene of La Pietà below shows Mary holding the dead body of her son after His crucifixion and death, when He was taken down from the cross and placed in her arms, before He was placed in the tomb.
**EXAMINE THE FOLLOWING FAMOUS WORKS OF ART DEPICTING THE PIETÀ (STATION XIV)**
Describe the differences between the way the same moment is portrayed.
**Hints:** What characters are involved? Describe their body language (particularly Mary’s hands). Look at their facial expressions and in particular, where Mary’s gaze rests. Look at the contrasting colours used in the painting. Note how the characters are positioned relative to each other. Are there other props used in the scene?
What message do you think each artist wished to portray and how well does he do this?
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**MICHELANGELO’S “PIETÀ” 1499**
Juan M Romero, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons
**WILLIAM ADOLPHE BOUGUEREAU’S PIETÀ, 1876**
William-Adolphe Bouguereau, Public domain, via Wikimedia Commons
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Michelangelo carved his Pietà from one single slab of Cararra marble, when he was only 24 years of age. It is also the only sculpture he signed, although he reportedly later regretted doing this. In 1972, the sculpture was viciously attacked with a hammer, and the attacker knocked off Mary’s left arm, snapped off the tip of her nose, and damaged her cheek and left eye. It has since been repaired seamlessly, after a ten month process to restore 100 pieces of marble to the original statue. Now the Pietà is kept behind bullet-proof glass in St Peter’s Basilica in Rome.
Did you know that the life, death and resurrection of Jesus was not just recorded in the Gospels, but by many non-Christian writers at the time?
- **Flavius Josephus** was a first-century Romano-Jewish historian who was born in Jerusalem and died approximately 98AD. He wrote books on Jewish history for Roman people and in his writings we can find specific references to Jesus.
"About this time arose Jesus, a wise man, who did good deeds and whose virtues were recognized. And many Jews and people of other nations became his disciples. Pilate condemned him to be crucified and to die. However, those who became his disciples preached his doctrine. They related that he had appeared to them three days after his crucifixion and that he was alive. Perhaps he was the Messiah in connection with whom the prophets foretold wonders." [Josephus, Jewish Antiquities, XVIII 3.2]
- The **Talmud** is a Jewish Source which features historical references to Jesus. Although He is not explicitly referred to by name, later rabbis identify the person as Jesus. The writers of the Talmud were not sympathetic to Jesus or the Christian Church. The writings were preserved through the centuries by Jews, not Christians. Mentioned there are Jesus' miracles (although the Talmud writers claim they were magical arts from Egypt). It also dates the crucifixion as 'on the eve of the Feast of the Passover' (which coincides with what we find in Luke 22:1 and John 19:31). It also records an earthquake and the tearing in two of the Temple curtain during the crucifixion. [See Mt 27:51]
A number of Greek and Roman writers, from the 2nd century onwards also referenced Jesus in their writings.
- **Pliny the Younger**, proconsul in Asia Minor, 111AD, wrote to the Emperor Trajan:
"...it was their habit on a fixed day to assemble before daylight and recite by turns a form of words to Christ as a god; and that they bound themselves with an oath, not for any crime, but not to commit theft or robbery, or adultery, not to break their word, and not to deny a deposit when demanded. After this was done, their custom was to depart; and meet again to take food..." [Pliny, Epistle 97]
- **Tacitus**, a famous Roman historian respected by modern scholars for historical accuracy (115AD) wrote:
"The author of the denomination was Christ[us] who had been executed in Tiberius time by the Procurator Pontius Pilate. The pestilent superstition, checked for a while, burst out again, not only throughout Judea...but throughout the city of Rome also." [Tacitus, Annals, XV 44]
- **Phlegon of Tralles**, a first century secular Greek historian, in his work, *The Olympiades*, wrote about an eclipse of sun accompanied by earthquakes during the reign of Tiberius. [see Luke 23:44-45]
These sources are worth examining as many of the writers were anti-Christian or at the very least had no reason to lie or exaggerate in favour of Christianity. Pliny actually punished Christians for their faith. These sources do not prove Jesus is the Son of God or even the Christ, but they do show that a good man named Jesus lived in the early first century A.D. and founded a religious movement. He was at least called Christ (Messiah) by his followers. Christians in the first century also appeared to consider Him to be God. These writings also support other facts found in the Gospels.
See: *The Real Jesus Christ* :: Catholic News Agency
**Activities**
1. Imagine you are a reporter with the *Jerusalem Times*, and have been asked to cover the events of Good Friday (although you will not call them that). Start with the riotous scenes outside Pilate’s Praetorium in the morning and finish with the death of Jesus on the cross at 3pm, including the earthquake and the tearing of the veil of the temple in two. Present a factual account, quoting two or three key eye-witnesses.
2. Imagine you are an interviewer preparing a news item on these events. Choose two characters in the story to interview. Consider your questions well. Be aware of the potential bias they may show. Present your work in question / answer format (whether you choose written or oral interview). Be sure to include a few lines of introduction at the beginning.
3. Group Activity: Create a TV news report on the events of Good Friday. Roles needed: studio anchor; weather and / or traffic report (be sure to mention the earthquake / darkness); reporter in the field with eye-witnesses; an "expert" in the studio. You can deliver this report live, or record and edit the clips together.
Why are we not given more detail about the crucifixion?
None of the Gospel writers give a detailed account of what was involved in a crucifixion, most likely because those living at the time would have been very familiar with crucifixions, since they were a routine form of punishment at the time of Jesus’ death. Since it was exceptionally cruel, Roman citizens convicted of capital crimes and sentenced to death were never crucified, but beheaded. [Check how St Paul was martyred]. Cicero called it the ‘most cruel and repulsive of punishments’.
Remember that before Jesus was taken to be crucified, He had already suffered His agony in the garden, been arrested and beaten the night before, endured a sleepless night, suffered physical and emotional abuse, appeared before various tribunals, was scourged heavily and crowned with thorns.
The crossbar weighed 75 – 125lbs (34-57kg) and was carried by the prisoner.
When Jesus was stripped of His blood-clotted garments, His wounds were opened up again. Nails were driven into Jesus’ feet and wrists, causing dislocation and blood loss. Nailing in this spot would cause perforation of the Destot’s space, severing the median nerves, causing intense pain. His body weight could not have been supported if the nails had been driven through the palms of the hand since they would tear open. A single nail would be driven through both feet. The nailing would have caused fiery pain to shoot through the arms. Jesus would also have suffered from excrutiating muscle cramps, unbearable thirst and dehydration.
Nailed to the cross, the body of the victim would have sagged downwards, causing agonising pain and severe cramp in the arms, shoulders and chest. The weight of the body pulling down meant the crucified victim would need to pull themselves up to force air into their lungs. The feet were therefore supported by a footrest so that the crucifixion would last longer. To finally end the misery, the legs were broken below the knees, so the victim could no longer push himself up to breathe. Death on the cross was finally caused by asphyxiation when carbon dioxide could no longer be fully expelled from the lungs.
Due to the beating, scourging and heavy blood loss, Jesus was already dead when the soldiers came to break His legs, so was pierced in the side with a spear instead. “Instead, one of the soldiers pierced his side with a spear, and at once blood and water came out.”
Did anything surprise you about this description of a crucifixion?
How do you think Jesus was able to bear all of this suffering?
1. WHAT ARE THE STATIONS OF THE CROSS?
A. Moments we remember from Jesus' whole life and ministry?
B. Moments we remember from Jesus' journey to Calvary?
C. Moments we remember from Jesus' life after the resurrection?
2. HOW MANY STATIONS ARE THERE IN THE TRADITIONAL SET? (NOT COUNTING THE RESURRECTION)
______________________________________
3. ALTHOUGH THEY CAN BE PRAYED AT ANY TIME, WHEN TRADITIONALLY ARE THE STATIONS OF THE CROSS PRAYED IN CHURCH BY CATHOLICS?
A. Palm Sunday
B. Holy Thursday
C. Christmas Day
D. Good Friday
4. WHICH ROMAN OFFICIAL CONDEMNED JESUS TO DEATH?
______________________________________
5. WHO HELPED JESUS TO CARRY HIS CROSS?
______________________________________
6. WHO WIPED THE FACE OF JESUS WITH HER VEIL?
______________________________________
7. IN WHICH STATIONS DO WE REMEMBER JESUS FALLING:
A. 2, 5, 7
B. 3, 7, 9
C. 2, 4, 6
8. WHO DOES JESUS MEET AT THE 4TH STATION?
A. John
B. Simon
C. His Blessed Mother
D. Peter
9. WHAT DOES JESUS RECEIVE ON THE SECOND STATION?
A. a drink of vinegar
B. an apology
C. the cross
D. a scourging
10. WHY WOULD IT HAVE BEEN PARTICULARLY PAINFUL FOR JESUS TO BE STRIPPED OF HIS GARMENTS?
______________________________________
11. THE 13TH STATION WAS COMMEMORATED BY WHICH FAMOUS RENAISSANCE SCULPTOR?
A. Da Vinci
B. Raphael
C. Michelangelo
12. HOW MANY OTHERS WERE CRUCIFIED WITH JESUS THAT DAY?
A. 3
B. 2
C. No one else
13. SOMETIMES A 15TH STATION IS INCLUDED. WHAT IS DEPICTED THERE?
A. The descent of the Holy Spirit
B. The Ascension
C. The Resurrection
D. The Assumption
14. WHO WAS WITH MARY AT THE FOOT OF THE CROSS?
A. Peter, James and John
B. John and Mary Magdalene
C. Joseph and Mary Magdalene
15. CAN YOU SOLVE THESE ANAGRAMS?
All these words feature in the Stations of the Cross:
A. mencodden
B. andlei
C. ricenova
D. crynee
E. juremeals
F. lavacry
Set aside a few minutes of silence. Make the sign of the cross and pray:
We adore You, oh Christ, and we praise You because by Your Holy Cross, You have redeemed the world.
PICK ONE STATION TO REFLECT ON.
You might find it helpful to first re-watch your chosen station. 🎥
Think about what happened in that scene, what action can be seen, what can be heard, who the characters are and how they are responding to Jesus, how Jesus acted, and lastly how this can speak to your life. You could pick one of the songs below to listen to. Maybe you would like to write your own prayer. Finish by making the sign of the cross.
Music to help you reflect on the Passion of Jesus
- "Watch the Lamb" - Ray boltz
- "Why?" - Nicole Nordeman
- "Worthy is the Lamb" - Hillsong
- "At the Cross" - Hillsong
- "How Deep the Father's Love for Us" - Fernando Ortega
- "Forever" - Kari Jobe
- "Above All" - Michael W Smith
- "In Christ Alone" - Stuart Townend
- "Anastasis" (O Praise the Name) - Hillsong
- "What a beautiful name" - Hillsong
- "You gave your life away" - Paul Baloche
- "Amazing Love" - Graham Kendrick
- "Once Again" - Matt Redman
- "My Redeemer Lives" - Nicole C Mullen
- "Who am I" - Casting Crowns
- "O Come to the Altar" - Elevation Worship
- "The Passion" - Hillsong
- "Reckless Love" - Cory Asbury
- "Stay with me" - Taize Chant
- "Jesus remember me" - Taize Chant
- "Misericordias Domini" - Taize Chant
- "Crucem Tuam" - Taize Chant
- "Nearer my God to Thee" - Sarah Flower Adams
- "This is Jesus" - Jim Cowan
What music would you include on a playlist for Easter? What songs do you know that address issues of suffering, loss, hope?
CHECK OUT THE FOLLOWING RESOURCES TO HELP YOU CELEBRATE HOLY WEEK!
ASCENSION PRESENTS
FR MIKE SCHMITZ: PRAYING THROUGH HOLY WEEK
READ OR WATCH:
THE LION, THE WITCH AND THE WARDROBE" (CS LEWIS)
Pay particular attention to how Asian portrays the Christian themes of sacrifice and redemption.
Which station did you find most moving / most difficult to watch / most interesting?
Explain briefly what happens in that station, then reflect on the effect it had on you: What did it make you think about and how did it make you feel?
**ACROSS**
3. The young woman who wiped the face of Jesus with her veil [8]
5. How Jesus was secured to the Cross [6]
6. The apostle who betrayed Jesus in the garden of Gethsemane [5]
10. Another name for a Roman soldier [9]
12. The station where Jesus meets his Mother [6]
13. The First Day of Holy Week [4,6]
15. Lent is a season of ________ days [5]
16. A medical condition where one appears to sweat blood [12]
18. The Hebrew name for Calvary [8]
**DOWN**
1. How Jesus was punished before he was crucified [6]
2. The station where Jesus receives his cross [6]
4. Where Joseph, who provided a tomb for Jesus, was from [9]
7. The city where Jesus was crucified [9]
8. The day on which Lent begins [3,9]
9. The Garden in which Jesus was arrested [10]
11. Where Simon, who helped Jesus carry his cross, was from [6]
13. The Roman Official who condemned Jesus to death [7,6]
14. The day Jesus died [4,6]
17. Jesus entered Jerusalem on this animal on Palm Sunday [6]
19. The number of times Jesus fell on his way to Calvary [5]
CHOOSE ONE OF THE STATIONS OF THE CROSS.
CREATE A SNAPCHAT USING THE TEMPLATE TO CAPTURE WHAT YOU SEE / EXPERIENCE THERE.
Good Friday was not the end
What is hope?
If Jesus had just been an innocent man who was put to death on Good Friday, His death would have been tragic and an act of senseless cruelty, and the story would have ended there. For Christians, however, Good Friday is not the end of the story. Jesus told his followers on numerous occasions that He would have to suffer and die, but on the third day He would rise again. They were incapable of understanding that at the time. Imagine the pain, grief and hopelessness they must have felt on Good Friday, watching their good friend suffer and die, and with Him all their hopes for the future? Then imagine their overwhelming joy and sense of hope they felt at the resurrection! His mother, Mary, never lost hope in Jesus’ promises. Can you imagine how joyful their reunion was after the Resurrection?
Check out the following resources on the theme of hope:
- Bishop Phonsie’s Messages of Hope: True Hope
- The Prayer of Bl. Pier Giorgio Frassati “Verso l’alto!”
- Fr Mike Schmitz: What is Hope and Why Do You Need It?
- Fr Mike Schmitz: The Role of Hope in Holy Week
- Leeland: Way Maker
- Lauren Daigle: Trust In You (Live)
Hope is the anchor of the soul
H.O.P.E. Hold On, Pain Ends
What is your definition of hope?
Send a message of encouragement or gratitude to someone who you think could be struggling at the moment.
Each morning you wake up, think of ten things you are grateful for. Start your day choosing joy and gratitude to God for his blessings!
Why not create an Instagram post or story with your definition to share with your friends on social media? Or commit to only sharing positive and hope-filled messages for the next week? Print it out and stick it on your bedroom mirror.
Create a playlist for yourself, with music filled with messages of hope – listen to this whenever you feel like you are struggling, or share it with a friend who might need a reminder that hope is real.
“Hope is ‘trust in another, extended into the future.’”
Fr Mike Schmitz
For God so loved the world that he gave his only SON, so that everyone who believes in him may not perish but may have eternal LIFE.
JOHN 3:16
VISIT YOUR LOCAL CHURCH
- Check out the Stations of the Cross there. Spend a little time thinking about each scene as you move from one station to the next.
- Why not take pictures of the Stations in your local church and print them for or send them to an elderly / housebound person in your area who can't visit the church at the moment?
- Or share the images with your parish for use on the parish website / social media?
- You could also use the pictures of the Stations in your local church on your own phone to meditate on the stations wherever you are?
FREEZE-FRAME
In groups of 4 or 5, choose one scene to "freeze frame". Choose who each person will be in the scene, get into position and freeze! You must act and think in character. When asked, briefly speak your thoughts as you think your character would in that moment. The other groups should try to guess which station it is and who each character is.
DISCUSS
- Which Station do you think is most relevant to young people today?
- Where are people suffering in today's world? What crosses are people carrying? How can we be like Simon and Veronica and help lighten their burdens?
CREATE
- Create a collage with images, stories and words from newspapers / magazines or online which represent the themes and ideas in the Stations of the Cross for you in modern life.
- Write a haiku poem for one of the characters or about one of the Stations. Haiku format is: 1st line, 5 syllables; 2nd line, 7 syllables; 3rd line 5 syllables.
- Sketch / paint a scene from the Stations.
- Participate in the Busted Halo InstaLent Photo Challenge 2021 even for Holy Week, or create your own collection.
CREATE A PRAYER SPACE IN YOUR OWN HOME / ROOM
Place a candle, a crucifix or a holy image if you have one, maybe a prayer intentions box. Find ideas on LifeTeen.
SPOTIFY PLAYLIST
Create a Holy Week Spotify Playlist for yourself (you could use the songs in this resource pack). Why not share it with others too?
RESEARCH
- "The Seven Sorrows of Mary" Catholic Devotion - see how these relate to the Stations of the Cross.
- Research the Sudarium of Oviedo or the Shroud of Turin and the Holy Crown of Thorns (saved from the fire at Notre Dame Cathedral, Paris)
WATCH
"The Chosen" TV Series charts the beginning of Jesus' mission, and really helps us to understand the kind of person Jesus was and how He related to others.
ASK
Do you know anyone who prays the Stations of the Cross regularly? Ask them why they use this form of prayer?
Find out when the Stations of the Cross will be prayed in your church on Good Friday [and if they will be live-streamed if you are not able to attend in person.]
ANSWERS TO STATIONS OF THE CROSS QUIZ
1. B
2. 14
3. D
4. Pontius Pilate
5. Simon of Cyrene
6. Veronica
7. B
8. C
9. C
10. His blood-clotted wounds were opened again
11. C
12. B
13. C
14. B
15. Anagrams
A: condemned
B: nailed
C: Veronica
D: Cyrene
E: Jerusalem
F: Calvary
CROSSWORD SOLUTION
- Stations of the Cross Resource Pack by Ascend: Diocese of Waterford & Lismore Youth Ministry -
The Stations of the Cross can be viewed on the Diocese of Waterford & Lismore YouTube Channel.
Based on "Mary’s Way of the Cross" by Richard G Furey C.Ss.R.
Dramatised by Holy Family Mission www.holyfamilymission.ie
Filmed & Produced by the Servant Sisters of the Home of the Mother www.homeofthemother.org
Resource Pack produced by Ascend: Waterford & Lismore Youth Ministry email@example.com / Facebook / Instagram | ee93c01f-a174-4e4f-a342-de330897859e | CC-MAIN-2022-21 | https://decandsusan.files.wordpress.com/2022/04/stations-of-the-cross_ascend_youth_ministry.pdf | 2022-05-19T11:10:09+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00792.warc.gz | 243,332,650 | 6,916 | eng_Latn | eng_Latn | 0.96447 | eng_Latn | 0.998059 | [
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The Art of the Swap
Classroom Discussion Guide
Common Core Standards Aligned for Grades 4-7
Hannah Jordan lives in a museum . . . well, sort of. She is the daughter of the caretaker for mansion-turned-museum The Elms in Newport, Rhode Island. Hannah is captivated by stories of The Elms’s original occupants, especially Maggie Dunlap, the tween heiress subject of a painting that went missing during a legendary art heist in 1905.
But when a mysterious mirror allows Hannah and Maggie to switch places in time, suddenly Hannah is racing to stop the heist from happening, while Maggie gets an introduction to iPhones, soccer (which girls can play!), and freedoms like exploring without supervision. Not to mention the best invention of all: sweatpants (so long, corsets!).
As the hours tick off to the art heist, something’s not adding up. Can the girls work together against time—and across it—to set things right? Or will their temporary swap become a permanent trade?
Kristine Asselin is the author of several works of children’s nonfiction as well as the YA novel Any Way You Slice It. She is a sucker for a good love song (preferably from the ‘80s), and can’t resist an invitation for Chinese food or ice cream (but not at the same time). She lives in Central Massachusetts with her teen daughter and husband, and spends part of every day looking for a TARDIS to borrow.
You can find Kris online at www.KristineAsselin.com.
Jen Malone is the author of more than a dozen middle grade and young adult titles and an author in residence at a middle school near Boston. She once circumnavigated the world solo, met her husband on the highway (literally), and went into labor with her twins while on a rock star’s bus. Jen is available for school visits in person or via Skype and you can visit her online at www.jenmalonewrites.com.
Comprehension Questions
The questions below correlate to the following Common Core Standards: (RL.4.1, 5.1, 6.1, 7.1; RL 4.2, 5.2., 6.2, 7.2; RL 4.3, 5.3. 6.3, 7.3; RL 4.4, 5.4, 6.4, 7.4; RL 4.6, 5.6, 6.6, 7.6)
1. Prior to reading, what are some predictions you have about the technology and amenities people did or didn’t have at the turn of the twentieth century? Revisit this question after reading. Did anything surprise you about what did or didn’t exist then?
2. What is Hannah’s big “want” at the beginning of the story? Why can’t she have it? What is Maggie’s big “want” and why can’t she have it? Compare and contrast these desires. Does each girl have what she wants by the end of the story?
3. Why do you think Hannah is so intrigued by the Gilded Age at the beginning of the story? How do you think her perception of the time period changes when she’s actually there? Give specific examples of instances where her previous assumptions about the past are challenged.
4. How do you think this story would have been different if both main characters had been boys? What might be different about the observations a boy version of Maggie would make about life in the future? What aspects of modern life do you think would stand out to him as being the starkest contrast from his own life in 1905?
5. Maggie alternates between relishing the freedoms she finds in the future and wishing for the comfort and security of a time period she understands. Do you think this is realistic? In what ways do Maggie’s visit to the future change who she is and what she wants to do with her life?
6. Hannah observes things in 1905 through the lens of her modern perspective. For example, she doesn’t understand why fifteen year-old Colette would be giving serious consideration to her marriage prospects, which was normal practice then but not typical now. Give other examples of times Hannah makes judgments in Maggie’s time period about something being right or wrong based on how it would be perceived in her own time period. Who are some historical figures whose actions/behaviors would not be celebrated now, but who were considered perfectly acceptable in their own time? Do you find it easy or difficult to view those figures without applying today’s value system to their actions back then?
7. Compare and contrast the roles the adults play in each girl’s storyline.
8. What are some specific ways that language (from slang words to formal versus casual manners of speaking) from each girl’s time period plays a role in the story? How do the authors use language to differentiate each girl’s narration? Compare and contrast Hannah’s voice with Maggie’s.
9. Often Hannah tries to make her point to someone in the past using a pop culture or historical reference, not remembering that the person to whom she’s speaking won’t understand. (For example, Hannah nicknames Jonah “Einstein,” but in 1905 Einstein is still a college student who has not yet risen to fame.) What are some other examples of this? Examine ways you communicate with others using this kind of shorthand that comes from sharing the same moment in time.
10. What are some ways Maggie and Hannah are similar, despite living in different centuries? What do you think you might have in common with someone who lived a hundred years ago? What about someone who lived a thousand years ago?
11. Hannah never leaves The Elms over the course of the story, yet Maggie does on several occasions. Why do you think the authors made this decision, and why might it be more important for Maggie to leave than for Hannah to do so?
12. Compare and contrast the roles of Jonah and Tara. What does each offer to Maggie or Hannah?
13. Each character has a strong sentimental connection to The Elms. What role does the setting play, and what details about it stand out to you?
14. In current times The Elms is filled with plaques and materials with information about the home’s history between when the house was in use as a private residence and now. Why do you think Maggie shows very little interest in reading any of those and avoids Googling herself when she has access to the Internet? Do you think Hannah is right to neglect mentioning World War I to Maggie when they talk about Daylight Saving Time? If you could travel forward a hundred years in time, would you want to learn about the life you’d lived or about important events that had happened during your lifetime? Why or why not?
15. Why do you think the authors chose to end the story with the newspaper article, rather than having one of the characters tell the wrap-up of what happens upon their return? Does anything in the article surprise you? What questions are left unanswered for the reader?
16. The authors mention in their Authors’ Note that some of the characters (including Maggie Dunlap) are based on actual historical figures. Why do you think they made this choice? What kind of liberties do they take in fictionalizing those real people, and do you think the actual people portrayed would like or dislike their portrayal? Why or why not?
Timeline Activity
What takes place between Maggie’s time and Hannah’s? Fill in this timeline with major events in history. (Alternative: use examples specific to the Women’s Rights Movement.)
RL 7.9, W4.7–7.7, W4.8–7.8
Decade Chart Activity: Examining How Culture Evolves
Fashion, language, and social norms are constantly evolving to reflect the prevailing values and interests of each time period. In *The Art of the Swap*, both characters give many examples to illustrate the sharp differences between the time periods. For example, Maggie is shocked to be sharing a casual dinner by the TV with Hannah’s father and comments about how strange it feels to wear shorts. Hannah describes how little time parents in 1905 spent with their children. Differences in language (formal versus informal, slang words) are illustrated by both characters throughout the story.
Beginning with 1900 – 1910 (Maggie’s time period) and selecting other decades of interest, create a chart by decade with examples from each of what people wore, what slang or expressions were common, and what the attitudes toward children were.
RL 7.9, W4.7–7.7, W4.8–7.8
Further Activities
What Comes Next for Jonah (Narrative)
Have students imagine that Jonah is able to pass a letter through time. Writing from Jonah's perspective, have students update Hannah on his life following his departure from Newport.
W4.3, 5.3, 6.3, 7.3
What Comes Next for Jonah Alternative (News Article)
Students can use the same premise as above, but present Jonah's update in the form of a news article, similar to the one that ends *The Art of the Swap*. Discuss the central elements and purposes of a news article: to address who, what, when, where, and why. Using the example in *The Art of the Swap*, have students identify key elements such as a hook introduction, body paragraphs, quotations from sources, and a conclusion. Using a graphic organizer to compile these components, have students then write their own articles. Next, students can peer edit, revise, and share them with the class.
W 4.1, 5.1, 6.1, 7.1; W 4.2, 5.2, 6.2, 7.2; W 4.3, 5.3, 6.3, 7.3; W 4.4, 5.4, 6.4, 7.4; W 4.5, 5.5, 6.5, 7.5; W 4.7, 5.7, 6.7, 7.7; W 4.10, 5.10, 6.10, 7.10
Further Activities (cont.)
**Evolution of Language (Research and Presentation)**
In the discussion above, students examined ways they communicate with others using a shorthand that comes from sharing the same moment in time. Group students to research the new words added to the Merriam-Webster dictionary last year, creating a multimedia presentation to share with the class that pairs the words with the source material linked to its origin. Have students denote whether their examples derived from a pop culture reference or were connected to a new technology or social movement. Students can also make predictions about what words they might expect to see added next year.
SL 4.1, 5.1, 6.1, 7.1; SL 4.4; SL 4.5; SL 4.6; RI 4.4, 5.4, 6.4, 7.4; L 4.4, 5.4, 6.4, 6.5; L 4.5, 5.5, 6.5, 7.5
**Collaborative Writing (Narrative)**
*The Art of the Swap* was written by two authors. Pair or group students to write a story with two or more characters, with each student writing from a different character's point of view. Have students work together to conceive of and plot the story idea before working independently on their own portion of it. Students will then combine the individual sections to form one complete narrative. Afterward, have students reflect on the experience. What were the pros and cons of collaborative storytelling? What were the challenges?
W 4.3, 5.3, 6.3, 7.3; W 4.4, 5.4, 6.4, 7.4
Resources
The Gilded Age
Books:
Behrens, Rebecca. *When Audrey Met Alice*. New York: Sourcebooks, 2014.
Greenwood, Janette Thomas. *The Gilded Age: A History in Documents* (Pages from History). New York: Oxford University Press, 2000.
Morrow, Ann. *The Gilded Age* (Cornerstones of Freedom, Second Series). New York: Children’s Press, 2007.
Tierney, Tom. *Newport Fashions of the Gilded Age Paper Dolls*. New York: Dover Publications, 2005.
Digital:
http://besthistorysites.net/american-history/the-gilded-age/
Films:
*The Gilded Age*. PBS, 2018.
*The Richest Man in the World: Andrew Carnegie*. PBS, 1997.
Women's Rights Movement
Books:
Clinton, Chelsea. *She Persisted: 13 American Women Who Changed the World*. New York: Philomel, 2017.
Cavallo, Francesca, and Elena Favilli. *Good Night Stories for Rebel Girls: 100 Tales of Extraordinary Women*. Los Angeles: Timbuktu Labs, 2016.
Gelletly, LeeAnne. *Origins of the Women's Rights Movement*. Broomall, PA: Mason Crest, 2014.
Kamma, Anne. *If You Lived When Women Won Their Rights*. New York: Scholastic, 2014.
Kendall, Martha. *Failure Is Impossible! The History of American Women's Rights*. Minneapolis: Lerner, 2001.
Kops, Deborah. *Alice Paul and the Fight for Women's Rights: From the Vote to the Equal Rights Amendment*. Honesdale, PA: Calkins Creek, 2017.
Digital:
"The Women's Movement." https://mass.pbslearningmedia.org/collection/the-womens-movement/#.Wg8mL7bMxD0
"Votes for Women's Suffrage, Pictures, 1850–1920." http://www.loc.gov/rr/print/list/076_vfw.html
"National Women's History Museum." http://www.crusadeforthevote.org
Films:
*Not for Ourselves Alone*, Ken Burns and Paul Barnes. PBS, 1999.
*Women's History Minutes*. http://www.crusadeforthevote.org/educational-resources/
This guide is provided for use by classrooms, reading groups, and libraries and may be produced in part or in its entirety for educational purposes.
To order discounted bulk copies of *The Art of the Swap*, please visit www.simonandschuster.net
Kristine Asselin and Jen Malone are available for Skype classroom talks and in-person school visits. Please visit the authors' websites for further information and to contact them:
www.kristineasselin.com
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The artist explains how *Lessons of the Hour* illuminates the legacy of Frederick Douglass and the ongoing urgency of his work.
In 2016, the artist and filmmaker Isaac Julien was invited to participate in Reflections on Place, a media arts initiative at the University of Rochester’s Memorial Art Gallery, to celebrate the history and culture of Rochester, New York. Walking through the city’s Highland Park, Julien was drawn to an eight-foot bronze statue of Frederick Douglass, the visionary African American abolitionist who liberated himself from slavery in 1838. It was created by Stanley W. Edwards and unveiled in 1899, four years after Douglass’s death. The sculpture was the first civic monument in the United States to honor an African American, and it sparked Julien’s interest in Douglass. For four years, he studied his subject, reconstructing aspects of his time in Scotland, London, Baltimore, and Washington, DC.
These locations appear in *Lessons of the Hour*, Julien’s video installation based on Douglass’s life and activism. Presented across 10 screens of varying sizes to suggest the salon-style way of hanging pictures popular during the 19th century, it juxtaposes the past and the present, the archival and the documentary, in bringing its subject to life. Like all of Julien’s films and video installations, *Lessons of the Hour* is defined by his close attention to historical detail. Using photography and film, Julien animates history by reappraising the lives of historical Black subjects who have been under-recognized or ignored.
On the occasion of *Isaac Julien: Lessons of the Hour*, and in commemoration of Juneteenth, I spoke to Julien about the motivations and challenges of this project, the history of Black struggle, the relationship between art and activism, and Douglass’s enduring appeal.
—Ugochukwu-Smooth C. Nzewi, The Steven and Lisa Tananbaum Curator, Department of Painting and Sculpture
Installation view of the exhibition *Isaac Julien: Lessons of the Hour*
Isaac, I will start with an obvious question: Why and how did you get interested in making a film about Frederick Douglass, and especially in an expansive way?
As my research into this project grew, I realized that Douglass wasn’t only at the forefront of abolitionism. He also lived in Scotland, lectured on photography, and was a theorist of representation, which I see myself as being involved in through my work. Rochester, where Douglass and his family lived, is the home of Kodak Eastman House and is a center of photography. All of this really drew me to Douglass.
These things were tipping points in relation to the project. A lot of the ideas also developed during the process of making and editing the work. The process became a kind of revelation. These ideas started to percolate and inform one another and the project expanded into this 10-screen salon work.
Douglass is a multidimensional character: an abolitionist, a masterful writer, a gifted orator, and a thought leader. He was someone who made his storied life an example of the many ways to enlighten and instruct, but also used his life and image for racial uplift. How did you decide on your research strategy and cinematic approach to this very seminal figure?
I’ve made biopics before. But because Douglass is such a multifaceted and polyvalent figure, the main thing I was interested in is his writing about photography. That was an avenue that I thought needed to be explored. When I went to his house in Cedar Hill, I could see that he had also been an art collector and seriously interested in art. These things enabled me to paint a picture of Douglass. In some parts, Douglass is portrayed as someone who had been Frederick Bailey, a slave, and it was valuable to have insight into the things that would have haunted him.
I think his time in Scotland was also quite lonely. He was away from Anna Murray Douglass, his wife and a liberator in her own right, and their children, Rosetta, Lewis Henry, Frederick Jr., Charles Remond, and Annie Douglass. In scenes where he’s with his horse, it was important to me to show him not riding but walking with the horse, because I wanted to bring out this aspect of his relationship to animals, and to horses in particular. All of these things came out of research, and they came out because people became enamored with Douglass and were inspired by him.
This is the idea that you don’t look at the archive as an absence, but as a space for critical reinvention or re-improvisation.
Isaac Julien
Isaac Julien. Looking for Langston. 1989
"Lessons of the Hour" is the title of arguably the last lecture Douglass delivered, at Washington, DC's Metropolitan African Methodist Episcopal Church, on January 9, 1894. He passed away about a year later at his Cedar Hill home in Washington, DC. Why did you choose it as the title [of the work]?
It is his last lecture and it explores questions of citizenship and is a declaration of protest against white supremacy. I thought it was important to have this title because, of course, Douglass was alerting us to the lessons of the hour of his moment. But how it resonates today—especially in relation to the ways in which Black Lives Matter and Freddie Gray’s murder in 2016 are still resonating—feels pertinent. Imagining a 200-year arc in relation to these questions moving from Douglass’s time to the present moment suggests that there are still many unfinished dialogues to be had about the question of citizenship.
And, of course, Douglass’s activism was imbued with a particular aesthetic sensibility. He was thinking about the image, thinking about aesthetic questions along with his enormous work of communication. He produced his newspaper, the North Star, but also lecture tours and various writings, all the while picturing himself as the most photographed person of this period.
These are points of reference for our own time: think of the iPhone and its political power. I think this is something Douglass recognized very early on about photography. That is why in the concluding part of the work, where we have the “What to the Slave Is the Fourth of July?” speech, there’s infrared and surveillance footage.
In Lessons of the Hour, there’s a poetic consideration of the boundaries between the fictional and the documentary, and how the two overlap. And one of the things that I have been thinking about is whether the idea of critical fabulation, this notion of speculative retelling of parts of history to fill omissions, as the cultural historian Sadiya Hartman has theorized, is something you considered as a strategy of connecting facts and imagination in this project.
The notion of critical fabulation is something that was being worked out in early films of mine, like Looking for Langston. This is the idea that you don’t look at the archive as an absence, but as a space for critical reinvention or re-improvisation. I like thinking about fiction in this speculative manner, which allows me to improvise and visually speculate. When I’m making the work I want it to be something which is alive to a certain extent, so the imagination becomes a part of it. As in the case of Looking for Langston, this is what I do when there are no representations or an erasure. I like the idea that erasure can be a space for critical and creative reinvention. But I don’t see that reinvention being based on just fantasy. We know, for example, that Toni Morrison worked with fiction, but she worked by doing research and then adding the imaginative aspect.
The color red is so dominant in the work, but also in the ambience of the installation. Can you tease out the symbolism of red both in terms of its historical context and its aesthetic implications?
Red is connected to the fact that this installation is hung in the salon style, the way in which paintings of the 19th century were displayed. And then the way the red emanates from the film itself and the clothes that Douglass wears: he has a red coat at the beginning of the film, where he’s in a forest in autumn. I waited until autumn to film because I wanted to have that sort of color at the beginning.
"I think what Douglass signifies today is a reminder that these questions continue to be asked. The relationship between slavery and capital, and how they became related, and the way that things are narrativized—those are still the things being contested and ratified."
Isaac Julien
I want to ask about Douglass’s larger-than-life presence in this work. He’s the orator who dominates the film, but there’s a sense in which Douglass’s spirit inhabits the process of making the work itself. You see the grandeur and awe of Douglass, you feel it. When I look at your other films, I can see your process. But in this case, it feels like you become a kind of vessel.
I think Douglass has that effect on all of us. And I think if you’re someone who has a close relationship to his writings and speeches, it’s obviously going to happen. For example, you can tell from the performance by Ray Fearon, who plays Douglass, that he really did get transported. Douglass’s writing is also very detailed. If you go to what you might call Douglass’s man cave, in Cedar Hill, which appears in the film, you’ll see the books that he read when he was there, including the complete works of Shakespeare. He mastered that text and it comes across in his written work. So, I think there is a conjoining in this work of Ray’s performance and Douglass’s interest in language.
In the film, Baltimore functions as a place of escape for Douglass, his route to freedom. You connect this to the events of the Freddie Gray case and police brutality in the present moment. So there’s a connection between historical ideas around slavery and lynching, contemporary questions around race and representation, and structural racism, with Baltimore acting as a stage for this intersection of the past and present.
When I think about Douglass’s time and what he was struggling against, I do think there have been advancements, but I think there’s always a kind of opposing force, too. I think about a work by Adrian Piper in which she writes “everything will be taken away” on a blackboard over and over. I remember being confronted with that work, and wondering, why is she writing that time and time again? Why do they keep referencing James Baldwin in paintings? But then once I lived through 2020, I realized why.
I think what Douglass signifies today is a reminder that these questions continue to be asked. The relationship between slavery and capital, and how they became related, and the way that things are narrativized—those are still the things being contested and ratified. We continue to poetically battle with that. How can we continue to move in this necessary direction? And we have to remember that, of course, there are people who are just as determined to move things in the opposite direction. It’s an ongoing contestation.
Isaac Julien: Lessons of the Hour | ce178006-751d-43fb-a2bc-de4094bcbb72 | CC-MAIN-2025-05 | https://jessicasilvermangallery.com/wp-content/uploads/2024/07/2024-June-17_Julien_MoMA.pdf | 2025-01-21T01:48:26+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363098.34/warc/CC-MAIN-20250121002054-20250121032054-00582.warc.gz | 326,911,870 | 2,316 | eng_Latn | eng_Latn | 0.997745 | eng_Latn | 0.9991 | [
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Lanesboro was once a very busy little village on the Montpelier & Wells River Railroad, very near the Peacham line. The community was named for Dennis and Edwin Lane, who built the mill there in the winter of 1882-83. They were also owners of the Lane Manufacturing Company in Montpelier, which manufactured saw mills. After Dennis died in 1888, Edwin assumed the management of the mill at Lanesboro, and General P. P. Pitkin became president of the Lane Manufacturing Co. The Lanes owned a tract of 2600 acres of timberland around the mill, employed a workforce of 25 to 50 men, and turned out annually about two million board feet of lumber and one thousand cords of wood. Dennis Lane served the town of Marshfield as selectman at one time.
About 1892 or 1893, the mill was acquired by Mitchell Goslant (pictured left), who continued to expand the timberland holdings into Peacham. Eventually, Goslant acquired 2615 acres of land in Marshfield and 2845 acres in Peacham, all of which he sold in 1919 to the State of Vermont for $2.75 per acre, and which is now a part of Groton State Forest. He had also acquired an additional 10,000 acres, some in Groton, which he later sold to a Groton lumbering company. In all, Goslant’s holdings were reported to be nearly 18,000 acres.
Mitchell Goslant was the father of 16 children from two marriages. He died in 1926 after being hit by a falling poplar tree at the age of 87. Casper Lyford reports that the mill building at Lanesboro fell down while Mitchell lay in his casket in his house nearby.
Lanesboro was large enough to support its own depot and post office, as well as a store, school, and church. Goslant held Catholic services in his home for 25 years. Priests from Lyndonville and St. Johnsbury arrived on the train on Saturdays and held Mass on Sundays. After the lumber business closed in 1917 the Catholics began meeting in Marshfield Village in a rented hall.
Above is the view looking west over the mill probably from one of the houses pictured below. Below, the Mitchell Gosslant house appears in the foreground (shown as a vacant building next to the railroad tracks on the 1940 map, very near the homes of Milton Julian and Joe Legendre). The large ell on the left housed the store. The house at left was a boarding house for mill workers and later a home for Mitchell’s son Perley. The first house to the right of Mitchell’s was later owned by his daughter, Mrs. M. Julian. Mitchell reserved over 200 acres around the buildings from his sale to the state, and that land is still in the family.
Above: The Lanesboro schoolhouse about 1916. The mill and other buildings are visible in the distance. Right: Interior of the Lanesboro schoolhouse, also taken about 1916.
Left: These two perspectives of the mill building were probably taken while Goslant owned it. It has been said that the pile of sawdust once caught fire and smouldered for over two years.
Two interior views of the mill at Lanesboro. Notice in the picture above there appear to be two saw blades, one above the other. This would facilitate the sawing through of very large logs.
At left is the steam engine, crankshaft, governor, flywheel and belts which probably powered the saw blade. The boiler which powered the steam engine was fueled with sawdust and other waste from the mill.
FIVE ARRESTS MADE
June 30, 1919
As Result of Lanesboro Celebration That Ended In A Fight.
Deputy Sheriff H. C. Lawson returned this noon from Lanesboro with five persons who with Deputy Sheriff George Bliss of Marshfield, he arrested at the Lewett house in Lanesboro this morning on the charge of breach of peace. They were brought into court this afternoon upon States Attorney F. E. Gleason’s Warrant. They answered to the names of Ira Pearson, Izzy Jewett, Mrs. Izzy Jewett, Dora Spinks Cheney and Harold Farnsworth whose residence in the several warrants were set up as of Marshfield although it is understood that one, at least, lives in Montpelier.
During the night Officer Bliss received a telephone call about a general celebration that was taking place in Lanesboro. He called Deputy Lawson who obtained warrants from States Attorney Gleason and proceeded to Lanesboro this morning. It appears, according to the report received here today, that a jamboree took place. The warrants charged the men with fighting and charged each woman with striking and beating each other.
When the quintet appeared in city court this afternoon, each pleaded guilty to the charge of breach of peace. The cases against Mr. and Mrs. Jewett were continued until Monday for sentence while the others were sentenced to 30 days each in the county jail. They did not try the matter as though it was very serious but 30 days will give them ample chance to think it over.
Lumber King Victim of Forest Giant
MITCHELL H. GOSLANT, 86,
SUCCESS IN SEVERAL LINES
Lanesboro, Vt., Dec 5 - A rugged pioneer, one of the best-known men in Central Vermont, was laid at rest yesterday at Lanesboro. One man, although he should have been bowed by the weight of years, could not give up the work which had brought him much in worldly goods and only himself knew how much in the satisfaction of a task well done.
Mitchell H. Goslant, aged 86, known for 50 years as the Lanesboro King, peacefully died, the victim of one of the giants of the forest and in a wooded glen, the like of which he had cleared many times that Vermont and other sections of New England might have lumber with which to build and build. He was found dead beneath a fallen tree and evidently the tree he attempted just a trifle too slow in his jump when the warning creak of the falling timber came to his failing hearing.
He was born in Derby, May 11, 1840, and early started to hoe his own row. He took up the lumber business and after working around Walden for 16 years or so moved here where he became associated with the late A. B. Lane, the originator of the town. With the growth of the village Mr. Goslant's business kept pace, but even an industry that once looked forward to clearing 18,000 acres of timbered land could not keep Mitchell Goslant busy. He opened a grocery store and although unable to write, he was a real business man and made a success of the venture. In addition to the cares of the store and the lumber business he was for many years postmaster.
When timber land in this vicinity became cleared he turned his hand to the granite industry and owned property on which the quarrying has been given up some years since.
Father of 16 Children
He was twice married and was the father of 16 children, 13 of whom are living. Five of these were from his first union. The survivors are: John of St. Johnsbury, Moses of Plainfield and George of Newport; then there is 11 children born of his second marriage since. These are Fred of Peacham, Frank of Barre, Perley of Dover, N.H., Mrs. Mabel Baker of Hollywood, Calif., Mrs. J. H. Legendre of St. Johnsbury, Harold of St. Johnsbury, Albert of St. Johnsbury, Mrs. R. M. Cuttings of Plainfield, Rupert, Irving of Rome, and Mrs. Milton Julian of St. Johnsbury.
Always a lover of the forests, his advanced age and the counsel of his family and friends could not keep him from taking frequent walks through the woods in this vicinity. Only last summer he was missing all of one night sleeping in the morning to explain that night and a rainstorm had overtaken him and that he had built a fire and rested. He suffered no ill effects from that experience.
Some years ago he built a little church in the village, twice a month a priest came and celebrated the services of the Catholic faith employed by him must have need of a better than ordinary excuse to remain away from mass. Unless that excuse was forthcoming on Monday, the man who had failed to attend was paid off and went his way.
He was generous, but in a quiet, helpful way which made it difficult for any but those whom he had assisted to discover his good deeds. | <urn:uuid:479414a9-8ec9-4b51-8156-2c05659f2427> | CC-MAIN-2018-51 | http://carpenterpitkin.com/Lanesboro.pdf | 2018-12-14T04:31:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376825349.51/warc/CC-MAIN-20181214022947-20181214044447-00441.warc.gz | 45,955,522 | 1,818 | eng_Latn | eng_Latn | 0.999102 | eng_Latn | 0.999102 | [
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Observational Cosmology
Observational Cosmology has several goals: to measure the size and age of the Universe; to take a census of what the Universe contains; and to measure how and why the Universe changes over time. Much of this work is done with traditional telescopes, measuring the size and shape and distances to galaxies, or seeking the light from distant supernovae to measure enormous distances across the Universe. Still other telescopes seek to find the most distant galaxies known, or look for light from the first stars, or map out the faint microwave whisper of light that was released when the first atoms were formed.
Theoretical Cosmology
Theoretical Cosmology has similar goals: to understand the history and predict the future of the Cosmos; to describe the Universe in the context of the laws of Nature; and to explain the origin and contents of the Universe. The heart of our understanding of how the Universe changes and evolves derives from general relativity, the modern description of gravity used in physics and astronomy. Mathematical work coupled with computer simulations of the Universe use general relativity to compare models of the Universe with our observations of galaxies, large scale structure, and the cosmic microwave background. The models are constantly updated and modified to see if they match observations of the Universe as accurately as possible, leading to a better understanding of the properties of the Universe and the relative importance of different astrophysical phenomena on the evolution and fate of the Cosmos.
What’s going on at Northwestern?
Dark Matter Searches
Northwestern physicists are part of many experimental efforts to determine what the dark matter is, including PICO, LZ, SuperCDMS, and Micro-X.
Illustris
CIERA astronomers use the Illustris supercomputer simulation of the Universe to understand galaxies, dark matter, and massive black holes. http://www.illustris-project.org
Gravitational Waves
CIERA scientists work on both LIGO and LISA, new observatories studying the Universe in gravitational waves. http://lisa.nasa.gov, http://ligo.northwestern.edu
Learn more…
There are great resources you can use to learn more about cosmology, and the Universe.
- Universe 101 Cosmology Tutorial (WMAP) https://map.gsfc.nasa.gov/cosmology/cosmology.html
- Beginning Cosmology (Khan Academy) https://www.khanacademy.org/science/cosmology-and-astronomy
- The Day We Discovered the Universe by Marcia Bartusiak
- The First Three Minutes by Steven Weinberg
- The Cosmic Cocktail: 3 parts dark matter by Katherine Freese
- World Wide Telescope (online planetarium) http://worldwidetelescope.org
What is the Universe?
This is one of the most perplexing questions in cosmology. Simply: *the Universe is everything that exists*. While cosmologists can certainly think about the Universe, and some do, what we are normally interested in is *the observable Universe*. The Observable Universe is only that part of the Universe from which emitted light could reach us on Earth in the time since the Big Bang.
The Stuff Filling the Universe
At the turn of the 20th Century, humans were slowly filling in the entries of the Periodic Table, the list of 92 known atomic elements from which everything on Earth is made. Today, a century later, we’ve discovered that those elements only make up about 5% of all the substances that fill the Universe. About 27% of the Universe is made up of an unknown substance called *dark matter*, the existence of which is known from its influence on galaxies. The remaining 68% of the composition of the Universe is a mysterious substance known as *dark energy*, the existence of which is known from its influence on the expansion of the Universe. Identifying *what* the dark matter and dark energy are is one of the most important objectives in modern cosmology.
Mapping the Cosmos
Measuring distances is the hardest problem in astronomy, and it is even harder when the distances span the Universe. Mapping the Universe begins by measuring distances to the nearest galaxies. We know galaxies tend to group together in clusters, and as we map the clusters out we find they are strewn through the Universe in an intricate web of cosmic structure. The filamentary structure of this web is a signature of how matter was distributed in the earliest times after the birth of the Universe. The record of those times is encoded in the Cosmic Microwave Background, the relic light that was set free when the first atoms were formed.
From Quarks to the Cosmos
The Universe is the largest thing we can observe. In a curious coincidence of nature, we can learn about the Universe through particle physics, the study of the smallest objects in the Universe. Modern particle accelerators can squeeze matter and energy into small packets, to enormous densities that are reminiscent of the early Universe. By studying these brief moments in our particle accelerators, we hope to understand the conditions near the birth of the Universe. It also seems likely that whatever the dark matter and dark energy are, their identity may be discerned through particle physics experiments. | 8ad8c43c-a306-40a6-a652-8e521ba65c67 | CC-MAIN-2024-18 | https://ciera.northwestern.edu/wp-content/uploads/2020/10/cosmology-2019.pdf | 2024-04-22T21:33:18+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818374.84/warc/CC-MAIN-20240422211055-20240423001055-00303.warc.gz | 155,529,988 | 1,039 | eng_Latn | eng_Latn | 0.995509 | eng_Latn | 0.996669 | [
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Mixing in molasses
Dry matter intake may be increased by adding the syrup to the diet by KAREN DALLIMORE
HAVE YOU CONSIDERED ADDING molasses to your dairy cow rations?
At a recent lecture hosted by Liquid Feeds International of Innerkip, Stephen Emanuele, PhD, dairy nutritionist with Quality Liquid Feeds based in Wisconsin, explained how adding molasses to the diet could help increase dry matter intake, especially in early lactation, depending on how you balance the starches and sugars.
The trick when including sugar in the diet is to feed enough forage with good particle length so the cow produces saliva – the best rumen buffer there is. Encouraging her to chew her cud more will help to buffer the rumen, allowing efficient digestion.
There are three groups of sugars. The first, the ‘fast’, simple sugars like sucrose, glucose and fructose - are found in molasses, for example. The second group – the intermediate sugars – include those found in barley and liquid whey feed, or wet or dry brewers’ grains. These are maltose, galactose or lactose. The slow, more complex sugars – arabinose or ribose – are found in plant cell walls. They ferment at the same rate as the fibre surrounding them, and are found in small quantities in the forage component of a dairy diet. Are the three types of sugars used with the same efficiency?
The idea is to feed the right rumen bugs for high rumen pH, explained Emanuele. The “bugs with the black hats” love a pH below 6.0. Rumen bugs grow on carbohydrates, not fat or protein. The type of sugar makes a difference: the most beneficial rumen bugs grow best on simple sugars, says Emanuele.
How does feeding simple sugars translate into animal performance?
Sugars like those found in liquid feeds are rapidly used by rumen bugs and help increase fibre digestion. Rumen dynamics change: rumen fill is likely to be reduced due to this increased fibre digestion, leading in turn to greater feed intake. Cows will utilize the extra energy and protein to increase milk yield.
Fifty-eight years ago scientists discovered that adding molasses to diets increased cellulose digestion while starch decreased cellulose digestion. So if you want a higher rumen pH and starch decreases pH, maybe you should be feeding a lower starch diet? No, said Emanuele. He doesn’t recommend a lower forage diet in an attempt to lower starch levels, noting that the responses to sugar are greater at higher forage levels. On diets at 45 percent forage, he recommends to stay at five to six percent total sugar.
How does feeding liquid sugar supplements affect DMI?
Research at the University of Guelph in 2012 looked at what the cows actually consumed. Using liquid sugar supplements, cows consumed more, chewed more, produced more saliva and as a result had a higher rumen pH. This translated into a cycle of higher dry matter intake and a higher level of total carbohydrates fermented in the rumen with the liquid supplement. The reason? As Emanuele said, “we grew more rumen bugs.”
Emanuele wanted to dispel one common myth: adding liquid sugar supplements doesn’t necessarily add liquid but it can increase feed consumption. The supplement basically adds stickiness that prevents sorting, with best results obtained with longer particle feeds.
What did the cows do with that extra energy?
In early lactation, she’s wired to make more milk. Efficiency was about the same but profit was higher, explained Emanuele. Nine of 11 trials reported increased milk on higher sugar diets, with very low forage diets giving the smallest response.
The bottom line? The response gets larger as you feed more forage.
“You don’t get something for nothing,” acknowledged Emanuele. To produce more milk she has to take in more nutrients; she can’t milk off her back. Adding sugar supplements is one way to get enough DMI to the transition cow. The average increase in dry matter intake with liquid sugar supplements was 1.1 kg/day.
It’s a cost, but is it efficient?
There’s a ‘sweet spot’ where you get the best response, with no advantage to going above 10 percent total sugar in the diet. Emanuele suggests between 5.5 to 7.4 percent total sugar with 50 percent or more of that as sucrose, recommending somewhere between 0.68 to 1.0 kg of supplemental sugar gives the best return on investment.
In summary, Emanuele suggests that adding liquid feed supplements to the dairy diet increases the digestibility of the entire ration, reduces rumen fill and increases DMI. This will, in turn, increase animal performance, especially in early and mid-lactation, three to four weeks before and after she calves.
Liquid feed supplements are available in Canada from Liquid Feeds International in Innerkip, ON. 1-800-265-8335. | d3a62b76-c54f-4ccd-8124-b5656f293234 | CC-MAIN-2024-51 | https://www.liquidfeeds.com/files/LiquidFeeds/ResearchPapers/Mixing%20in%20Molasses.pdf | 2024-12-13T17:43:03+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00351.warc.gz | 790,921,887 | 1,026 | eng_Latn | eng_Latn | 0.99887 | eng_Latn | 0.998948 | [
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The following unit includes five early literacy-based health activities focused on The Immune System. Choose one daily to help your children explore the immune system over the course of a week.
**KidsHealth Links to Share:**
**Resources for Teachers:**
- **Your Immune System**
[https://kidshealth.org/en/kids/immune.html](https://kidshealth.org/en/kids/immune.html)
- **Movie: Immune System**
[https://kidshealth.org/en/kids/ismovie.html](https://kidshealth.org/en/kids/ismovie.html)
- **What are Germs**
[kidshealth.org/en/kids/germs.html](http://kidshealth.org/en/kids/germs.html)
- **Why Do I Need to Wash My Hands**
[kidshealth.org/en/kids/wash-hands.html](http://kidshealth.org/en/kids/wash-hands.html)
- **How to Clean Your Hands (Video)**
[https://www.youtube.com/watch?v=-pExr5psQCQ](https://www.youtube.com/watch?v=-pExr5psQCQ)
**Resources for Teachers:**
- **Immune System**
[kidshealth.org/en/parents/immune.html](http://kidshealth.org/en/parents/immune.html)
**Reproducible Materials:**
- **Activity Cards:** Nemours Reading BrightStart! Alphabet Cards
- **Activity Cards:** Immune System Word Cards
- **Activity Cards:** Onset and Rime Picture Cards
- **Writing Page:** Wash Those Germs Away
- **Assessment:** Print Awareness Checklist
Exploring the Immune System
Literacy Standard:
This activity correlates with the following Head Start Early Learning Outcomes:
Children will:
- P-LC2: Understand and respond to increasingly complex communication and language from others.
- P-LC6: Understand and use a wide variety of words for a variety of purposes.
Objectives:
Children will:
- Describe what the immune system is and how it works to keep them healthy.
- Identify ways to keep themselves and others healthy.
Materials:
- Suggested book — *My Immune System* — Emily Raij (or any age-appropriate book about The Immune System)
- Chart paper
- Colorful markers
Class Time:
15 - 20 minutes
Activity:
Clarify Learning Objectives
This week, we are learning about the immune system and how to keep our bodies healthy. Today, I brought in a book for us to read together and learn about the immune system. I also brought chart paper and colorful markers, so we can make a chart of what to do to keep ourselves healthy and to do to keep others healthy. Who’s ready to learn about the immune system?
Introduce the Book
- Demonstrate proper book handling and point to each word of the title as you read:
Uh oh! I picked up the book upside and backward. This is the back of the book! We can’t start reading here, can we? No way! Watch how I turn, turn the book to the front cover so I can find the title and author of this book. Is this the front cover? Yes, we found the front. Now, let’s find the title and the author! This book is called *My Immune System*. It is written by Emily Raij.
- Allow children to see the front and/or back cover of the book to make predictions:
Do you see the little boy laying with his pillow and blanket on the cover of our book? It looks like he has a thermometer in his mouth! What do you think this book will be about? Those are great guesses! This book is about the immune system in your body. The immune system helps keep you healthy by fighting germs.
Why do you think the author wrote this book? What does she want us to learn? Let’s take a quick flip through the pictures inside to see if it helps us answer those questions. Those are all great answers! It looks like the author wrote this book to help us learn about our immune system, how it works, and how we can help to keep ourselves healthy! Let’s read together to find out more.
Read and Introduce Vocabulary
- As you read, include opportunities for discussion and introduce vocabulary:
The book says, “My immune system will keep me healthy!” Does anyone know what the immune system is? I like the way you’re thinking! Your immune system helps protect your body from getting sick. What can make you sick? Yes, germs! Our book tells us that “germs can get into your body through the mouth, eyes, nose, or cuts.” Your immune system goes to work to fight those germs. Let’s read on to find out more about how the immune system works.
Explore the images of the white blood cells and introduce vocabulary:
In this picture, we see things in our blood called “blood cells.” These white, round balls are called “white blood cells.” Can you say “white blood cells” with me? Great! White blood cells fight germs so that we don’t get sick.
Are you ready to say one more big word together? Great! Our next word is “lymphatic” (lim-FAH-tik) for the lymphatic system. Say that with me “lim-FAH-tik” system! Wow, you are on a roll with these big words today. Our lymphatic system is where all of our germ-fighting cells live. (Turn the page). This picture shows the lymph nodes in your body. Your lymph nodes are part of the lymphatic system. You have lymph nodes right here, (use hands to show) on the sides of your neck. Go ahead, see if you can feel your lymph nodes! They swell up when your immune system is working, like when you have a sore throat.
As you talk about the immune system, introduce the pages about keeping healthy:
Now that we know more about the immune system, and how it works, let’s talk about what things we can do to help keep our bodies healthy. Together we can make a list of what we can do to keep our friends and ourselves healthy. Are you ready? Listen as I read this page and see if you can tell me some ideas. (Read the page about ways to stay healthy.)
Read and Expand Learning Concepts with Children
Integrate concepts with previous knowledge:
(Child’s name), what ideas did you hear that will help keep you and your friends healthy? Yes, getting your vaccines when you visit your doctor for regular checkups, you’re right! How does that help us or our friends stay healthy? Yes, it can help us to stay healthy and keeps us from giving germs to a friend. Let’s write that in both columns of our list.
How about you, (Child’s name), what ideas did you hear? You got it! Getting plenty of exercise and eating nutritious foods helps your immune system. So, that sounds like it fits into the “keeps us healthy” column. What other idea did we hear on this page? Yes, it’s also important to get enough sleep or rest.
Make real-world connections to events in children’s lives:
You all listened well as I read this page. Let’s turn the page and see if we can find more ideas. (Turn the page to discuss hand washing.) Look at that! Our book says washing hands is a great way to stop germs from spreading. Last week, when one of our friends had a cold, we all made sure to wash our hands extra well so we washed off any germs! It’s important to wash our hands before we eat, cook, or touch food and after we go to the bathroom, cough, or blow our nose. We also have to wash them after we touch pets, play outside, or are with someone who is sick. When we wash away germs, our immune system doesn’t have to work so hard to keep us healthy! Let’s put that in both columns, too, because washing hands helps both us and our friends stay healthy! Great job!
Summary Statement
Thank you for reading and learning with me today about the immune system. Today we learned what the immune system is, how it helps keep our body healthy, and what we can do to stay healthy, too! Thanks for reading with me today. Great learning!
KidsHealth.org is devoted to providing the latest children’s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the “Teachers’ Choice Award for the Family” and the prestigious Pirelli Award for “Best Educational Media for Students.” KidsHealth comes from the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!
Letter Matching
Literacy Standard:
This activity correlates with the following Head Start Early Learning Outcomes:
Children will:
• P-LIT3: Identify letters of the alphabet and produce the correct sounds associated with letters.
Objectives:
Children will:
• Name some letters of the alphabet.
• Match the same letter of the alphabet in different locations.
• Recognize that words are made up of letters.
• Restate their own definition of the immune system vocabulary terms.
Materials:
• Activity Cards: Nemours Reading BrightStart! Alphabet Cards
• Activity Cards: Immune System Word Cards
• Salt or sand tray
Class Time:
10 - 15 minutes
Activity:
Clarify Learning Objectives
This week, we are learning about the immune system. Our book, *My Immune System*, is filled with words that tell us all about the immune system. We see words on the front cover, the back cover, and the pages of the book. Did you know those words are made up of letters? Today, we are going to learn some of the special letters from our book. Who’s ready to explore with me?
Introduce the Materials
• Gather Nemours Reading BrightStart! Alphabet Cards (letters G, H, F, L, S & W) and the Immune System Word Cards. Place both sets of cards within reach of the children and allow them to explore:
Look at these alphabet and word cards! They are full of pictures, different letters, and words! Do you recognize these letters? Some letters will be familiar and others might be new. Go ahead and look at the cards to see what pictures and words you find.
• Explain the purpose of the activity and clarify the instructions:
Now, let’s play a game! I will place all of the alphabet cards here for you to look at. Then, I will show you a Word Card and say the name of the word. We will work together to identify the first letter of the word and match it with one of our alphabet letter cards. Are you ready to try?
Incorporate multisensory learning as you engage with children and offer encouragement
• Encourage children to listen to the sound of the letter and search for the matching alphabet card:
Listen, listen with your ear. Tell me, tell me the first letter that you hear in the word “germs.” Yes! The word /g/…/g/…germs begins with the letter /g/…/g/…! Now let’s look for the letter “G” in our Alphabet Cards. Do you see the letter G? Wow, great matching! You’ve found the Alphabet Card with the picture of a little girl and the letter G. You’ve made a match!
• Encourage each child to trace the letter on the Alphabet Card in the sand tray:
Now we are ready to trace the letter in our sand tray. Each letter of the alphabet has a special shape. We are going to trace the special shape for the letter (letter name) with our pointer finger. Watch me as I trace the letter (letter name) for (vocabulary word). Now, you try it!
• Demonstrate how to air write the letter and then encourage children to air write the letter with you:
Now that we have traced the letter, let’s air write the letter! Watch me as I stand up and use my arm to write the letter (letter name). Now it’s your turn to stand up air write the letter (letter name). Great air writing! You may have a seat.
Engage the children in a discussion about the vocabulary word and encourage them to give their own definition:
Now that we have listened to, matched, traced, and air wrote our letter, let’s talk about what (vocabulary word) means! (Child’s name), what do you think a (vocabulary word) is? Great answer! Yes, a (vocabulary word) is (insert your definition) and (helps/hurts) our immune system. Now that we know all about the letter (letter name) and (vocabulary words), let’s pick a new vocabulary word and letter!
Be sure each child has successful opportunities to participate before moving on.
Repeat the activity several times as long as children are engaged.
Summary Statement
Today we played with letters! We looked and listened for letters, traced, and air wrote them and then we talked about our immune system vocabulary words! Thank you for helping me and learning together today! Great job everyone!
What’s the Word?
Literacy Standard:
This activity correlates with the following Head Start Early Learning Outcomes:
Children will:
• P-LIT1: Demonstrate awareness that spoken language is composed of smaller segments of sound.
Objectives:
Children will:
• Combine onset and rime to form a word, using pictures as support.
• Use words related to the immune system with understanding and confidence.
Materials:
• Onset and Rime Picture Cards
• Basket or bag (to hide Picture Cards)
Class Time:
10 - 15 minutes
Activity:
Clarify Learning Objectives
This week, we are learning about our immune system and how it keeps us healthy. Today, we are going to use our picture cards and play a fun listening game! Get your listening ears ready!
Promote Rhyme Awareness by Singing a Song
• Introduce a new song:
Listen to the fun, new song I have for us today. See if you can hear any of the words we have been talking about.
(Sing to the tune of: “I’m Bringing Home a Baby Bumble Bee”)
My immune system is helping me,
To be as healthy as can be.
Fighting the germs away for me.
Hooray! I’m healthy!
Did you hear any words that we have been talking about? Yes, “germs,” “healthy,” and “immune system” are all words we have been talking about! You are great listeners.
• Encourage the children to sing or chant the new tune with you:
Let’s sing the song again but this time I would like for you to sing our song with me. Are you ready?
My immune system is helping me,
To be as healthy as can be.
Fighting the germs away for me.
Hooray! I’m healthy!
Now that we warmed up our listening ears, let’s play a sound game together with some of the words we have been learning.
Introduce the Materials
- Place the Onset and Rime Picture Cards within reach of the children and allow them to explore:
Look at these fun picture cards! I wonder what pictures we will see today. Can someone tell me what pictures you see? Yes, these look like pictures that match some of the immune system vocabulary words. Today, we will play a words game with these picture cards.
- Explain the purpose of the game and clarify the instructions:
First, I will pick a picture card from my basket and say the word in a funny way. I want you to listen closely to the word as I turn the card around and show you the picture. Then it will be your turn to tell me the word I am saying.
Practice Onset and Rime Together
- Demonstrate how to combine onset and rime to form one word:
Reaching, feeling all around.
What is on the picture card that I’ve found?
My word is /g/… erm /g/… erm. (Turn the card around, showing the picture to the children.)
What’s the word? (Pause) Germ.
That’s right! The word is germ! Everyone say “germ.”
When I say /g/… erm and I put them together, I say “germ.”
Say it fast: germ.
- Encourage each child to combine onset and rime to form one word:
Now let’s try another word. This time, I want you to tell the word you hear. Are you ready?
Reaching, feeling all around.
What is on the picture card that I’ve found?
My word is /s/… ick /s/… ick! (Turn the card around, showing the picture to the children.)
What’s the word? (Pause) Sick.
That’s right! The word is sick. Everyone say “sick.”
When I say /s/… ick and I put them together, I say “sick.”
Now say it fast: “sick!” Great work, friends!
- Continue picking words from the basket encouraging children to combine the onset and rime to form the complete word.
- Be sure each child has successful opportunities to participate in the activity before moving on.
Summary Statement
Today, we learned a new song about the immune system and played a fun listening game putting words together. We put together our immune system vocabulary words! Thanks for playing and learning with me!
Wash Those Germs Away
Literacy Standard:
This activity correlates with the following Head Start Early Learning Outcomes:
Children will:
• P-LIT6: Write with a variety of purposes using increasingly sophisticated marks.
Objectives:
Children will:
• Use their knowledge of hand washing practices to place washing steps in order.
• Demonstrate increasing strength, control, and coordination of the small muscles used for writing and drawing.
Materials:
• Writing Page: Wash Those Germs Away
• Writing materials: colored pencils, markers, crayons
• Scissors
• Glue or tape
Class Time:
15 - 20 minutes
Activity:
Clarify Learning Objectives
This week, we are learning all about our immune systems. Today, we will talk more about what we can do to help our immune system keep us healthy. After we talk about our immune system, we can cut and glue the hand washing steps in the right order. When we finish cutting and gluing, we are going to draw a picture of a germ and share our pictures with our classmates! Are you ready?
Introduce the Activity
• Review the way we help our immune system to keep us healthy:
There are five ways that we can help our immune system to keep us healthy. Who remembers what our book said we can do to keep ourselves healthy? (Pause) Let’s look at the pages in our book to help remember. Those are some great answers. Getting our vaccines when we visit our doctor for check-ups is important. Eating healthy foods, exercising, and getting enough sleep are also great ways to support our immune system. The last way we can keep our immune system healthy is to wash our hands! Washing our hands keeps germs away from you and the people around you. Does anyone remember when we should wash our hands? (Pause) You remembered! Yes, before we eat or touch food and after we cough, blow our nose, touch pets, play outside, or are with someone who is sick.
• Discuss the materials and how to use them:
Each of you has a writing page in front of you. Look at the bottom of the page and tell me what you see. Yes, these are the different steps for washing our hands. Today, we are going to use our scissors to cut out the steps and glue them in the right order here (point to the empty boxes) on your paper.
Demonstrate how to use scissors and glue and encourage children to follow along:
Watch how I use my scissors to cut along the dotted line and remove the pictures from my writing page. Now, we’re ready to cut out the small squares. Look at our paper. I see the words “first,” “next,” “then,” and “last.” Which one of these pictures do we do first when we wash our hands? Yes, first we turn on the water and get our hands wet. So, let’s glue that picture in the square next to the word “first.” What do we do next? You all remember, next we add soap and scrub all over our palms, the backs of hands, in between our fingers, and under our nails – for at least 20 seconds. While washing, we can sing happy birthday two times and then rinse the soap from our hands! Let’s glue those down and see if we can decide what to do last. Yes, last we let our hands air dry or dry our hands with a clean paper towel and use it to turn off the faucet. Then we throw away the dirty paper towel. Great sequencing!
Model an example of drawing and writing as you talk with the children about the writing process: Now that we remember the steps to wash our hands, we are going to draw a picture of one of the germs we are washing away. I am going to draw a picture of a funny-looking germ. Watch how I start at the bottom of the page and draw a squiggly circle to make a body. Now, I am going to change colors and give my germ arms and legs. Next, I’m going to color in my germ and add some details! Watch me write the word “germ” on my writing page.
Offer Encouragement
- **Encourage children to independently draw a germ:**
What will your germ look like? Oh, how neat! What color will your germ be? Great idea! Now, go ahead and draw that yucky, little germ!
- **Compliment and praise the children on their attempts at writing:**
Wow! Look at all the details in your picture. Keep it up! You are going to have a wonderful drawing when you are finished. I see you are taking your time. Your little, mad, red germ looks great! I also see that you wrote the letter (letter name) at the top of your paper! Nice writing, (child’s name)!
Share and Discuss Drawings
- **Encourage each child to share his drawing and writing:**
Who would like to tell us about their drawing? Look at that picture of your germ and the white blood cells fighting him off! You remembered that the white blood cells fight the germs! What a fun drawing you’ve made. Thank you, (child’s name), for sharing!
- Continue until each child has had a chance to share.
Summary Statement
Today we talked about ways to help our immune system keep our bodies healthy. We cut and glued the steps of hand washing and drew pictures of germs that we shared with our friends! Thank you for cutting, gluing, drawing, and writing with me today!
Playing with Print!
Literacy Standard:
This activity correlates with the following Head Start Early Learning Outcomes:
Children will:
- P-LIT2: Demonstrate an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).
Objectives:
Children will:
- Identify the features (parts) of a book (author, illustrator, front cover, back cover, title page, and table of contents).
- Explore the conventions (rules) of print (tracking left to right and how to hold a book).
- Identify safe practices for sneezing, coughing, and nose blowing.
Materials:
- Assessment: Print Awareness Checklist
- Suggested book – *Germs Are Not for Sharing* (paperback version) – Elizabeth Verdick (or any age-appropriate book about health practices)
Class Time:
10 - 15 minutes
Activity:
Clarify Learning Objectives
This week, we are learning all about our immune system. Today, we will use a new book to learn how to keep ourselves healthy from germs. We will also identify the different ways printed words are organized. Are you ready to read with me?
- (Optional) Use the Print Awareness Checklist, as you engage, to record each child’s progress.
Introduce the features of the book
- Place the book, *Germs Are Not for Sharing*, within reach of the children.
- Allow children to explore the parts of the book:
Look at this book! What do you see? Yes! You see the front cover. The front cover tells us the title of the book and the name of the author. Can you touch the title of this book? You found the title, it says *Germs Are Not for Sharing*. Now, can you touch the name of the author? Yes, you found the author’s name right here on the cover! I wonder what you would see if you flip this book on its side. That’s right! You’ll see the spine of the book. The spine of this book has words on it. It also tells us the title of the book and the author’s name. Do you see the words? Yes! Here they are.
- Direct children to the title page:
When I open the book to the first page, I see a title page. Can someone tell me how we might use this? A title page tells us when and where the book was published or printed.
Introduce the conventions of print
- Allow children to explore the rules of print as you assess knowledge of where to begin reading a book: (Child’s name), use your hands to hold this book the correct way. Now, turn to the page where we begin reading. Great job! Can you touch the picture on this page? It’s a picture of a little girl laying in her bed. It looks like she is sick. Can you touch the words on this page? Yes, it says, “germs are not for sharing because germs can make you sick!” Thank you, (child’s name)! You found the picture and the words. We look at the pictures and we read the words. Can you say that with me? (Encourage children to repeat the phrase).
- Assess knowledge of directionality:
(Child’s name), can you find the next page? Thank you! I like the way you gently turned the page in the book. I see more words on this page. Can you show me how to read these words? Yes! We read these words from top to bottom and left to right. Watch me track the words as I read!
- Use your finger to track words in a sweeping motion as you sing the following chant. Encourage children to sing and track print with you:
(Sing to the tune of: “Oh My Darling”)
Top to bottom.
Top to bottom.
Top to bottom, left to right.
That’s the way the words are written.
Top to bottom, left to right.
- Assess knowledge of one-to-one correspondence and concept of words:
The first words I read are at the top of this page. It says, “Blow, wipe, and toss.” How many words are written? Clap and count with me. Blow (clap) … wipe (clap) … and (clap) … toss (clap). How many times did you clap? That’s right! You clapped (number) times because there are (number) words written. One … two … three … four. Now, touch the word “blow.” This is one word, but it is made up of many letters. How many letters do you see in the word “blow?” Tap and count them with me. B (tap) … L (tap) … O (tap) … W (tap). How many times did you tap? That’s right! You tapped (number) times because there are (number) letters in this word. One … two … three … four.
- Continue to review these important skills as you move through the remaining pages of the book.
- Assess knowledge of reading comprehension:
Let’s continue to read in this book and learn more about germs together.
Wow! What a great book! Did you notice the book talked many times about washing hands? I noticed that too! Why is it so important to wash our hands? Great answer, (child’s name)! Washing our hands helps to keep germs away and keep us healthy! Does anyone remember how long the book says we should take to wash our hands? Yes, you are right, as long as it takes to sing the ABCs or “Happy Birthday” song twice!
One last question to make sure you were listening! Are you ready? When does the book say we should wash our hands! Yes, before you eat, after eating, after you use a tissue or blow your nose, those are great examples of the list we heard! Great job remembering what we read about today! I am glad that you now know how to keep the germs away and keep yourself and your friends healthy!
Summary Statement
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Nothing should be more exciting than beginning to homeschool each of your children. *Little Hands to Heaven* is written with the thought of preserving this excitement in your children, and also in you. This program will help your child’s first impression of homeschool to be that it is fun, easy, active, and full of “playtime” and “cuddle-up-time” together.
*Little Hands to Heaven* is a collection of 33 units based on children’s favorite stories from the Bible. Each unit has a theme centered around Bible characters, and simple coordinating activities help draw your child into the story by bringing the characters and events to life. Children will help Noah usher the animals off the ark, pray with Jonah inside the fish, build a temple out of marshmallows, find missing sheep to return safely to their pen, and do many more memorable “being part of the moment” activities!
This teacher’s guide takes all of the guesswork out of what must be taught in preschool. Letter recognition, letter formation, letter sounds and motions, and early math skills are taught in such a way that children will have a solid start to homeschool. Bible activities, devotional topics, and fingerplays ensure that God’s word is an integral part of your child’s learning right from the very beginning. Art projects, dramatic play, active exploration, and corresponding music bring out the creative side of children and allow for necessary movement as they learn.
*Little Hands to Heaven* is also written with the busy homeschool teacher in mind. Simple daily plans are truly “open-and-go”, and require little or no preparation ahead of time. You will not be running to the store to gather supplies because these quick and easy activities use only materials you’d expect to find in your own home. You will also not be making any last minute trips to the library – just simply use your own Bible or purchase one of the suggested ones, and decide whether you’d like to use one of the suggested devotionals and music, and you’re covered.
Short on time? No worries – *Little Hands to Heaven* has a simple boxed format of plans that allows you to do homeschool in 5 minute increments spread throughout the day, or in one 30 minute sitting all in a row. In fact, it’s so flexible, that many parents have their older children do a box or two with their little one here or there for some special sibling time together.
Comments
Now, why not take a minute to see what other homeschoolers have to say about Little Hands to Heaven?
“This is a great program to get those tender little hearts learning about God’s love.”
Michelle Nicholson - The Old Schoolhouse Magazine
“I want to thank you for the sweetest preschool curriculum! I only wish I had known about it when my oldest was a tot.”
Melissa in Pittsburg, PA
“The whole curriculum is wonderful! The most exciting part is knowing I am contributing to the learning of the Bible stories in my children. My children were 2 & 3 when we started, and they were both able to understand the materials! Great job Heart of Dakota!
P.S. - My kids absolutely love to do “school”!! Thanks!”
Lindsey in Denver, CO
“I have been using Little Hands to Heaven with my two little girls for about 1 1/2 years. They love the activities and I love the short prep. time and Biblical emphasis.”
Kari in Cedar Falls, IA
“The kids just love to do school, and it is amazing how well they are picking up on the Bible stories, the phonics, cutting, counting, and Bible verses. The older boys count by two’s and are starting 3’s. We hang all of their art work on the wall, so they can tell the story of Christ from Creation on. I just wanted to tell you how your family blessed us!”
Sandra in Sarasota, FL
Come and take a peek inside the Little Hands to Heaven Teacher’s Guide!
A new fingerplay is introduced each unit. Each fingerplay emphasizes one letter and its sound, while reinforcing the Biblical theme. Every 5th unit is a letter review unit.
A variety of daily Bible activities teach skills such as number and color recognition, counting, cutting, gluing, coloring, listening skills, directional words, dramatization, and life application.
50 musical selections from Focus on the Family’s Singing Bible retell each unit’s Bible stories in song.
**Creation and the Fall**
**Unit 1 - Day 1**
**Fingerplay**
Do the fingerplay “Adam and the Animals”. Focus on the sound and motion for the letter ‘A’.
**Key Idea:** ‘A’ = place hands on cheeks, act surprised, and say A-A
**Bible Story**
Read the Bible story from one of the following resources:
- Scripture: Genesis 1:1-5
- A Child’s First Bible p. 6-7
- The New Bible in Pictures for Little Eyes p. 14-15
**Key Idea:** God made the world.
**Art Activity**
Tell students to draw objects or marks on white paper with white crayons. Possible ideas for objects include stars, moon, trees, sun, animals, planets, and people.
Use water to dilute black tempera paint. Have students paint over the drawings to make them appear.
**Key Idea:** God created all things from nothing. Could you do that?
**Letter Activity**
Copy the ‘A’ flashcard found in the Appendix. Show the letter side of the flashcard to the students. Read the Hint aloud. Demonstrate the motion and sound for ‘A’. Have the students repeat it.
**Key Idea:** Students should eventually do the motion and say the sound for each flashcard without needing a Hint or a demonstration from you.
**Bible Activity**
Turn off the light and have students cover their eyes. Say, See how dark it was before God created everything. There was nothing. God said, “Let there be light…”
Have students uncover their eyes. Turn on the lights. Have students point and name objects they see.
**Key Idea:** God created everything. Without him, there would be nothing.
**Corresponding Music**
The Singing Bible, Disc 1 - Track 3
Song Title: “God Made the Universe”
**Fingerplay: Adam and the Animals**
Days 1-5
A-A-Adam!
Can you believe?
God made animals
And you and me?
Hands on cheeks in surprise
Hands out, palms up
Point out sweeping arm across
Point out and then to yourself
A-A-Adam!
Can you believe?
God made ants
To crawl, you see?
Hands on cheeks in surprise
Hands out, palms up
Lightly walk on all fours
A-A-Adam!
Can you believe?
God made alligators
To slide, you see?
Hands on cheeks in surprise
Hands out, palms up
Slide on belly, using arms and legs to push along floor
A-A-Adam!
Can you believe?
God made antelope
To leap, you see?
Hands on cheeks in surprise
Hands out, palms up
Leap in the air
A-A-Adam!
Can you believe?
God made anteaters
To sniff, you see?
Hands on cheeks in surprise
Hands out, palms up
On all fours, slide nose along close to the ground
A-A-Adam!
Can you believe?
God made albatross
To fly, you see?
Hands on cheeks in surprise
Hands out, palms up
Flap arms like wings
Fly around the room
A-A-Adam!
Can you believe?
God made anacondas
To slither, you see?
Hands on cheeks in surprise
Hands out, palms up
Slide on belly with arms above head
Hands-on art, dramatic play, math, active exploration, and devotional activities rotate through this box of the plans each unit. These coordinate with the Bible stories.
Daily letter activities emphasize the same letter and letter sound as the fingerplay. Each unit uses actions, flashcards, whole body movement, and art along with matching, tracing, and letter searches to reinforce each letter’s shape and sound.
A new fingerplay is introduced each unit. Each fingerplay emphasizes one letter and its sound. Motions are used to help students remember each letter and letter sound. Flashcards review the sounds and motions.
So, now that you’re excited to begin your child’s homeschool journey with Little Hands to Heaven, what do you need to get started?
1. Choose a package or individual items
2. Packages
**Ages 2-3 Package**
Little Hands to Heaven, A Child’s First Bible, Big Thoughts for Little People, and The Singing Bible on CD, ($95.13) **SAVE $16.79**
**Ages 3-4 Package**
Little Hands to Heaven, The New Bible in Pictures for Little Eyes, Big Thoughts for Little People, and The Singing Bible on CD, ($98.53) **SAVE $17.39**
**Ages 4-5 Package**
Little Hands to Heaven, The New Bible in Pictures for Little Eyes, My ABC Bible Verses, and The Singing Bible, ($101.08) **SAVE $17.84**
3. Individual items
**Little Hands to Heaven Teacher’s Guide**
This guide is the heart and soul of the program; it is the spine that takes all of the guesswork out of balancing your preschooler’s day! It has 33 weeks of fun-filled days of “open and go” lesson plans, and each day of plans is conveniently shown on one page, so you can see at a glance what you’ll be doing. This easy-to-use guide can be used for one year of daily preschool sessions, or stretched out over two years by doing preschool several times a week. Even the busiest of homeschool moms will have the time it takes to do Little Hands to Heaven, because each day of plans lasts only about 30 minutes, and each “box” takes about 5 minutes to do. This guide helps you give the gift of your personal time and attention to your little ones, without taking more time than you can give. ($58.95)
4. Corresponding music
**The Singing Bible**
This lively, God-honoring music correlates specifically with each day’s Bible stories in the Little Hands to Heaven curriculum. Each song retells a different Scripture story in a highly engaging manner and reinforces what has been learned in a memorable way that will have your child singing along. The Singing Bible includes 4 CD’s containing over 50 original songs written for Focus on the Family’s Heritage Builders series. The variety of musical styles used will have even you and your older children tapping your toes to the songs, ages 2-5. ($24.99)
How To Order Little Hands to Heaven:
1. Choose whether to order a package or individual items.
2. If you choose to order a package, choose the package that best fits your children:
- Order Ages 2-3 Package, OR…
- Order Ages 3-4 Package, OR…
- Order Ages 4-5 Package
3. If you choose to order individual items, follow these steps:
A. Order Little Hands to Heaven Teacher’s Guide
B. Choose ONE of these Bibles:
- Order A Child’s First Bible (ages 2-3), OR…
- Order The New Bible in Pictures for Little Eyes (ages 4-5), OR…
- Use your own Bible
C. Choose ONE of these devotionals:
- Order Big Thoughts for Little People (ages 2-3), OR…
- Order My ABC Bible Verses (ages 4-5)
4. Choose whether to use the corresponding music. If you choose to do so, order The Singing Bible.
---
**Choose a Bible**
**A Child’s First Bible**
This well-known children’s Bible is recommended for ages 2-3, and is a collection of 125 of the most familiar Bible stories from both the Old and New Testaments. The text is retold in simple words and sentences by award-winning author Kenneth N. Taylor. Simple questions at the end of each Bible passage highlight important Biblical truths and help you begin to train your child to listen to God’s wonderful words, ages 2-3. ($12.99)
**The New Bible in Pictures for Little Eyes**
This highly acclaimed children’s Bible is recommended for ages 4-5 and has been a family favorite for over 4 decades. With beautifully illustrated Bible stories, each story is written in simple language that spans several paragraphs long. Widely respected author and translator Kenneth N. Taylor ensures text is written closely to original Bible text. Reading aloud this Bible is an excellent way to help your children begin to grow and learn in the Lord, ages 4-5. ($16.99) | 1fa55310-9cac-4e57-a818-529d0f3bbe78 | CC-MAIN-2021-21 | https://heartofdakota.com/wp-content/uploads/2020/08/1-Little-Hands-Catalog-Entry-2020.pdf | 2021-05-15T11:34:58+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991801.49/warc/CC-MAIN-20210515100825-20210515130825-00633.warc.gz | 312,755,761 | 2,654 | eng_Latn | eng_Latn | 0.992388 | eng_Latn | 0.994431 | [
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You are currently standing in Mi’kma’ki, the traditional territory of the L’nuk, which means “the people” in the Mi’kmaw language. The Mi’kmaq have occupied this land for more than 13,500 years.
In 1726, the Mi’kmaq District Chiefs ratified the Peace and Friendship Treaty that was negotiated by Mi’kmaq and other First Nations delegates at Boston in 1725 with the Mass Bay British Governor William Dummer to prevent conflict, establish trade, and consent for British colonisation in the region. However, the Mi’kmaq, because of several violations of the terms of the treaty by the British in the 1730s, supported the French against the British during King George’s War 1744–1748. After that war ended in 1749, the request from the British Governor of Nova Scotia for a new treaty was refused by many Mi’kmaq leaders because of the founding of Halifax that year by the British that proceeded without their consent, which broke the terms of the 1726 Treaty. The British were not deterred by Mi’kmaq opposition and in 1750, began recruiting “Foreign Protestants” from Europe to move to Lunenburg area as British subjects to counter the existing Mi’kmaq and French Acadian Catholic population.
More than 2,200 Foreign Protestant British subjects made the long journey from Europe to Halifax. The following family names (many with spelling variations) were among those who were given land in the Mahone Bay area around 1754-1760 and remained in the area for at least 110 years:
• Arenburg
• Baker (Becker)
• Begin
• Bezanson (Besançon)
• Burgoyne (Bourgong, Bourgogne)
• Eisenhauer (Eisnor, Eisenor, Isnor)
• Ernst
• Hamm
• Heisler
• Hirtle
• Hyson (Heison, Heyson)
• Joudry (Jodry, Jeaudry)
• Keddy (Keddie)
• Lantz
• Mader (Meder, Mehder)
• Mosher (Moser)
• Robar (Roberts)
• Slauenwhite (Slaughenwhite, Schlaginweit)
• Veinot (Veinotte, Veno, Venot)
• Whynot (Weinacht, Whynacht)
• Zwicker
The following families moved to the Mahone Bay area later in the 1790s to be given land by the British and remained in the area for at least 70 years. These families included Loyalists (colonists from the 13 Colonies who had been loyal to the British crown in the American Revolution), German Hessian soldiers who arrived after the American Revolution, and late Foreign Protestant families who originally had been in other parts of Lunenburg County.
• Andrews (Andreas)
• Bleysteiner (Blystner)
• Dauphinee
• Dorey (Dare, Daurey, Daurie)
• Ewald (Awalt, Aywalt, Ewalt)
• Hiltz
• Hubley
• Kaulback (Kaulbach)
• Langille
• Legg
• Lowe (Leau, Loh, Lods)
• Nauss (Nass, Naas)
• Schnare (Snare, Schnear, Schnerr)
• Smeltzer (Schmeltzer)
• Strum
• Wentzell
• Westhaver (Westhoffer)
• Young (Jung)
Many descendants of these families still live in this region today. For more information about the European Colonial Settlement of 1754 of Mahone Bay genealogical information on these family names, the Mi’kmaq history of the area, and other pieces of our town’s history, visit the Mahone Bay Museum.
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Q: How is solar energy generated?
Solar energy is generated by photovoltaic (PV) systems that use semiconductor cells, or modules, to convert sunlight into electricity. PV systems contain equipment including solar panels to absorb and convert sunlight and inverters to change direct current (DC) into alternating current (AC). AC is the standard electrical power that we use in our homes and businesses. PV cells are connected into solar panels that are mounted in an orientation to take the most advantage of the sun. That can be on rooftops, canopies, on the ground, or integrated into roofing shingles or other building materials.
Q: Does a PV system produce electricity all the time?
No. Depending on the season, a PV system typically generates power from 8 a.m. to 6 p.m., reaching its maximum output between noon and 1 p.m. when the sun is at its peak. When PV systems are not producing power, your Local Power Company and TVA provide other resources to deliver reliable electricity to homes and businesses.
Q: Can PV systems produce power on cloudy days?
While PV systems generate electricity even when the weather is cloudy, their output is diminished. On an overcast day, a PV system might receive only 5 to 10 percent of the usual amount of sunlight, so the power output decreases proportionately.
Q: Do cold temperatures impact PV systems?
PV systems actually generate more power at lower temperatures. Like most electronic devices, they operate more efficiently when it’s cooler. PV systems generate less energy in the winter than in the summer, but that’s due to the combination of fewer daylight hours and lower angles of the sun, not to cooler temperatures.
Q: What factors impact the performance of my solar system?
There are many factors that can affect the efficiency of your solar panels. These include:
- the shading on your house
- the orientation and tilt of your solar panels
- how many sunlight hours your house receives during the day
- the quality of your inverter
- the temperature
Any combination of these factors can significantly impact the amount of solar energy your panels generate.
Q: What assumptions were factored into the calculations?
The following table lists the assumptions used to calculate estimates. Please note that these assumptions apply specifically to the Tennessee Valley and differ from national figures.
**TN Valley Solar Calculator Assumptions**
| Assumption | Value |
|---------------------------------------------------------------------------|------------------------|
| TN Valley Private Scale Capacity Factor — % of hours system operates at rated output (takes into consideration nighttime and other adverse weather / environmental conditions) | 18% |
| Residential Installation Cost | $3.13/Watt |
| Small Commercial Installation Cost | $2.27/Watt |
| Average Panel Nameplate | 300 Watts/Panel |
| TN Valley Avg. Residential Electricity Rate | $0.1196/kWh |
| TN Valley Avg. Commercial (GSA-1) Electricity Rate | $0.1286/kWh |
| Valley Avg. Residential Customer Charge | ~ $19.96 |
| Valley Avg. Commercial (GSA-1) Customer Charge | ~ $25.28 |
| Default Percent of Electricity Usage Covered by Solar System (generation/consumption) | 80% |
| AC to DC Capacity Conversion Ratio | 1.2 |
| Annual PV Degradation | 0.5% |
| Annual Utility Bill Increase | 1.3% |
| Federal Investment Tax Credit (ITC) | 26% |
| MACRS Bonus Depreciation (2020-2023) | 30% |
| Commercial Tax Rate | 22% |
| Load Mismatch % (Load Loss from Solar / Behind the Meter Install) | 0 - 40% Percentage of generation not consumed by load |
*Pricing assumptions are subject to change*
Q: What is the ITC, and how does it impact my solar estimates?
ITC is the Federal Investment Tax Credit (ITC) Program issued by the government to support the development of solar energy in the United States. Currently, the ITC allows residential and commercial customers to claim a tax credit towards the total investment of their system. This tax incentive will incrementally decrease until the year 2024, when it will cease to exist for residential customers. Click here for more info.
Q: What is the MACRS solar depreciation, and how does it impact my solar estimates?
The Modified Accelerated Cost Recovery System (MACRS) is a tax advantage mechanism that allows commercial customers to accelerate depreciation of their solar investment over the course of 5 years and thereby reduce their tax burden. This will, in turn, result in a quicker return on investment for applicable commercial customers. Click here for more info.
Q: What other solar rebates and incentives are available?
In addition to the ITC and accelerated depreciation (for commercial customers), there are varying rebate and incentive offers, depending on the state where you live. More information about applicable rebates and incentives can be found here.
Q: Can I finance my solar system purchase?
Yes. You can set up personal financing for your solar system installation through your bank or preferred loan company and each scenario will be different. Your payback will be impacted by your interest rate and loan term.
Q: How long will it take to recover my costs?
The time to recover the cost of your solar system installation can vary greatly based on the factors explained above. With the current rate structures and incentives provided, an average residential solar system in the Valley (<10 kW) requires about 26 years to pay off (with ITC applied). After this time, you will receive a return on your investment.
Q: How long does a typical solar system last?
A typical solar system has a useful lifespan of 25 to 30 years, depending on the local environment and the durability of the system. After this period, your solar panels will continue to generate electricity, but at a low efficiency.
Solar inverters have a typical lifespan of around 10-12 years and are generally replaced at least once over the lifespan of a solar system. Source: http://news.energysage.com/how-long-do-solar-panels-last/
Q: What type of warranty is provided with my system and what does it cover?
PV systems typically have two types of warranties that are provided by panel manufacturers: a product warranty and a performance warranty. The product warranty usually covers 10-12 years of manufacturing defects, wear and tear of the panels and environmental issues of the panels. Since panels become less efficient over time, the performance warranty guarantees a certain amount of solar production for up to 25 years (typically 90% production at 10 years and 80% production at 25 years).
A solar inverter warranty should be a major consideration when purchasing a system (warranties may vary widely by manufacturer). Please contact your solar installer for specific warranty details.
Q: What kind of maintenance does my system require?
Over the course of the system’s lifespan, solar panels generally don’t require much ongoing maintenance, as there are no moving parts (unless tracking systems are installed). However, inverters and other connected components may require periodic maintenance or inspection. Routine inspections are recommended to ensure your system functions properly.
Q: What happens to my solar system if I move?
You typically have two options:
1. Take your solar system with you and install it on your new property
2. Sell it with your home
Other things to consider:
1. Impact on your home value (a solar system may increase your value, but that depends on several factors such as market value, area, age of panels, buyer’s preference, etc.)
2. Cost of moving and reinstalling your solar system on your new property
3. Condition and characteristics of your new property’s roof that could impact the overall cost
4. Shading and sun availability on your new home
5. Location - new location rules and regulations for solar installs (contact your Local Power Company for specific guidelines pertaining to your new area)
We encourage you to contact your solar system installation company to understand your options.
Q: Do TVA and my Local Power Company offer any programs to support customers who want to install a solar system?
Yes. TVA and participating Local Power Companies offer Green Connect for residential customers installing solar.
Through this program, homeowners can connect with quality installers in their area who are specially trained and approved by TVA. Green Connect provides peace of mind that the installation has safety measures in place for the homeowners and Local Power Companies. Participants also get access to free online solar learning modules.
For more information, visit GreenConnect.com or contact your Local Power Company.
Q: Can I sell power from my solar system to TVA?
Through the Dispersed Power Production program, TVA may allow a qualified facility producing up to 80MW of power to sell part or all of the power it produces to TVA for TVA's avoided costs only.
Visit the Dispersed Power Production website to learn more.
Q: What are some other options for going green?
There are several ways customers can offset their carbon footprint and in some cases, save money. These options include:
- Energy efficiency improvements should be made before installing solar. If your home is energy efficient, you will not only use less energy, but if you decide to install a solar PV system, the system can be smaller - saving you more money!
- Purchasing renewable energy certificates (RECs) that support clean, renewable energy
- Participating in community solar offerings and other renewable energy programs offered by your Local Power Company/TVA.
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Pollination Fast Facts: Gardeners
What is pollination?
- Pollination occurs when pollen grains are moved between two flowers of the same species, or within a single flower, by wind or animals that are pollinators. Successful pollination, which may require visits by multiple pollinators to a single flower, results in healthy fruit and fertile seeds, allowing plants to reproduce. Without pollinators, we simply wouldn’t have many crops!
- About 75% of all flowering plants rely on animal pollinators and over 200,000 species of animals act as pollinators. Of those, about 1,000 are hummingbirds, bats, and small mammals. The rest are insects such as beetles, flies, bees, ants, wasps, butterflies, and moths.
Why are pollinators important to us?
- Worldwide, approximately 1,000 plants grown for food, beverages, fibers, spices, and medicines need to be pollinated by animals in order to produce the goods on which we depend.
- Foods and beverages produced with the help of pollinators include blueberries, chocolate, coffee, melons, peaches, pumpkins, vanilla, and almonds. Plants that depend on a single pollinator species, and likewise, pollinators that depend on a single type of plant for food are interdependent. If one disappears, so will the other.
What about bees that sting? What about allergies?
- Most species of bees don’t sting. Although all female bees are physically capable of stinging, most bee species native to the U.S. are “solitary bees,” that is, not living in colonies and don’t sting unless they are physically threatened or injured. Only honey bees are defensive and may chase someone who disturbs their hive.
- It is wise, though, to avoid disturbing any bee or insect nest. For instance, if you spot an underground nest of ground-nesting bees, you might want to mark it with a stick so that it can be easily avoided.
- Some people are allergic to pollen of various flowering trees, plants and grasses, but not to all pollen. A common misunderstanding is that hay fever is caused by goldenrod pollen. It isn’t! Ragweed is the main offender and should be avoided.
Ways You Can Help!
What everyone can do for pollinators:
- **Watch for pollinators**. Get connected with nature. Take a walk, experience the landscape and look for pollinators’ midday in sunny, planted areas.
- **Reduce your impact**. Reduce or eliminate your pesticide use, increase green spaces, and minimize urbanization. Pollution and climate change affect pollinators, too!
- **Plant for pollinators**. Create pollinator-friendly habitat with native flowering plants that supply pollinators with nectar, pollen, and homes.
What you can do for pollinators:
- **Create** a pollinator-friendly garden habitat in just a few simple steps.
- **Design** your garden so that there is a continuous succession of plants flowering from spring through fall. Check for the species or cultivars best suited to your area and gradually replace lawn grass with flower beds.
- **Plant** native to your region using plants that provide nectar for adults plus food for insect larvae, such as milkweed for monarchs. If you do use non-native plants, choose ones that don’t spread easily, since these could become invasive.
- **Select** old-fashioned varieties of flowers whenever possible because breeding has caused some modern blooms to lose their fragrance and/or the nectar/pollen needed to attract and feed pollinators.
- **Install** ‘houses’ for bats and native bees. For example, use wood blocks with holes or small open patches of mud. As little as 12” across is sufficient for some bees.
- **Avoid** pesticides, even so-called “natural” ones such as *Bacillus thuringiensis* (Bt). If you must use them, use the most selective and least toxic ones and apply them at night when most pollinators aren’t active.
- **Supply** water for all wildlife. A dripping faucet or a suspended milk carton with a pinhole in the bottom is sufficient for some insects. Other wildlife need a small container of water.
- **Provide** water for butterflies without letting it become a mosquito breeding area. Refill containers daily or bury a shallow plant saucer to its rim in a sunny area, fill it with coarse pine bark or stones and fill to overflowing with water.
- **Share** fun facts, such as: a tiny fly (a “midge”) no bigger than a pinhead is responsible for the world’s supply of chocolate; or one out of every three mouthfuls of food we eat is delivered to us by pollinators. | b6928119-0682-4c65-9d8c-42ed7eb3af94 | CC-MAIN-2023-14 | https://www.pollinator.org/pollinator.org/assets/generalFiles/Pollination-Fast-Facts-Gardeners-2022.pdf | 2023-03-29T23:42:19+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00510.warc.gz | 1,021,538,002 | 981 | eng_Latn | eng_Latn | 0.998405 | eng_Latn | 0.998654 | [
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Carefully read the transcript of the interview below, by former Pearl Harbor Aviation Museum Curator Burl Burlingame.
The Swamp Ghost
“This airplane, uh, the ‘Flying Fortress’, was—went into service just after the Pearl Harbor attack. It passed through Hawai‘i, and served here for a little while, then went on to, uh, Australia and Java, where it flew against the Japanese. And the on February 22, 1942, it was involved in a bombing raid in Rabaul, and even though nine airplanes took off, two made it to the site. Um, this one and one other, they bombed Rabaul and this airplane was involved in a running gun fight on its way back to New Guinea. Dodging through thunder storms, getting shot at by Zeros, they managed to get away because B-17s are tough. Uh, they didn’t have enough fuel to get over the Owen Stanley mountains, however, so the pilot, Freddy Eaton, decided to put down in a field—on New Guinea—and he put it into a field, and it turned out it was a swamp, and the plane settled into the swamp water. Eaton and his crew managed to hike out, uh, it was a long hike, uh, four weeks or so, they had malaria and everything else. But the B-17 was forgotten, and it stayed there for years, and years, and years. And then the Australian Army found it on maneuvers and the gave it the name ‘Swamp Ghost.’”
You are the interviewer! In an oral history interview, you will need to ask “follow-up” questions to get your subject to talk more! Use the worksheet on the next page to ask some follow-up questions to Curator Burl!
Oral histories collect everything! Even “um,” “uh,” “er,” and pauses!
Read an Oral History!
What subjects in the interview are you interested in learning more about? Ask Curator Burl some “follow-up” questions that will encourage him to explain more about that subject.
Remember to use who, what, when, where, why, or how when starting your questions.
| Ex. | “How long did the B-17 stay in the swamp?” |
|-----|------------------------------------------|
| #1 | |
| #2 | |
| #3 | |
| #4 | |
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Look everywhere for the Falcate Orangetip butterfly! Considered a harbinger of spring, these small butterflies have only one flight in Northern Virginia, between late March and mid-May. Start at the Stone House front porch, then walk toward the Wildlife Garden.
1. **Bloodroots** and **Violets** are some of the first native plants to bloom in spring. Bloodroot is named for the dark red sap in stems and roots. Violets are a host plant for the Great Spangled Fritillary butterfly.
2. **Gray Dogwood** shrubs grow at the entrance to the Wildlife Garden. They form thickets, grow to 16’, and have greenish-white blossoms. It’s a host plant for Azure butterflies.
3. **Hackberry trees** are a host plant for six different species of butterflies, including the Hackberry Emperor, Comma, and American Snout. Their tiny fruit is popular with winter birds.
4. **Autumn Olive** is a deciduous shrub from eastern Asia and is an aggressive invasive species that is difficult to eradicate. Regretfully, it was introduced intentionally for erosion control and wildlife habitat.
5. **Poison Ivy** can appear as shiny reddish/green leaves, mature leaves or a hairy vine. It is an important food source for animals. Birds in particular enjoy the waxy white berries in late fall/winter. Enjoy from a distance, all parts can be irritating to human skin.
6. **Bluebird Boxes** provide nesting sites for bluebirds, please don’t disturb! Our volunteers monitor the box all nesting season as part of a national effort to protect bluebird populations.
7. **The Old Barn** has been a safe haven for nesting Black Vultures for years. Black Vultures stay with their mates and maintain strong social bonds with their families throughout their lives.
8. Entering the floodplain where Spring Beauties and nonnative Common Chickweed cover the ground. Spring Beauties are one of the earliest nectar sources and important native plants for bees.
9. **Green Level Cemetery** shows five graves that have been rediscovered, all part of the French family. Note the Periwinkle, a non-native species historically planted at cemeteries.
10. **Ralph’s Pond** is home to a variety of frogs. This permanent wetland pond provides great habitat for frogs since no fish are present to eat frog eggs, tadpoles, and newts.
11. **Cricket Frogs** are often seen mating in small wetland pools along edge of the boardwalk. These small frogs come in a range of color combinations, including black, yellow, or orange on a base of brown or green.
12. **Pawpaw** trees grow delicious custard-like fruit loved by many mammals including humans. An understory tree commonly found in floodplains, it has unique burgundy-colored flowers. Pawpaws are the only host plant for Zebra Swallowtail butterflies.
13. **First Virginia Bluebells**. This native perennial is likely why you’re here. They thrive in floodplain habitats, where they attract pollinators such as bees and butterflies. The Virginia Bluebell is the official flower of Prince William County.
14. **Trout-lilies** are an early spring bloomer that only flower after developing two leaves on its stem. It’s named for its mottled leaves, which look like the markings on brook trout.
15. **Grape Vines** are one of our most abundant vines. They provide cover, nesting sites, and plentiful amounts of fresh fruit for over 100 species of birds and 79 species of caterpillars.
16. **The Spring House** indicates the end of this journey. Note how cool this spot feels as the underground stream bubbles up to the surface. The spring house was used as a source of refrigeration. | 98f91ffa-2708-4558-8e79-be79c103041f | CC-MAIN-2023-14 | http://www.pwconserve.org/merrimacfarm/bluebellfestival/Spring%20Bluebell%20Trail%20Walk.pdf | 2023-03-31T06:12:33+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949573.84/warc/CC-MAIN-20230331051439-20230331081439-00566.warc.gz | 88,846,100 | 795 | eng_Latn | eng_Latn | 0.997016 | eng_Latn | 0.997038 | [
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Climate Craft Mission Map
Mission 1: All aboard the climate craft
Learn about where you live
Mission 2: Weather watch look-out
Learn what weather is
Mission 3: Climate clothes dress-up
Learn what climate is
Mission 4: Climate change colour-in
Learn that the climate is changing
Mission 5: Weather hazard link-up
Learn how climate change effects weather
Mission 6: Global impacts mind-map
Learn how climate change impacts people
Mission 7: Your home spider-web-it
Learn that people, places and things are connected
Mission 8: Nature helps, nature-hunt
Learn how nature helps us deal with climate change
Mission 9: Children’s rights stand-up
Learn about your rights and climate change
Mission 10: Global goal, greener world
Learn about global action
Mission 11: Climate action storytime
Explore actions from around the world
Mission 12: Be climate ready
Choose a climate action to take forward
Mission 13: Call for climate action
Sharing step!
Mission 14: Share your climate story
Sharing step!
Legend
Learning Step
Action Step
Sharing Step
Calling all climate explorers
Your Task: Complete different missions to learn more about our world, take action and share ideas
You’ll make a ‘climate craft’ to travel in. It can take you to the future, the past, and all around the world. Using ‘weather wishes’ you can transform to see things through the eyes of others.
Construct your climate craft
Reuse materials to construct your climate craft. The climate craft is powered by energy from the sun, wind and water - can you show this? It also uses a little bit of magic! - Choose your favourite magical ingredient from nature to make weather wishes.
Your journey
Use the map to plan your climate craft journey. When you complete a mission, colour in the sun, wind or water pictures to power up your climate craft and move to the next mission.
Follow the mission map to track your climate explorer journey and check the top of each card to see the mission description
Mission 1: All aboard the climate craft
In your upcoming missions you will travel in your climate craft to visit children around the world. You will learn about the places they live and share stories.
1. Let’s start the journey by thinking about where you live
- Can you describe what your home looks like to someone else?
- Are there other houses or buildings nearby?
- Is there nature near your home?
- Who lives or works near where you live?
- What is your favourite place in the area you live? Can you give three reasons why?
Share your answers with friends and family. Do they answer the same or differently?
2. Look into the future
Your first mission is to travel 30 years into the future and report back to other children on what you saw. Can you work out what year it will be in 30 years time?
Imagine you could get into your climate craft and travel 30 years into the future. Set your dial for that year and press GO...
You’ve arrived! Imagine what the place you live now looks like 30 years in the future. What might have changed?
Draw a picture of how you imagine the place you live in 30 years. Share your picture with someone else. Did they imagine something different?
Well done, you’ve completed Mission 1. Keep your picture – you’ll need it for your final mission – and power up your climate craft on the mission map by colouring the sun energy and move to Mission 2.
Mission 2: Weather watch look-out
1. Make your weather watch
Fold a piece of paper into 6 rectangles. Ask an adult to help if you need. Write ‘weather watch’ and where you live across the top. Write ‘morning’, ‘midday’, ‘afternoon’ in the rectangles.
Weather can be sunny, cloudy, rainy, warm, cold, windy, snowy...
Weather is what’s happening outside, in the ‘atmosphere’, at a particular place and time.
2. Park your climate craft by a window and look out
What is the weather like? Is it morning, midday or afternoon? Draw the weather in the correct box for day 1. You’ve made your first weather window! Repeat this for the rest of today and tomorrow to fill in the windows.
Look at your weather watch. Are all the pictures the same or different? What do you think we mean by ‘weather’?
Want to continue weather watching? Make some new weather windows and keep going.
Did you know...
Some weather records from around the world are hundreds of years long! Why do people record the weather? Why is knowing what the weather is like important?
3. Do you know any songs about weather?
Can you make one up for your weather watch?
Well done you’ve completed Mission 2. Power up your climate craft on the mission map by colouring the wind energy and move to Mission 3.
Mission 3: Climate clothes dress-up
1. Let’s go outside
Imagine it’s a hot day. Dress up in what you might wear or take out. Ask someone to guess what time of year you are ready for.
Now imagine it’s cold. Dress up in what you might wear or take out. Ask someone to guess what time of year you are ready for.
What if it was rainy? Dress up in what you might wear or take out. Ask someone to guess what time of year you are ready for.
Did they guess correctly? What do the clothes you wear say about the weather you normally experience?
Climate is what the weather is normally like, or the average over a long period of time - 30 years or more in a particular place, country, or region. Climate influences what we expect the weather to be like at different times of the year.
2. Now jump in your climate craft - you’re off on an adventure around the world!
First stop is the Caribbean. What clothes do you need to pack? What do you think the climate (normal weather) is like in the Caribbean?
Second stop is the Arctic. What clothes do you need to pack? What do you think the climate (normal weather) is like in the Arctic?
It’s your choice where to go next… What do you think the climate (normal weather) is like there?
Well done you’ve completed Mission 3. Power up your climate craft on the mission map by colouring the water energy and move to Mission 4.
Mission 4: Climate change colour-in
1. Let’s go back in time on your climate craft
Can you think of someone who has lived in your area for 30 years? Maybe your grandparents, parents, guardians, or neighbours?
Call, message, visit or write them a letter explaining what you’ve learnt about climate (normal weather) and ask:
“Was the climate different 30 years ago where you live?”
“If the climate has changed, has it changed the way you live?”
Top scientists agree that the ‘normal weather’ or the ‘climate’ is changing across the world. People across the world are also noticing these changes in their normal weather over time.
2. What is climate change?
The Earth gets all its energy from the sun. About half of this energy hits the ground, and some bounces back into space.
Some of the energy gets trapped by greenhouse gases in the air around us. They help keep the world at the right temperature for people, plants and animals to live.
Over the last 200 years, people’s activities have increased the amount of greenhouse gases in the air.
More greenhouse gases mean more energy is trapped in the air, which causes the world to warm up. We call this global warming.
A warmer world effects our weather systems over time. This causes our normal weather or climate to change across the world. We call this climate change.
Climate change is also causing extreme weather events to be bigger or to happen more often across the world.
Colour the pictures above or draw your own to learn about the causes of climate change.
Can you use the pictures to explain the causes of climate change to someone else? Discuss together why climate change is a challenge.
Well done, you’ve completed Mission 4. Power up your climate craft on the mission map by colouring the sun energy and move on to Mission 5.
Mission 5: Weather hazard link-up
1. Let’s see how climate, weather, and hazards link
Look at the pictures of weather in the square boxes.
Look at the pictures of hazards from around the world in the circles.
Too much or too little of a type of weather or ‘extreme weather’, can cause hazards.
Can you link the extreme weather to the hazards it causes?
• Link with a thick line if the hazard is caused by too much rain, wind or sun
• Link with a dotted line if the hazard is caused by too little rain, wind or sun.
2. Discuss with someone else which hazards happen where you live?
Talk about climate change making extreme weather events bigger and happen more often.
How might this impact people around the world? What about where you live?
Top scientists agree that climate change is causing extreme weather events to become bigger and happen more often around the world. Extreme weather can lead to hazards that impact people.
Well done you’ve completed Mission 5. Power up your climate craft on the mission map by colouring the water energy and move to Mission 6.
Mission 6: Global impacts mind-map
1. You’re off to meet people around the world. How might climate change impact them?
Emma, Marshall Islands
Hello. My name is Emma. I live in a town near the coast. I like playing basketball. I am at college and study science as I want to help prepare for sea level rise.
There is a big storm, buildings are destroyed and roads are blocked. How might this impact Emma?
Jean, France
Bonjour. My name is Jean. I’m 75 and live on my own in the city. I enjoy being outside and gardening, but my favourite thing is when my grandchildren visit!
There is a heatwave – the hottest ever in France. How might this impact Jean?
Maria, Honduras
Hola. My name is Maria. I am pregnant with my third child. We live in the city. It is hot and the rains are getting heavier causing floods.
Mosquitos carry diseases. They like heat and flood water. How might this impact Maria?
Priya, India
Namaste. My name is Priya. I get up early everyday to fetch water from the well for my family. Then I join my brother to walk to school. I love learning. One day I hope to be a doctor.
It hasn’t rained for 3 months. There is severe water shortage. It is necessary to walk further to find water. How might this impact Priya?
Ahmed, Tanzania
Salam aleikum. My name is Ahmed. I am a farmer and live with my family. I grow maize and beans to eat and cashew nuts to sell. We rely on a good harvest.
Rainfall patterns are changing. This affects the growing season for crops. How might this impact Ahmed?
Climate change and extreme weather impact people around the world in different ways.
2. Can you think of any other ways climate change may impact different people differently? Why might it impact them differently?
Well done you’ve completed Mission 6. Power up your climate craft on the mission map by colouring the wind energy to move to Mission 7.
Mission 7: Your home, spiderweb it!
1. Let’s make a map – you can draw, craft, paint, model – be creative! Imagine you are on a climate craft journey where you live, or go for a walk.
Add ‘places’ to your map - Think about different places where you live. Why are they important?
Add ‘people’ to your map - Think about the jobs people do where you live. Why are they important?
Add ‘things’ to your map - Think about different things where you live. Why are they important?
People, places, and things are connected and depend on each other. This is important when we think about the impact of climate change and extreme weather. If one place is impacted this may impact another place, or person, or thing. If this has further impacts this can lead to a big problem.
2. Spiderweb it!
Can you see connections between people, places and things?
Draw lines to connect them on your map and create a giant spiderweb!
3. Imagine there is extreme weather - draw stars next to people places and things at risk. Follow the spiderweb lines to see if other people, places or things might be impacted.
What could you change to be better prepared?
Well done you’ve completed Mission 7. Power up your climate craft on the mission map by colouring in the water energy and move to Mission 8.
Mission 8: Nature helps, nature-hunt
1. What do you think about when we say ‘nature’?
It is important to look after nature as it helps us in lots of different ways and it can help us be ready for climate change.
1. Using natural things
Think about where the things around you come from. What materials are they made of?
Plants give us fruit, vegetables and medicines, animals give us food, trees give us wood.
2. Enjoying natural places
Lots of people enjoy natural places. What do you do for fun in natural places? Playing outdoor games with friends, picnics with family, walking, swimming in rivers.
3. Looking after natural things and places
Nature can help look after itself. How do you think this helps us? Did you know...
- Trees can help clean the air and water. Trees can also help to control water to reduce the risk of flooding and landslides.
- Bees are some of the most important animals in the world. They help pollinate flowers, fruits and vegetables. This means bees help other plants grow.
- Plants can help protect land and coasts from storms and sea level rise.
4. Keeping alive natural things and places
Nature has ways to keep all the other natural things and places alive. How do you think this helps us? Did you know...
- Sunlight is used by plants to make their own food, so that they can grow.
- Dead natural materials are broken down by bacteria and turned into soil to support new life.
2. Nature hunt
Lead a nature hunt where you live. Search outside or around your home. On pieces of paper write ‘Using’, ‘Enjoying’, ‘Looking after’ and ‘Keeping’.
- 10 minutes to find as many examples as you can for each way nature helps us.
- Be creative! A leaf could be a tree or a plant. A cup of water could be a lake river or sea. Maybe some fruits or vegetables. A photograph of you outside Explain your examples to someone. How many did you get? Take a photo and keep it for later.
3. Can some of the ways nature helps us, also help us deal with climate change and extreme weather?
Can you think of ways we can help look after nature?
Well done you’ve completed Mission 8. Power up your climate craft on the mission map by colouring in the sun energy and move to Mission 9.
Mission 9: Children’s rights, stand-up
1. Like all children around the world, you have special rights
What do you feel your rights are, or should be?
Talk someone through each of your rights using your body:
be healthy
clean water and food
education
play in safe, clean places
share your ideas and be heard
Almost all countries agree these are rights children must have and are included in a global law.
2. How could climate change impact your rights?
Can you point to where you could be affected using the body map? Are the rights of children in different places, cities or countryside impacted differently?
Heatwaves can cause heatstrokes which make people ill. Flooding and heat can lead to more mosquitoes which carry diseases. Climate change can also make us feel very worried and uncertain.
Extreme heat can lead to water shortage making it difficult to grow crops and keep animals. Changing weather patterns also make it difficult to grow crops.
Floods, storms, heat can damage school buildings & books, or stop children & teachers getting to school. Has your school ever been affected by extreme weather? In school, do you get enough information about climate change and nature?
Extreme weather events could damage the areas where children like to play. Do you have clean, and safe places where you can play? What about natural places?
Do adults listen to you when you ask questions or talk about heatwaves, flooding, or climate change? Do you feel like your thoughts and ideas matter?
3. Your rights are important when you take climate action
Children around the world are standing up for their rights at climate rallies. Choose a right that is at risk because of climate change. Make a sign that says “I have the right to…” Take a photograph and keep it for later.
Can you show your sign to others or even take it to a public rally? Make sure you go with an adult, have a safety plan if you get separated, have fun and make your voice heard!
Well done you’ve completed Mission 9. Power up your climate craft on the mission map by colouring in the water energy and move to Mission 10.
Mission 10: Global goal, greener world
1. We are one world. We are all connected by the air we breathe, the water we drink and the climate around us. Can you remember what is causing climate change? Look at mission 4 for a reminder.
To stop climate change getting worse all countries must work together to reduce greenhouse gas emissions to make our world greener. We need world leaders to commit to big changes. Can you think of an example? What powers your climate craft?
“No one is too small to make a difference”
- Greta Thunburg
2. Small changes can be the start of bigger change. Look at the examples in the chart for ideas on how you can reduce greenhouse gas emissions:
- Reduce, Reuse, Recycle
- Turn off the heating when you don’t need it
- Turn off the air-conditioning when you don’t need it
- Drive less, use public transport, walk & cycle more
- Use energy efficient products, e.g. lightbulbs
- Encourage others to save energy
- Plant trees
Your ideas:
____________________
____________________
3. Stick the chart up on a wall, add your ideas, or make your own version.
See how many changes you and your family can make this week. Keep a tally in the boxes. Can you keep going?
Well done you’ve completed Mission 10. Power up your climate craft on the mission map by colouring in the wind energy and move to Mission 11.
Mission 11: Climate action storytime
1. Climate change is happening. Children across the world are taking action to ‘be climate ready.’
Imagine you are a news reporter on a climate craft mission to find out more. Imagine you are interviewing children from the different countries below. Where are they from? What is the climate hazard? What actions are they taking to be climate ready?
Can you write or film a news report about two different actions? In your report share something you found interesting about each action.
Heatwaves: Lebanon
We visit our elderly neighbours to keep them company, remind them not to go outside in the day and to drink lots of water.
Flooding: Haiti
We started a children’s climate club and we clean up our school and streets once a month to reduce the risk of flooding.
Water shortage: Indonesia
We planted a vegetable garden at school and used clay pots for slow drip irrigation, so we don’t waste water.
Sea level rise & storms:
Marshall Islands
We prepared a grab bag with important things in case we have to leave our house quickly during a storm.
Diseases: Honduras
We learned mosquitoes carry diseases and increase in floods and heat, so we asked our parents to buy mosquito nets.
Damage to nature:
The Philippines
We go on outdoor fun days with our friends and family so we can get to know nature and understand why it is important to look after it.
Feeling worried: UK
We wrote letters to our government to ask for climate change lessons at school to learn about actions we can take.
Changing rainfall: Tanzania
We visited our weather agency and learnt we can get weather updates by sms. We told our families, so they can be aware too.
Well done you’ve completed Mission 11. Power up your climate craft on the mission map by colouring in the sun energy and move to Mission 12.
Mission 12: Be climate ready
1. Reimagine the future
Remember your first climate craft mission 1 when you travelled into the future? Look at your picture of how you imagine where you live in 30 years. Can you add anything to make your future vision ‘greener’ and ‘climate ready’?
2. Be climate ready - choose your challenge
Look at your spiderweb map of where you live, from Mission 6. Think about how climate change might impact you. How can you be climate ready?
Look at Mission 11 and climate action by children around the world for ideas. Choose one of these actions, or think of a different one, to take forward where you live. Write down what your action is.
3. Make an action plan
Do you need any tools or materials? Is it something you can do by yourself, or do you need friends, family or teachers to help you? How will you persuade others to get involved?
Can you think of a fun way to show why the action is important? You could make an action showcase - sing a song, make up a dance, draw a comic strip, write a magazine article, design a poster, tell a story, video a news report, create a game...
Take a photo or record your showcase.
4. Take your action in real life to be climate ready
Don’t forget to keep a record of your progress!
Well done you’ve completed Mission 12. Power up your climate craft on the mission map by colouring in the water energy and move to Mission 13.
Mission 13: Call for climate action
Children are impacted by climate change today and will be impacted in the future. Think about the action you are taking where you live to be climate ready.
1. Let’s call on world leaders to act to support children and to make the world climate ready
Take a piece of paper.
In one corner draw yourself shouting as loud as you can.
Write your first name, your age and your country below it.
Draw a big, bold speech bubble from your mouth to fill the whole page.
In the middle draw the climate hazard that impacts you and write what it is below it.
Across the top of your speech bubble write ‘CLIMATE ACTION NOW’ to call on world leaders to act.
Take a photograph of your picture and ask an adult to help you upload it to the world map to add your voice.
2. Your challenge:
Encourage as many children as you can to add their voices to the map to make the call for action louder.
Let’s see if we can get a call for ‘Climate Action Now’ from children in every country. Let’s make the call so loud that leaders listen!
Well done you’ve completed Mission 13. Power up your climate craft on the mission map by colouring in the wind energy and move to Mission 14.
Mission 14: Share your climate story
Complete your climate craft journey with your own climate action story
Ask someone to video you saying:
• I have the right to...
[hold up your Mission 9 sign]
• “This is my vision for a climate ready and greener future…”
[hold up your Mission 1 future vision picture]
• “This is the action that I have taken to help us get there…”
[share your Mission 12 action showcase and/or your record of action]
• “…And this is my call to world leaders to take CLIMATE ACTION NOW”
[hold up your Mission 13 call to action]
Can you share your story with your friends and family? Can you inspire them to undertake the climate craft missions to create their own climate stories?
Let’s help make more people where you live and around the whole world climate ready!
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Discovery of A Six-Planet System
• NASA’s Kepler spacecraft searches a small portion of the sky for periodic dimming of more than 150,000 stars in our Milky Way galaxy, indicating planets may be passing in front of (transiting) them.
• A system of 6 planets was recently reported orbiting a single star named Kepler 11.
• The planets are among the smallest discovered around other stars. Their properties challenge theories for planetary formation.
The amount of light from the star Kepler-11 decreases when each of six planets (denoted by the six circle colors) passes in front of it. Note that each planet’s transit occurs at regular intervals.
Finding Planet Sizes and Masses
The starlight dimming tells us:
- **Size**: 2-5 times Earth’s size (from amount of dimming)
- **Orbital period**: 10-120 days (from frequency of dimming)
- **Orbital distance**: 0.1-0.5 Earth’s (from period and Kepler’s 3rd Law)
- **Mass**: 2-15 Earth masses * and **Orbit shape**: nearly circular * (from simulations of transits being early or late by minutes, caused by the planets nudging each other gravitationally)
- **Density**: 0.1-0.6 times Earth density * (mass / volume)
* Can only be determined for the 5 inner planets
The amount of light measured from Kepler 11 for each transit allows scientists to infer many properties of the six planets.
Discoveries in Planetary Science
http://dps.aas.org/education/dpsdisc/
The Big Picture
• Knowledge of the planets’ orbits and characteristics allows scientists to constrain their composition and evaluate scenarios for their formation.
• The planets are less dense than Earth, implying they have substantial amounts of gas, or possibly ice.
• But they are also close to their star where temperatures are high, making it harder for them to keep gas or ice.
• Recent discoveries are highlighting diverse population of exoplanets - forcing scientists to rethink theories for planetary formation.
Schematic view of the Kepler-11 planetary system (blue), with the orbits of Venus and Mercury shown for reference. How did such a compact, circular, flat system of low-density planets form?
For More Information...
Press
• Space.com - 02/02/10 - “Astronomers Find 6-Pack of Planets in Alien Solar System”
http://www.space.com/10744-alien-planets-solar-system-kepler-mission.html
• Sky & Telescope - 02/02/11 - “Kepler's Outrageous Six-planet System”
http://www.skyandtelescope.com/news/115102594.html
• NASA Kepler - 02/02/11 - “NASA's Kepler Spacecraft Discovers Extraordinary …”
http://www.nasa.gov/mission_pages/kepler/news/new_planetary_system.html
• NASA Kepler Mission Site - 02/01/11 - “NASA Announces 1,235 Planet Candidates, …”
http://kepler.nasa.gov/news/index.cfm?FuseAction=ShowNews&NewsID=98
Images
• Slide 1 image courtesy Daniel Fabrycky and the Kepler team, based on:
http://www.nature.com/nature/journal/v470/n7332/full/nature09760.html
• Slide 2 image from Lissauer et al., Nature article
http://www.nature.com/nature/journal/v470/n7332/full/nature09760.html
• Slide 3 image courtesy NASA / Tim Pyle
http://www.nasa.gov/mission_pages/kepler/news/new_planetary_system.html
Source Articles (on-campus login may be required to access journals)
• Lissauer et al., ‘A closely packed system of low-mass, low-density planets transiting Kepler-11’, *Nature*, 470, doi:10.1038/nature09760, 2011.
http://www.nature.com/nature/journal/v470/n7332/full/nature09760.html
Prepared for the Division for Planetary Sciences of the American Astronomical Society by David Brain and Nick Schneider
firstname.lastname@example.org - http://dps.aas.org/education/dpsdisc/ - Released 15 April, 2011
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For each of the questions below, refer to the phase diagram shown above for mysterious compound, X.
1) If you were to have a bottle containing compound X in your closet, what phase would it most likely be in?
Gas → High Pressure & Temp
2) At what temperature and pressure will all three phases coexist?
Triple Point (T) = 350°C @ 50 atm
3) If I have a bottle of compound X at a pressure of 45 atm and temperature of 100°C, what will happen if I raise the temperature to 400°C? (Specify phase change.)
Sublime into gas from solid
4) If compound X is nontoxic, would you be able to drink it in the liquid form?
No, it would be too hot!
5) If I have a bottle of compound X at a pressure of 70 atm and temperature of 750°C, what will happen if I lower the temperature to 600°C? (Specify phase change.)
Condense from gas to liquid
Refer to the phase diagram below when answering the following questions.
* NORMAL melting/boiling/freezing Point = 1 atm
6) What is the normal freezing point of this substance? @1.00 atm = 100°C
7) What is the normal boiling point of this substance? @1.00 atm = ~375°C
8) What is the normal melting point of this substance? @1.00 atm = 100°C
9) If I had a quantity of this substance at a pressure of 1.25 atm and a temperature of 300°C and lowered the pressure to 0.25 atm, what phase transition(s) would occur?
Boil/Vaporize @~0.87 atm from liquid to gas
10) At what temperature do the gas and liquid phases become indistinguishable from each other?
Critical Point (CC) =
~825°C @ ~1.56 atm
11) If I had a quantity of this substance at a pressure of 0.75 atm and a temperature of -100°C, what phase change(s) would occur if I increased the temperature to 600°C? At what temperature(s) would they occur?
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Hawke's Bay Trends
THE STATE OF OUR ENVIRONMENT
TEMPERATURES
RAINFALL
RIVER FLOW
GROUNDWATER & SOIL
MINISTRY OF PRIMARY INDUSTRIES
HAWKE'S BAY | Environmental Science
HAWKE'S BAY REGIONAL COUNCIL
Easter is typically a time of swallowing more than we should and we outdid ourselves by swallowing the tropics... twice. We overindulged in rain courtesy of Debbie and gorged on wind thanks to Cook. We’re accustomed to strong winds from the northwest in October but not 100 km/h gusts from the east in April. It seems the change in wind direction combined with sodden soil took our trees by surprise, so much so that some needed a lie down. I imagine if my customary brisk nasal rinse unexpectedly changed to forceful colonic irrigation, I’d be unsteady on my pins too. All in all, rainfall, soil moisture and river flows were all above normal for the month and groundwater levels around the region responded to the wet weather as and when it pleased them. Temperatures weren’t entirely tropical but respectfully above average.
Kathleen Kozyniak
Principal Scientist Climate and Air
The short summary
Wild, wet and warm
This is a summary of the regions rainfall, river flows, ground water, air quality and soil moisture levels. Data and images provided by HBRC.
May to July Forecast
Temperature Near average
Rain Near or below normal
River flows Near normal
Soil moisture Near normal
(source: NIWA)
For more information
www.hbrc.govt.nz
P: 06 835 9200
Soaked – above normal everywhere.
Percentage of normal April rainfall (30 year average)
For areas in the region:
| Location | Percentage |
|---------------------------|------------|
| Waikaremoana | 274% |
| Northern HB | 191% |
| Tangoio | 226% |
| Kaweka | 213% |
| Ruahine | 199% |
| Heretaunga Plains | 267% |
| Ruataniwha Plains | 274% |
| Southern HB | 208% |
| Hawke’s Bay Region | 231% |
Percentage of Normal Rainfall
- Red: 0 - 25%
- Orange: 26 - 50%
- Yellow: 51 - 75%
- Green: 76 - 100%
- Light Green: 101 - 125%
- Dark Green: 126 - 150%
- Teal: 151 - 175%
- Blue: 176 - 200%
- Dark Blue: 201 - 225%
- Black: > 226%
Above average, especially nights
Mean Difference from Normal
Maximum Temperature: 0.4°C
Minimum Temperature: 1.4°C
Mean Daily Maximum: 18°C
Mean Daily Minimum: 10°C
Highest Daily: 30.1°C
Location: Hastings AWS
Lowest Daily: -0.2°C
Location: Taharua
Percentage of average April flows for areas in the region:
- Northern Coastal: 249%
- Northern HB – Hangaroa River: 295%
- Northern HB – Wairoa River: 275%
- Northern HB – Waiau River: 430%
- Mohaka: 249%
- Central Coastal: 261%
- Tūtaekuri: 311%
- Heretaunga Plains: 316%
- Ngaruroro - Upper: 309%
- Ngaruroro - Lower: 414%
- Southern Coastal: 254%
- Ruataniwha Plains: 549%
- Tukituki: 365%
- Southern HB: 1058%
- Hawke’s Bay Region: 381%
Groundwater:
Heretaunga basin – Mostly normal water levels
Ruataniwha basin – Mainly Normal and above normal water levels
Secondary basin – Mainly normal to above normal conditions
Soil Moisture
Above normal
Significant rain since mid-February and above average temperatures have produced unprecedented autumn pasture growth. Conditions on pastoral farms are more like those seen in spring. Ewes have gone to the ram in very good condition, which should mean good lambing percentages. The high pasture covers have seen store stock attracting significant price premiums. Many farmers sold stock early due to the dry summer and are now holding onto anything remaining to add weight and control pasture, while others compete for the limited supply available to buy in for finishing through winter. Beef cattle in particular are fetching high prices.
The April rainfall and wet ground conditions proved troublesome for harvesting maize silage, applying autumn fertiliser, planting new grass and for shearing.
It has been a challenging harvest period for cropping farmers, and grape and fruit growers. In addition to the rain interrupting picking, the predominance of mild, cloudy weather in March and early April delayed colour development in mid- to late-season apple varieties.
The priority for wineries during periods of wet weather is to harvest fruit in good condition. This meant that some grape crops were harvested before optimum ripeness could be achieved. There have also been instances of grape loss.
The harvest of onion and tomato crops was hampered by wet weather. The marketable yields of some main-season onion crops are likely to be reduced.
The damaging winds that accompanied ex-tropical Cyclone Cook mid-April meant some areas were without power for several days and as a result, a number of dairy herds were dried off early. Plantation forests and orchards in the region seem to have escaped OK, with only minor and localised damage reported. | 8762ead4-128b-4178-961d-79d2438428d7 | CC-MAIN-2024-18 | https://www.hbrc.govt.nz/assets/Document-Library/Reports/State-of-the-Environment-Report/HBRC-SOE-April2017.pdf | 2024-04-12T12:04:13+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296815919.75/warc/CC-MAIN-20240412101354-20240412131354-00624.warc.gz | 709,710,289 | 1,190 | eng_Latn | eng_Latn | 0.674782 | eng_Latn | 0.992467 | [
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The Makings of an Effective Citizen
Singapore’s social and economic progress post-independence can be attributed to one important factor—her citizens. We speak to the guest editor of this issue and Social Studies teacher educator Dr Kho Ee Moi on what makes a good citizen and the important role teachers play in preparing the young to become caring contributors to society.
Equipping our youths with the relevant knowledge, skills and attitudes to become active members of society is a crucial first step towards building a nation of effective contributors.
“In order to have a socially cohesive and economically prosperous country, we need to have people who can contribute effectively to society,” says Senior Lecturer Dr Kho Ee Moi from the Humanities and Social Studies Education Academic Group at the National Institute of Education. “To be an effective contributor, one must be informed, interested and concerned about public life.”
Citizenship in a Global World
The idea that an interest in public issues is necessary for one to become an effective citizen dates back to ancient Greece, where the term “idiocy” was coined to describe a person who failed to demonstrate social responsibility and awareness within his or her society. Derived from the Greek word *idios*, which means “one’s own”, “personal” or “self-centred”, the original meaning of the term “idiot” is not what it means to us today.
Although commonly used today to refer to an individual who is mentally deficient or lacks intelligence, “when the Greeks talked about the idiot, they were in fact...”
To be an effective contributor, one must be informed, interested and concerned about public life.
- Kho Ee Moi,
Humanities & Social Studies Education Academic Group, NIE
thinking of it in terms of a citizen who was only concerned about his or her own selfish needs and selfish wants,” explains Ee Moi. “The idiot is somebody who is not interested in the public life and doesn’t care about what happens in the public sphere.”
In a world that holds much future uncertainty however, it is crucial to educate our young to take an active interest in public life and international affairs. As a global city, Singapore cannot afford to ignore global developments, be it international disputes or climate change.
“This is why citizenship education in Singapore is very important. Rather than just being concerned with their own needs, we need our students to be aware of what is going on around them,” says Ee Moi.
**Teaching against Idiocy**
In his article *Teaching Against Idiocy*, Walter Parker discusses what it means to teach young people against idiocy and argues that schools are ideal sites for citizenship education.
According to Parker (2005), educating for citizenship is to inculcate in learners public virtues essential for the cultivation of democratic citizens. As a public space where diverse individuals gather, the school environment gives students the opportunity to learn to get along with and cooperate with others who may have different perspectives and values from themselves. The school is also likely a child’s “first real exposure to the public arena”, making it an ideal space to nurture social consciousness and values like tolerance, respect and dignity.
“As such, educators should recognize the important role they play in getting students to be aware of and concerned about the world around them,” says Ee Moi. For effective citizenship education to take place in the classroom, she advises educators to take a *head, heart* and *hands* approach.
**Nurturing Head, Heart and Hands**
To *understand* objectively, to *care* and to *act* effectively—these are essentially what *head, heart* and *hands* refer to in citizenship education.
**Head Knowledge**
The *head* is the basis of citizenship. Before one can understand the meaning or significance of a situation, one has to first be knowledgeable about the issue at hand. “The *head* refers to knowledge of key issues both within the society and in the global sphere that all students need to become informed citizens,” Ee Moi explains. With that awareness, students will be better able to understand and make reasoned, rational decisions.
The study of History, Geography and Social Studies in school equips students with this knowledge base. “They learn about Singapore history and local issues such as land scarcity as well as other global developments through these subjects,” says Ee Moi. Schools also strive to equip students with critical thinking and critical literacy skills to make sense of information and assess the reliability of different sources of information.
**Heart in the Right Place**
The *heart* concerns an individual’s attitude and values. Besides having *head knowledge*, a good citizen is one who is good at heart and concerned about what is happening around him or her. As Professor Marvin Berkowitz explains in the article “Fostering Character and Values”, “We need kids to not just tell us what the core values are, but also to really care about them. Teaching to the heart is very different than teaching to the head” (SingTeach, 2014).
With an understanding of issues grounded by strong core values, students will be better prepared to contribute responsibly to society.
**It’s in Our Hands**
With a social conscience and the ability to think critically, the next step is preparing students for active citizenship. “We need to have participative citizens in society,” says Ee Moi. Schools should encourage students to take a stand on issues and act to address them as participation will give them a voice in issues and a stake in society.
**Teachers as Role Models**
To help students acquire the skills and attributes to become socially responsible citizens who care about and seek to improve their communities, Ee Moi believes that teachers themselves have to first take an active interest in social issues and contribute to society.
“Teachers play a pivotal role in influencing their students’ attitudes and beliefs,” she says. “Their words and actions have a great impact on students, especially primary school students.”
Even though students tend to view subjects like Social Studies and Civics and Moral Education as unimportant because they are often non-examinable, teachers must realize the importance of these subjects in building character. “Not examinable doesn’t mean it is not important,” says Ee Moi. This makes the role of teachers all the more vital—they must work towards changing students’ mindsets by making Social Studies lessons meaningful and impactful.
In school, the humanities subjects offer avenues for students to explore and reflect on citizenship issues and are paramount in creating informed, caring and active members of society. “I hope that by sharing good practices, teachers will understand how to engage students in a more meaningful way to communicate key values, concepts and understandings,” says Ee Moi.
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**References**
Parker, W. (2005). Teaching against idiocy. *Phi Delta Kappan, 86*(5), 344–351.
SingTeach. (2014, July). *Fostering character and values* (Issue 49). Retrieved from http://singteach.nie.edu.sg/issue49-people02/
---
**Kho Ee Moi** is Senior Lecturer with the Humanities & Social Studies Education Academic Group at NIE. Her research interests include social studies and history education, gender in education, and girls' education in Singapore.
---
**Research**
**Preparing Globally-Minded Citizens**
*With increasingly transnational flows of people, cultures, ideas, technology and capital, preparing our young to live in a global society has never been more important. Associate Professor Mark Baildon explores global citizenship education across three global cities to understand the challenges and opportunities teachers see in terms of preparing young people for this global context.*
**Global Citizenship Education**
Singapore being a global city presents the challenge of educating our young to live in a global society and a volatile, uncertain, complex, and ambiguous world. In this present landscape, global citizenship education offers a way to understand the role of citizens in a global society in the 21st century.
While some may view citizenship in national terms, focusing on local issues and patriotism, living in a global society is about recognizing that global issues like social injustice, climate change and war can equally affect us and require us to take action to resolve them.
“Hopefully teachers can have an appreciation that citizenship is multi-layered—always grounded in the local context, but also national and global,” says Mark. With globalization, even our identities have become multiple and complex, derived from ethnicities, religions, political affiliations, as well as transnational influences like social media.
“Citizenship education should therefore help young people understand and address pressing social issues that are not only local, but also affecting nations and communities everywhere.”
To understand how global citizenship education is viewed and taught in different contexts, Mark analyses curriculum and interviews school leaders and teachers in both international...
and local schools to observe how curriculum is implemented in three global cities: Singapore, Hong Kong and New York.
**Citizenship Education in Different Contexts**
There are differences in the way young people are educated for citizenship in Asian and Western contexts, shares Mark. “While Western societies tend to have a stronger political and individual focus, in Asian societies it is about producing moral citizens, and tends to be more communitarian in nature.”
One common finding about citizenship education across the three cities is that they tend to be fairly nationalist and seek to prepare students to become productive workers and consumers. This reflects an emphasis on economic development and growth. In order to be prepared to deal with a wide range of issues however, it is important that students are able to think critically and make informed decisions about a range of complex social issues.
“It is important for teachers to think about the nature of critical thinking they want students to engage in, not just to be better workers, but also to challenge assumptions, think critically about policies and government decisions, and form their own conclusions,” explains Mark.
Take the issue of global climate change for example. For students to see how they can help address the problem requires an understanding of not just the economics, politics and history of climate change, but also the different narratives of what “progress” is.
“We have to help young people understand these multi-faceted considerations so they can take informed actions,” says Mark.
**Addressing Global Social Issues**
The new issues-centred and inquiry-based Social Studies curriculum in schools strives to do this by dealing with what it means to live in a global society, not just economically, but also in terms of immigration, climate change and threats of terrorism. Investigation into key issues is also encouraged, and students are given the opportunity to conduct inquiry into issues that are important to them and the larger global community.
Some schools allow students to identify what issue they want to learn more about and take action around. Doing so acknowledges that action also involves getting students to care about these issues. “If we care about things, we’re willing to help and improve things around us,” says Mark.
With this flexibility, students may choose from a wide range of topics to research and take action. Some may choose to investigate the impact of the K-pop phenomenon on Singapore culture; others may find themselves inclined towards heavier topics like poverty or discrimination.
Although many of these global problems can seem daunting or impossible to manage due to their complexity, global citizenship education should guide students to start looking at what they can do locally to understand and address these problems.
**Action at the Local level**
“Global citizenship education is always local, because these issues impact us at the local level,” shares Mark.
There is always action that can be taken at the local level, whether in schools or local communities. With technology and social media allowing us to easily connect with people across contexts, these actions can also have transnational impact. This allows like-minded people to come together to bring about change, not just locally but also globally.
Mark cites the example of the transboundary haze problem in Southeast Asia. As local consumers, we can be more informed and refrain from buying products from companies that have contributed to the problem, work with non-governmental organizations (NGOs) to address the issue, or draw on local research to better understand the problem.
At the end of the day, teachers need to start thinking about the opportunities there are for students to be involved. “They have to engage their students, get them to care, and help them realize they are empowered to take action to make a difference,” says Mark.
With a range of global issues confronting us, the need to continually prepare our young to understand these issues and take informed actions is imperative. Teachers play a big role in nurturing not just critical thinkers, but also caring and moral people who can be responsible global citizens.
**Classroom**
**Trailblazing Humanities Lessons**
*Schools have begun to realize that the usual pen and paper approach is not enough to engage students in the learning of humanities subjects. One school that has tried to keep the subjects relevant and relatable through innovation is Clementi Town Secondary School. Teachers from the Humanities department share how they literally blazed new trails to bring their subjects to life, exposing students to important local and global issues, and nurturing in them a concern for their surroundings.*
Observing that students often struggle to see how the humanities connects to the real world and is relevant to their lives, the Humanities department at Clementi Town Secondary School (CTSS) decided to explore alternative teaching strategies to foster interest in the humanities.
“We wanted to re-engage our students, and at the same time emphasize the acquisition of critical thinking skills,” says Mdm Yehidaah Beevi d/o Shaik A.
Despite conducting learning journeys to expose students to issues on the ground, teachers at CTSS found it difficult to capitalize on teachable moments because of large class sizes. A review of their Social Studies curriculum in 2008 found that the students had difficulty with certain skills like cross-referencing and trouble with particular topics as a cohort.
“We decided to re-look how we did our learning journeys and reach out to students through the ways they learn best,” says Yehidaah. “Our students like hands-on experiences and are comfortable with technology, so we decided to find a way using technology.”
**Inquiry-Based Mobile Trails**
This led to the school’s first digitally integrated trail at Bukit Timah Nature Reserve that focuses on developing students’ historical investigation and geographical investigation skills.
“We wanted students to experience nature because they found the subjects dry when we taught the syllabus in the classroom,” shares Mdm Tay Soo Chin Emmeline. “Students were excited about the trail and felt they learned a lot more through it. They liked that they were able to see and feel what they were studying about.”
**Developing a New Appreciation for Our Surroundings**
Encouraged by positive feedback, the teachers decided to create a heritage trail in the Clementi area near the school that would address topics students struggled with in the Social
---
**Mark Baildon** is Associate Professor and Head of the Humanities and Social Studies Education Academic Group at NIE. His scholarly interests focus on ways to support Social Studies inquiry practices and 21st century literacies in new global contexts.
Studies curriculum, particularly the topic of social cohesion in Singapore. National Education (NE) Student Ambassadors helped to curate the trail by conducting first-hand interviews with residents, identifying significant places in Clementi and digging up historical nuggets.
“We chose to create a trail in Clementi because many students are from this neighbourhood. We thought it might be an interesting way to get them to learn more about their neighbourhood. At the same time, it shows them that history is not limited to what they learn in their textbooks. It could be as simple as where they live,” says Ms Sheetal Madhukar Sonawane.
The experience is also a chance to build identity as the opportunity to uncover the history of their neighbourhood helps students gain a deeper appreciation for their lived environment. “In this way, building a sense of Singaporean identity starts from home and school,” says Sheetal.
With their teachers’ guidance, students learn to analyse the data collected and how to cross-reference different sources (e.g., archives, notes, interviews, and pictures), skills that are transferable to their examinations.
“It is interesting to see the students picking up these inquiry skills quickly through the trail. They respond with wonderment at learning something they never knew about a place so near to them. With technology, the process is fun and relevant,” says Emmeline.
**Building Awareness of Global Issues through Photojournalism**
Photojournalism is another initiative that CTSS introduced into its Humanities curriculum to expose students to topics and issues beyond their textbooks. Started in 2008 as part of the Global Watch programme, the programme engages upper secondary pupils in inquiry-based project work. Students research global issues ranging from war and revolution to environmental issues, health and women’s role in politics to construct stories through photos, presentations, roleplays, documentaries and creative first-hand accounts of eyewitnesses that reflect their learning.
“As the Social Studies curriculum requires students to analyse source-based questions and decontextualized elements, they will benefit by knowing what is happening in the world around them,” says Yehidaah.
Emmeline adds, “At the same time, we want them to practise the inquiry-approach and put together all the data, research and photos to tell a story and educate others.”
Students are briefed on the project at the beginning of the semester and work in groups to complete the project that culminates in a photojournalism exhibition held in conjunction with the National Education Commemorative Days. To keep the initiative fresh and relevant year after year, the teachers constantly think about how to improve the exhibition while ensuring it aligns with the Humanities syllabus.
**From Informed to Active Citizens**
This year, in alignment with the syllabus that now includes discussion-based pedagogies, a new exhibition format was introduced. “Instead of just viewing their friends’ exhibits, we hope to facilitate more conversation through a conference-style day where students conduct workshops their friends can sign up for,” shares Ms Ee Wen Lin Sandy.
As the syllabus moves towards investigation of social issues and developing responses to these issues, the project now also involves students brainstorming strategies to solve problems. “This is where active citizenship comes in,” says Sandy. Beyond understanding these issues, students are encouraged to go a step further to consider possible solutions. “Learning to critically think about and evaluate solutions really helps re-focus students.”
With greater emphasis on helping students to become informed, concerned and participative citizens, it is vital that they are both exposed to social issues and equipped with the necessary critical skills to solve them. This is something the school continues to work towards through its innovative programmes.
Sheetal explains, “These programmes have existed since 2008 and are still in place because we refine and adjust them according to the needs of our students. What is important is to always seek to improve. The programmes may take different forms and have different names, but as long as they are relevant, the curriculum innovation will stay.”
Building Character for Citizenship Education and Success
As a young boy, Mr Sulaiman Bin Mohamad Yusof faced emotional challenges and struggled academically. Today, he is Principal of Naval Base Secondary School. Sulaiman attributes his success to one important factor—having the right attitude. He thus understands the importance of having a strong character education programme in school and how it impacts citizenship education and ultimately, individual success.
Why do you think character education is important?
My belief in the importance of character education stems from personal experience and observations of students and fellow educators who have become successful individuals.
During my growing up years, I faced many difficulties at home and school—I lost my father when I was 10 and struggled academically in secondary school. Nevertheless, I was able to overcome these challenges and get to where I am today not only because of the guidance my teachers provided, but also because of my character traits that brought out the best in me.
Beyond personal experience however, I have also observed that character attributes play a greater role than inborn talents and socioeconomic background in enabling many of my past and present students, and colleagues to overcome challenges and achieve success. So it is really about having the right attitude for success.
How does Naval Base Secondary School promote character education?
At Naval Base Secondary School, we believe that a strong character education programme facilitates the holistic development of students by imparting the values and attitude that would enable them to achieve success and impact others positively. This belief is encapsulated in our vision “Leaders of Character, School of Excellence” and we enact this by making character education the heartbeat of school leaders, teachers and programmes we offer.
There are two components embedded in “Leaders of Character”—performance character (e.g., diligence, grit, resilience) and moral character (e.g., integrity, respect, generosity). These are adapted from Thomas Lickona’s and Matthew Davidson’s (2005) *Smart and Good High Schools: Integrating Excellence and Ethics for Success in School, Work and Beyond*. Students need to have a good balance between performance and moral character to become leaders of character.
Our Learning for Life Programme, which promotes character education through sports, centers on the belief that success is about doing our best and having peace of mind rather than being better than others. Physical Education teachers and teachers in charge of sports Co-Curricular Activities emphasize the importance of sportsmanship and giving our best, which relates to the balance between performance and moral character. For instance, a sportsman who wins a competition by cheating may have performance character but not moral character. In contrast, a capable sportsman who does not win a competition but plays fairly and gives his best exemplifies the balance between performance and moral character.
What is the role of teachers and school leaders in Naval Base Secondary School in fostering character development?
Teachers are the key drivers of character education in the school and efforts to develop the character of students begin with strong teacher-student relationships. They achieve this by treating students with respect in the same way that they would also want students to respect them. When teachers set good examples, students are better able to connect with them and this connection enables both parties to work in tandem to bring out the best in students.
Teachers are the key drivers of character education in the school and efforts to develop the character of students begin with strong teacher-student relationships.
- Sulaiman Bin Mohamed Yusof
on the role of teachers in shaping students’ character
My colleagues and I also believe in disciplining with dignity when we take action against transgressions that students commit. This means that we try to understand the thoughts, feelings and actions of our students but also communicate the consequences of the offence so that they do not make the same mistakes again. This balance between showing empathy and being firm has enabled us to maintain good discipline in the school.
Another aspect of character development the school focuses on is helping students identify and build on their strengths. Before meeting students with disciplinary issues, I will speak to their teachers to find out what their strengths are and when I subsequently speak to them, the first question I will ask is: *What are your strengths?* I had a student who told me he had no strengths and when I listed his strengths, he broke down—that moment marked the start of his turnaround in character.
**What is the relationship between character education and citizenship education?**
Character education and citizenship education overlap in many areas and it remains an open question as to whether character education is part of citizenship education or vice versa.
Both character education and citizenship education focus on imparting the right values and attitudes in the individual, family and community. They also share the approach of helping an individual to develop an attribute such as resilience and subsequently extending these efforts to the family and community. When we get to the community level, we are effectively embarking on citizenship education.
Students, however, have to be anchored in good character in order to appreciate the lessons of citizenship education. Otherwise, they can be misguided by the developments and events that citizenship education covers such as the threat of terrorism and racial conflicts in the world. For instance, a lesson on the 1964 race riots in Singapore may negatively excite students instead of convey the importance of safeguarding racial harmony because their values have not been grounded in the right direction from the outset. Values inculcation is thus also a key component of citizenship education.
Ultimately, character education and citizenship education are equally important but the success of citizenship education very much depends on whether students are rooted in good character.
**What advice do you have for fellow educators who wish to incorporate character and citizenship education (CCE) into the classroom?**
Set aside time to understand the purpose of CCE and its importance for students. This would give you conviction and clarity about CCE, which is key to conducting an effective lesson for students.
To make CCE lessons relevant and impactful for students, tell stories. In fact, students tend to find CCE lessons engaging and meaningful when teachers share personal stories and experiences because they make the lesson more relatable to students. Apart from personal stories and experiences, you can also share the experiences of your colleagues and friends or use fictional stories to convey the importance of specific values.
Lastly, never teach with the sole aim of getting students to score well in examinations. In Social Studies, for instance, focus on making the learning experience enjoyable and developing students’ passion for the subject by making it relevant and alive. Some ways to accomplish this include incorporating ICT-based games or group-based activities into lessons. We should also ask thought-provoking questions to challenge and encourage students to think deeply and inspire curiosity in them. If we can make students excited and curious about the subject’s content, we would have succeeded in nurturing their passion for the subject. | <urn:uuid:dbd8ab0e-0733-4c59-9e50-6698bc6c25d2> | CC-MAIN-2018-51 | http://singteach.nie.edu.sg/wp-content/uploads/2017/09/ST62_v6_for_web.pdf | 2018-12-15T17:01:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00393.warc.gz | 256,506,453 | 5,212 | eng_Latn | eng_Latn | 0.998248 | eng_Latn | 0.998687 | [
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THE Great Barrier Reef has more than its share of cool and crazy creatures. But have you heard about Inspector Clouseau, the pink manta ray? Named after the main character in the film series *The Pink Panther*, this fellow was first spotted by a diver in 2015. He is unique, the only known pink manta ray in the world.
Scientists are of course very interested in the ray, and researching why he is pink. But while he stands out in a crowd, Inspector Clouseau is quite hard to find. He is known to visit the waters near Lady Elliot Island on the Great Barrier Reef, but is rarely seen.
Researchers at Project Manta have managed to test a biopsy of Inspector Clouseau and have ruled out early theories about his colour. One theory was that he might have a skin infection, while another was that Inspector Clouseau had a condition called hypervascularisation - when blood vessels are close to the surface. A third theory was related to his diet, similar to how pink flamingos get their colour from eating brine shrimp and blue-green algae.
The scientists now believe that Inspector Clouseau is pink due to a genetic mutation, possibly erythrism. It is not known whether he might pass on his pink pigment to offspring, so it is possible we could see more pink manta rays in the future. It is not well understood, but erythrism is an unusual reddish pigmentation of an animal's hair or skin. It is caused by the absence of a normal pigment or the excessive production of others.
Erythrism has been observed in insects in the family Tettigoniidae, which we commonly call katydids, bush crickets or even grasshoppers. These insects are commonly bright green, but the odd pink one can be found.
Some scientists believe it is possible more are born pink than green, it is just that the pink ones don’t survive for long.
Given most foliage is green, it is not a good thing to be a pink or reddish grasshopper when you are trying to avoid predators. Erythrism is also rarely present in leopards, and gives them a strawberry-coloured coat, along with raccoons, Eurasian badgers and coyotes.
A biological pigment is a chemical that has a specific colour, and has many roles to play. In humans, for example, melanin is a yellow to black pigment in our skin to help protect us from sun damage. Different levels of melanin are present in the skin of different people, which is why there are such variations in the skin colours of people.
Melanin absorbs some of the ultraviolet rays from the sun, but not all. This is why we need to apply sunscreen to protect our skin. When light-coloured skin is exposed to the sun, it makes more melanin and our skin becomes darker.
Continued Page 2
“Education perhaps more than anything else is a passport to a better life.” - Peter Underwood AC
Nature’s colour confusion
From Page 1
This is what we call having a tan, which will help provide sun protection in the future. But it is much better to help our skin out by applying sunscreen.
There are several other genetic mutations which can occur in an animal’s pigment, but the best known are albinism or melanism.
Melanism occurs when animals have higher levels of dark pigment, and it turns them completely or partially black.
For example, black panthers are the melanic colour variants of leopards and jaguars.
Albinism is caused by an absence of pigment, resulting in white or yellowish hair, feathers, scales and skin, and usually pink or red eyes.
While rare, it occurs in mammals, birds, reptiles, amphibians, fish and invertebrates as well.
But not all white animals are albinos.
If you are thinking polar bears, you are correct, they are not albinos. However, a polar bear’s coat is not actually white.
It’s hairs contain no pigment, are hollow like a straw, and scatter light inside them.
When the bears stand in the sun and all that light bounces off them, they look white.
How cool is that?
In mammals, including humans, albinism occurs when genes that are passed on by parents interfere with the body’s production of melanin.
It is not as straight forward with other animals, because they produce pigments other than melanin.
Just to confuse you a little more, there are other conditions which result in the partial loss of pigmentation.
But we do know there is a population of small white native mammals living on an island in Tasmania, and they are albinos.
Your challenge is to find out all you can about these animals. Examine this page for a hint.
Children’s University Tasmania members can earn stamps in their passports for this challenge, at the discretion of their school coordinator.
Cross QUIZ
Use the picture clues to solve the puzzle, then check the highlighted squares to find out what I am. The solution is below.
DID YOU KNOW?
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What is the Georgia Milestones Assessment System?
The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive assessment system spanning grades 3 through high school. Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English Language Arts, Mathematics, Science, and Social Studies. Students in grades 3 through 8 will take End-of-Grade (EOG) assessments in English Language Arts and Mathematics, while grades 5 and 8 students will also take the EOG Science and Social Studies assessments. High school students will take End-of-Course (EOC) assessments for each of the ten courses in which they are enrolled, as designated by the State Board of Education.
What is the purpose of Georgia Milestones?
Georgia Milestones is designed to provide information about how well students are mastering the state-adopted content standards in the core content areas of English Language Arts, Mathematics, Science, and Social Studies. Importantly, Georgia Milestones is designed to provide students with critical information about their own achievement and their readiness for their next level of learning—be it the next grade, the next course, or the next endeavor (college or career).
What types of questions will a student see on the Georgia Milestones assessments?
Georgia Milestones includes the item types described below:
- open-ended (constructed-response) items in English Language Arts and Mathematics (all grades and courses);
- a writing component (in response to passages read by students) at every grade level and course within the English Language Arts assessments;
- nationally norm-referenced items in all content areas and courses to complement the Georgia criterion-referenced information and to provide a national comparison; and
- multiple-choice items in all content areas and courses.
Georgia Milestones will be transitioned to online testing over time. Online is considered the primary mode of testing, with paper-and-pencil available as backup until the transition is complete.
Where can I find more information about Georgia Milestones?
Talk with your student’s teacher or school principal. They can provide specific information about the dates your student will be taking the assessments this year. Resources to help your student prepare for Georgia Milestones are available on the Georgia Department of Education’s website at http://testing.gadoe.org. To see what online testing is like, you and your student may visit the Experience Online Testing Georgia website at http://gaexperienceonline.com. The items on the demonstration tests are general and represent multiple grade levels. They do not assess student achievement.
What can I do to help my student?
Students who are prepared, calm, and rested perform better on tests. Here are some of the many ways to help your student approach Georgia Milestones in a relaxed, positive way:
- Encourage your student to employ good study and test-taking skills. These skills include following directions carefully, avoiding careless errors, and reviewing work.
- Explain the purpose of the tests. The assessments give students an opportunity to show what they have learned in school. They also give teachers information that helps them plan instruction.
- Point out that some items may be more difficult than others.
- Be certain your student gets plenty of sleep and has a healthy breakfast and lunch. Taking tests is hard work for many students and can require a lot of energy.
- Be certain your student is at school on time. Rushing and worrying about being late could affect performance on the tests.
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Bermudagrasses have consistently proven to be the best perennial grasses for irrigated summer pastures in Central Arizona. More recently, stockmen have shown considerable interest in them as a source of green forage and hay. This interest has been sparked by the development of tall-growing varieties and improved growing practices.
Where to use: Bermudagrasses are suited for commercial pasture or hay production in areas where (1) land and water costs are relatively low, (2) total soluble salts in water tend to restrict production of other crops, and (3) bermudagrasses are also a practical choice for small pasture plots where a home owner wants to keep one or two horses and/or pasture a few head of cattle.
Yield: In the irrigated valleys of central Arizona, bermudagrasses normally can be pastured or harvested from mid-April until frost time in November. Over this seven-month period, a planting generally can carry one to two horses, two to five head of 400 to 600 pound beef cattle, or 2 to 3 cows and calves per acre. Growing cattle will gain about ½ to 1 pound per day, if no additional feed is provided.
Hay yields run from 5 to 10 tons per acre a season, harvested in about 6 cuttings. When properly fertilized, irrigated and harvested, bermudagrass hay has a feeding value about equal to alfalfa hay in terms of total digestible nutrients (TDN), but has less digestible protein.
Establishing a stand: Bermudagrass and Giant Bermudagrass seed is available at most seed distributors. Ideal planting time is from April 5th to May 1st. To establish a stand, broadcast the seed at the rate of 7 to 10 pounds per acre. Or seed can be drilled in 20-inch rows with vegetable planting equipment at the rate of 2 to 3 pounds per acre. When drilling, it is best to plant in dry seed bed and irrigate-up, unless the soil is disked first to kill germinated weed seed.
Planting depth is extremely important. For best results seed should be planted as near ¼ inch deep as possible. Do not plant too deep. It is a good practice to apply a light irrigation 3 to 5 days following the initial irrigation (or after planting in a moist seedbed). This keeps the soil from crusting and the seed moist. It will be about 90 days from date of planting until first harvest. Do not mow or graze closer than 1 ½ inches during the first 2 or 3 harvests.
Coastal Bermudagrass, Coast Cross-1 and other non-seed producing varieties must be established by planting rhizomes, stolons or other vegetative portions of the plant.
This is called sprigging. For best results the sprigs should be 4 to 6 inches long. It is essential that they be fresh, moist and in good condition at planting time. Late April or early May is the best time to plant.
If sprigging is done by hand, the sprigs should be planted in rows 24 to 36 inches apart. Sprigs should be planted at 1 to 2 foot intervals within the row.
Sprigging machines are available and do an excellent job, if used properly. They are designed to plant sprigs in 20 to 40 inch rows. Sprigs can also be broadcast with a manure spreader, or in some other suitable manner, followed by a light to medium disking. The object is to cover about ¾ of the individual sprigs with soil. Naturally the broadcast method requires much more plant material.
To keep the sprigs from drying out, plant in pre-irrigated soil with borders already in place. Ideally sprigs should be planted leaving one inch of plant material above the soil. Frequent, light irrigations are needed after planting to keep sprigs moist until they establish a new root system. Cultivation or chemical weed control may be necessary until the sprigs become well established and new growth is spreading.
rapidly. It usually takes about 90 days for a new planting to produce sufficient growth for the first harvest.
**Fertilization:** Bermudagrasses are heavy and efficient users of nitrogen. Up to 400 pounds of actual nitrogen per acre per year can be used to advantage on soils receiving no manure or "free" nitrate in the irrigation water. Good control of irrigation is essential to avoid wasting nitrogen in tailwater run-off. A total of 200 to 300 pounds of actual nitrogen per acre annually is the normal recommendation. This should be applied in 3 to 4 uniform applications of 75 to 80 pounds per acre. The first application should be made in early March as the grass begins to turn green, and the last application in late August or early September.
**Irrigation:** The water requirements of bermudagrasses will vary slightly from one year to the next and from one area to another, but a total of 5 to 6 acre-feet of water per acre per year is needed.
Frequency of irrigations and amount of water needed each time depends on the soil and time of year. During the growing season on most soils, Bermudagrass needs two irrigations of 4 to 6 acre-inches each between harvests. More frequent and lighter irrigations may be needed on sandy or shallow soils and heavier, less frequent irrigations on heavy soils.
One or two heavy irrigations should be applied during the winter to help maintain the stand and to put a good supply of moisture deep into the ground for use during the growing period.
**Pasture management:** To get cattle to eat the maximum amount of available forage with a minimum of waste some form of strip grazing is recommended. This is best accomplished by confining the stock to a section of the pasture that will be grazed off in 2 or 3 days.
One of the most practical methods is to use a portable electric fence. It can be moved to expose fresh pasture every second or third day. With vigorous pasture growth a stocking rate of up to 15 animals per acre may be carried. A second method is to divide the pasture into smaller plots with permanent fences. When a section or plot has been grazed off and before irrigating, droppings can be broken up and spread out by using a flexible harrow. Weeds and rank growth that tends to accumulate around droppings can be clipped with a mower. These clippings can be windrowed on top of irrigation borders where they will be eaten by the stock during the next pasturing.
Dry fertilizer applications can also be made at this time. These good pasture management practices may not be necessary after each grazing, but should be carried out when needed. Following irrigation during the regrowth period, the top soil will have time to dry before stock is put back on the plot. This will prevent soil compaction increasing the length of stand and productivity of the pasture.
When grazing bermudagrasses, try to keep them under 6 inches in height. During periods when the stock cannot keep the pasture grazed to this extent, it is advisable to cut the excess growth for greenchop or hay. If the clipped forage is not excessive, it can be windrowed on the borders and left for the stock to eat as mentioned previously.
Irrigated pastures can become infested with internal parasites. Stock should be watched closely for signs of infestation.
**Hay making:** Bermudagrasses should be cut for hay when they are 12 to 15 inches high. If allowed to grow taller, it lodges (falls over) making harvest difficult. When mowing, use a sickle with smooth, sharp blades. Blades with smooth cutting edges do a better job of cutting bermudagrasses than do ones with serrated edges.
Leave bermudagrass hay in the swath only long enough to dry sufficiently for safe baling and stacking. Overcuring will not result in leaf loss, but will bleach out and result in lower feeding value.
**Winter pasture:** Bermudagrasses may be overseeded with annual ryegrass, barley or oats to provide winter pasture. If you have any questions, contact your county office, Cooperative Extension Service. (Look in the telephone directory under COUNTY listings.) The agricultural agent there can answer any further questions on this and many other subjects.
---
**About the authors** . . . Otis G. Lough and Herold Loughead are Extension agricultural agent and livestock specialist, respectively. Both are faculty of the College of Agriculture, The University of Arizona, Tucson.
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食物安全
5 Keys to Food Safety
五要點
Choose 1
精明選擇
選擇新鮮及衛生的食物
Choose fresh and wholesome food
不要購買已破損、脹起或生銹的罐頭
Do not buy damaged, swollen or rusty cans
不要選購已過期的食物
Do not use food after its expiry date
你知道嗎？
已破損及發霉的食物可能含有有毒化學物或致病微生物
Do you know?
Toxic chemicals and dangerous microorganisms may be present in damaged and mouldy food
食物環境衛生署
Food and Environmental Hygiene Department
食物安全中心
Centre for Food Safety
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Reflecting On Our Practices When the Child Has a Limited Repertoire
JaNiece Elzy, Texas Woman’s University
Tracee Farmer, National Louis University
Authors’ note: All children’s names are pseudonyms.
Reflecting on the events of these past 2 years, the words of Marie Clay in this quote have never resonated more: “All children are ready to learn something, but each starts their learning from a different place” (Clay, 2016, p. 27). The many disruptions to students’ learning are clear to us. Many of you have experienced the inconsistencies of virtual learning, student attendance, illness, and overall emotional toll over the past 2 years. We also know this burden is not evenly distributed, as educational outcome measures often mirror those in other sectors of our society. However, the purpose of this article is to remind you that we have the tools and resources to address these challenges. As a community of Reading Recovery® educators, we have long dedicated ourselves to delivering responsive and individualized instruction suited to each child’s specific needs.
In this article, we will share the important lessons we have learned from students who enter Reading Recovery with a limited repertoire of literacy skills. We define limited repertoire as a low supply of literacy skills and knowledge that students can draw upon and use to read and write continuous text. We understand that each lesson sequence will be different for each child. However, we hope our reflections can assist you and that you use this article to reflect on your teaching of Reading Recovery students.
We begin with a discussion about Clay’s literacy processing theory, the theory that guides instructional decisions. Next, we highlight important conceptual understandings related to instructional elements that are necessary for all Reading Recovery students; however, absolutely critical for students who enter Reading Recovery with a limited repertoire. Finally, we end each section with reflective questions for you to consider.
Grounding Ourselves in Theory
From the very beginning of her time in Reading Recovery, Julia came into the room eager to engage in conversation. She loved telling stories about her family and the things she was looking forward to engaging in at school. Teaching Julia was a joyful experience, but it was also overwhelming. Julia began her Reading Recovery lesson series with very little solidified item knowledge, and she had many confusions. What it appeared she knew one day would be easily thrown off the next day. Julia would insert long, sophisticated sentences while reading a page of text that had just four words. Because Julia presented so many needs, it would have been easy for her teacher to get mired in the details of everything she needed to learn. Unfortunately, at these challenging times, teachers often move away from theory and make questionable teaching decisions to get through the discomfort.
In her 2018 article, “What’s So Important About Theory?”, Billie Askew explained her own revelation about Clay’s emphasis on theory, stating, “In all my years of studying Marie Clay’s work, I found new insights when working on this article. I didn’t realize how often she explicitly challenged us to keep theory at the center of all our decisions” (p. 5). Whether consciously aware or not, theories drive our thoughts and behaviors. This is true in life and certainly in education. Knowledge of educational theories provides an understanding of why certain instructional practices are chosen over others and why some practices are more effective for specific students at certain times. Without a firm foundation in theory, it would be like throwing darts while wearing a blindfold. Sometimes we would hit the mark, but we would have no idea how it got there or why the technique worked. Consistently observing, monitoring, and evaluating teaching decisions supports teachers to stay consciously aware of theory and meet Clay’s repeated challenge to stay curious, or in other words, tentative and flexible (Clay, 2015).
As Reading Recovery teachers, the sensitive observation of students’ literacy behaviors provides information with which to examine our theories. As Clay (2015) stated, “it is my suggestion that teachers can become sufficiently expert in observation to use what they see children doing as a way of checking on their own theories” (p. 232). Similarly, Pressley et al. (2001) found that highly effective teachers are astutely aware of the relationship between practice and theoretical beliefs. When teachers are aware, they can name and label their theories, think about them, talk about them with others, and compare their own theories to alternative ones. In essence, the teachers Pressley et al. described align their theories to instructional practices and thereby make more intentional and informed decisions.
Reading Recovery training has unique qualities and experiences that prime teachers to become consciously aware of their theories and practices. However, this necessary awareness becomes easier said than done when emotions are high. As previously mentioned, Julia’s many confusions were often overwhelming and led to the teacher’s uncertainty while making in-the-moment teaching decisions. These decisions did not consistently align with the practices associated with literacy processing theory. In hindsight, theory was often abandoned to ease uncomfortable feelings of uncertainty. However, in these moments, grounding ourselves in theoretical beliefs would be beneficial to ensure tentativeness in our developing theory about the child’s ways of responding (Clay, 2015).
**Observable Features of Instruction**
In *Change Over Time in Children’s Literacy Development*, Clay (2015) lists the features of instruction we can observe when teachers are operating from a literacy processing theory:
- The teacher would make maximum use of the existing response repertoire of each child, and hence every child’s lessons would be different.
- The teacher would support the development of literacy processing by astute selection of tasks, judicious sharing of tasks, and by varying the time, difficulty, content, interest and method of instruction, and type and amount of conversation within the standard lesson activities.
- The teacher would foster and support active constructive problem solving, self-monitoring and self-correction from the first lesson, helping learners to understand that they must take over the expansion of their own competencies. To do this the teacher would focus on process variables (how to get and use information) rather than on mere correctness and habitual responses, and would temporarily value responses that were partially correct for whatever they contributed toward correctness.
- The teacher would set the level of task difficulty to ensure high rates of correct responding plus appropriate challenge so that the active processing system could learn from its own attempts to go beyond current knowledge. (p. 225)
These four bullets provide direction to guide instruction. As soon as the child’s progress causes concern, Clay (2016) advises teachers to review their teaching as a first step. Turning to this list would be especially beneficial in that review process. Additionally, developing a regular routine of questioning, monitoring, and evaluating teaching decisions against this list would be beneficial for overall practice and pedagogy as teachers. However, keeping these features of instruction in mind is especially vital when working with students who enter their program with a limited repertoire.
In the remainder of this article, we discuss several items from this bulleted list in relation to important conceptual understandings critical for students beginning their Reading Recovery lesson series with a limited repertoire.
**Reflection**
*Take a moment to reflect on aligning your theoretical understandings to your instructional practice. How often do you prioritize time to question, monitor and evaluate your teaching decisions against the theoretical model of literacy processing? How might prioritizing time to reflect change your practice or teaching?*
Maximizing the Child’s Repertoire
Clay’s research and resulting theory focused on direct systematic observation. Her observations occurred in classroom settings as children were reading and writing and validated that students take different paths in literacy learning (Doyle, 2018). Knowing the child as a learner and an individual can support the diverse paths of students (Watson & Askew, 2009). For Reading Recovery teachers, observation begins during the administration of An Observation Survey of Early Literacy Achievement (Clay, 2019) and extends into Roaming Around the Known and subsequent lessons, as working relationships develop.
John Hattie’s ongoing Visible Learning research, synthesizing over 1,500 meta-analyses, lists “teachers’ estimates of achievement” as one of the major influences on student success (Bennett, 2020). Hattie’s research underscores the importance of teacher expectations. Clay (2016) also accentuated this, stating, “Some teachers might predict quite early in the lesson series that they do not expect a particular child to complete his series of lessons successfully. That lowered expectation immediately produces detrimental effects” (p. 169, emphasis added). It is indeed crucial to remain critically aware of our expectations of students and continuously hold the belief that all students can become literate.
In Gholdy Muhammad’s acclaimed book, *Cultivating Genius* (2020), she stated, “Before getting to the literacy skill development such as decoding, fluency, comprehension, writing, or any other content-learning standards, students must authentically see themselves in the learning” (p. 69). This sentiment aligns with why Roaming Around the Known makes a good starting point. As Clay (2016) stated, “Child and teacher have an opportunity to get to know each other and develop useful ways of interacting” (p. 30). Furthermore, as referenced in the first bullet of observable features of instruction, making “maximum use of the existing response repertoire of each child” (Clay, 2015, p. 225) means truly taking time to understand the child as an individual learner *first* so that *all* of the child’s resources for the new task of reading and writing can be used. This is especially important considering the variety of experiences children bring to school. Children with a limited repertoire often engage in risk taking and are ingenious problem solvers in many areas of their lives; however, these actions may occur in situations outside the classroom.
Roaming Around the Known offers an opportunity to discover the particular ways of working for each individual child. For this to happen, teachers must be keen observers and let go of preconceptions. During observation, Julia’s many confusions and unknown items were glaring. Upon reflection, the time in Roaming Around the Known with Julia was not well spent. In an attempt to get her to acquire the “literacy things,” Julia’s teacher did not let go of preconceived ideas, which impacted her instructional decisions.
Clay (2016) directed teachers to offer students “many opportunities to learn on a wide range of easy tasks and observe carefully *how* he engages with them” (p. 29, emphasis added). Creating an environment where reading and writing were easy for Julia was a struggle. Teachers often lament similar concerns when working with students who enter their lessons with a limited repertoire. Clay (2016) directed teachers to share the tasks by reading to and writing for the child. This “judicious sharing of tasks” (Clay, 2015, p. 225) is also referenced in the second bullet of observable features of instruction. Furthermore, Clay (2016) directs teachers to repeat activities often during Roaming Around the Known and intersperse reading and writing activities throughout the lesson.
Prioritizing time in reflection and evaluation allowed for the opportunity to see Roaming Around the Known with a new lens. While planning each session, Julia’s teacher reflected: “How will this opportunity help bring Julia to a high level of confidence and flexibility?” “How can she engage in reading and writing with ease?” “Is there room for discovery?” Additionally, the Roaming Around the Known diary moved from a mere list of what was done to noting *how* Julia engaged and responded (Clay, 2016). How Julia learned and problem solved became the focus.
Reflection
In the next sections, we delve further into the focus on processing. However, take a moment to reflect on the alignment of your theoretical understandings to your instructional practice. In what ways have you used a child’s out-of-school strengths as assets to maximize their existing strengths? When examining your Roaming Around the Known notes, what do you notice? How do you customize Roaming Around the Known for each student?
Attend to Processing Immediately
Expanding a student’s knowledge of print is critical. Likewise, the extension of letter and word knowledge provides the essential footholds for acquiring and developing literacy proficiency. However, it is the effective problem-solving processes that contribute to acceleration. As Clay (2015) explained:
A few items and a few powerful strategies can set a beginning reader on a path towards a self-extending system quite early. Theoretically, I assume that it is not the items that lift the children to new levels of text difficulty but the strategic power to use what is known in the service of problem-solving the unknown. (p. 129)
This concept is further explained in the third bullet of observable features of instruction, as Clay (2015) directed teachers to “foster and support active constructive problem-solving, self-monitoring and self-correction from the first lesson” (p. 225). Careful observation of how the child responds begins in Roaming Around the Known, as previously discussed, and provides essential information to guide teachers’ work in supporting active constructive problem solving. This sensitive observation is important for all students, but especially critical for students who begin their lesson series with a limited repertoire.
Clay (2015) provided direction for how teachers can foster and support active constructive problem solving, stating, “To do this the teacher would focus on process variables (how to get and use information) rather than on mere correctness and habitual responses” (p. 225). When reflecting on Julia’s lesson records, the notations focused on her error behaviors and items. There was not a good system to note how Julia responded. In a conference presentation, Betsy Kaye (2021) explained the importance of creating a system for noting responsive teaching actions (Figure 1).
In the Observed column, the lesson record notes the student stopped reading at the word “milkman” and did not have an attempt. The back-and-forth arrows illustrate the interactions between the child and teacher. For example, in the Prompted column, the teacher responded to the child’s stopping by recording, “D y kn wd. starts w/ this letter?”, shorthand for “Do you know a word that starts with this letter?” The arrow indicates the student’s response to that prompt, “mom,” followed by the sound /m/. As noted in the multiple teaching actions shown by the back-and-forth arrows, the child’s attempt did not render an accurate response, but at this point in this child’s lesson series, it appears the teacher understood an important conceptual understanding of literacy processing theory. /M/ was a known sound for this student. The prompt directed the child to search for and use what was known to assist with the unknown (“milkman”; Clay, 2015, p. 225). The teacher prompted the child to “try that again and see what makes sense and looks right” (TTA + see what M + V). The student responded “man,” a good attempt for “milkman.”
Figure 1. Julia’s Lesson Record
**Reflection**
The previous example demonstrates the observable feature of instruction explained in the third bullet. The teacher prompted the child to locate and use known information to initiate problem solving. The teacher also valued the child’s partially correct response. Take a look at your lesson records. How are you noting the process variables of how the child gets and uses information on your lesson records? How do you record teacher and child interactions?
**Establish Rapid Visual Perception**
Researchers in dyslexia and science of reading communities focus on the need for alphabetic knowledge, including rapid naming of letters (Piasta & Wagner, 2010; National Early Literacy Panel, 2008.) Read Harney & Bodman’s 2020 article in *The Journal of Reading Recovery* to learn more about letter-sound relationships.
Throughout Chapter 3 of *Literacy Learning Designed for Individuals* (2016), Learning to Look at Print, Clay wrote of the importance of children being able to access visual information quickly. The learner needs to create links between what they see and hear, whether the visual information is a letter, a cluster of letters, or a word (Clay, 2016). When working with students who begin their lessons with a limited letter and word knowledge repertoire, it is imperative to assess whether they are attending to print, what they notice, and what they ignore (Clay, 2019). Students need opportunities in reading and writing to solidify looking across print to access visual information and increase their letter and word knowledge. However, it is important to remember that the end goal isn’t for the child to be able to identify letters and words in isolation. Students need to be able to use what they know to read and write so they can understand and share meaningful messages. Clay (2016) wrote:
Young constructive readers and writers work at problem-solving sentences and messages, choose between alternatives, read and write sentences, work on word after word, with the flexibility to change responses rapidly at any point. As they attend to several different kinds of knowledge, they are searching, selecting, rejecting, self-monitoring, and self-correcting. (p. 7)
Using a variety of mediums keeps the task of increasing letter and word knowledge novel and engaging. Magnetic letters, or other multisensory items such as sand or a whiteboard, allow children to work with letters and words in isolation and then apply what was practiced within reading and writing continuous text. As what is known becomes more rapidly retrieved and consistent, the child can “attend to novel things. When this occurs at an ever-increasing rate, accelerated learning occurs” (Clay, 2016, p. 21). Teachers must be careful observers of changes occurring and shift their teaching accordingly.
**Reflection**
Have you wondered why a child can break or build a word in isolation but not transfer that knowledge to reading or writing continuous text? It can be frustrating. When that occurs, it is time to reflect on teaching decisions: Why was that learning opportunity selected for this particular child? Was there evidence that the child knew something about that letter or word to build on? Were there opportunities for the child to encounter that word multiple times in continuous text?
**Extra Power from Writing**
DeFord (1997) analyzed the writing section of Reading Recovery lessons and discovered that teachers of higher-outcome students fostered independence in writing early in the lesson series. Reading Recovery teachers recognize the usefulness of writing but may not be sure how to engage reluctant writers to support that independence. Clay (2015) wrote:
Writing is of critical importance for learning to read in an early literacy intervention because writing prevents learners from neglecting or overlooking many things they must know about print, and reveals things about the learners’ ways of working that their teachers need to know about. (p. 18)
Although careful observation can inform teachers about ways to build on strengths, observation must extend well beyond children’s item knowledge to support their writing. Notice which topics appear to draw the child’s attention. Create opportunities
The child’s stories are an avenue for readers and writers who are reluctant because the topic is something that matters to them. The language structures are accessible because it is their story. One story could be a springboard to future writing opportunities.
for students to discuss those topics, compose their stories, and transcribe the messages. The child will start to notice that what they say is important and can be written and read by others.
During writing, allow space for children to contribute anything they know and encourage them to write what is known more quickly. It may be the word “I” or the sound the word starts with, but each opportunity promotes engagement and confidence. That’s the first step. In *Stirring the Waters* (Gaffney & Askew, 1999), when writing about a self-extending system, John Guthrie wrote, “It seems self-evident that self-improvement is associated with the desire to be competent and the belief in one’s capacity for increasing competence” (p. 150). In other words, competence builds confidence.
**Lucy**
From the first time the teacher met with Lucy in March, oral language was a strength she brought to her learning. She often talked about the stories she had read and written. She participated in and initiated conversation. At the same time, she was hesitant to write anything she did not know and did not appear to understand how to even approach the writing task. Lucy’s Observation Survey indicated a score of 12/37 in Hearing and Recording Sounds in Words. Most words were represented by the initial or dominant consonant sound. On the Writing Vocabulary task, Lucy recorded eight words including her name, “mom,” “dad,” “zoo” and a few other two-letter words.
During Roaming Around the Known, the goals were to allow her space to write what she knew, initiate problem solving, and do for her what she could not yet do herself. It was critical that Lucy understand that her ideas could be written down and read by her or someone else. She needed to start to see herself as a writer and a reader.
DeFord’s (1997) analysis of the writing portion of Reading Recovery lessons revealed that teachers with high student outcomes created opportunities for students to write about their lives and about the books students read. Students were encouraged to use the working page and solve words in various ways. The prompts weren’t limited to sound-letter relationships but extended
- to say the word slowly,
- to reread,
- to check on their work,
- to identify a sound or sounds they had heard, and
- to write in their text.
(Lyons et al., 1993, p. 139)
Each Roaming Around the Known session would include multiple writing episodes to provide Lucy with the opportunities described above. For example, Lucy loved the book, *The Missing Earrings* (Dufresne, 2005). While talking one day, Lucy was asked where she thought Father Giraffe was so eager to be that he was rushing Mother Giraffe. She quickly responded that they were going to Lou Malnati’s, a favorite Chicago
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**Figure 2. Lucy’s Message**
“Finally we can go to Lou Malnati’s!” said Father Giraffe.
pizza restaurant. In response to what Father Giraffe might say now that Mother Giraffe was ready, Lucy said, “Finally we can go to Lou Malnati’s!” After the message was transcribed, it was added to the end of the book (Figure 2). In that exchange, Lucy learned more about hearing and recording sounds in words, reread her story, and had opportunities to record known words (“we,” “can,” “go,” “to”) more quickly. In addition, she became aware that writing had a purpose in her life, and she could share with others the stories she had to tell.
The child’s stories can be a source for familiar reading. Teachers can read the stories to the child, hang them on the wall to be read and seen as valuable, or send copies of the stories home and to the classroom for the child to share. The child’s stories are an avenue for readers and writers who are reluctant because the topic is something that matters to them. The language structures are accessible because it is their story. One story could be a springboard to future writing opportunities.
**Reflection**
*Take a look at your lesson records: Do you notice a variety of writing genres and topics? Is the child engaged in the conversation about what they will write? Is the child learning to problem solve in a variety of ways? Who is doing the work? How do you know?*
**Conclusion**
Reading Recovery professionals are well-prepared and grounded in a strong literacy processing theory that informs how children acquire literacy. At the beginning of *Literacy Lessons Designed for Individuals*, Clay (2016) included a quote from Dr. Larry Squires:
You relate what you hear or see to things you already understand.
The moment of truth is the moment of input,
- how much you attend
- how much you care
- how you encode
- what you do with it, and
- how you organize it. (p. x)
Squire’s quote is typically considered in relation to how students learn and access what they have learned; however, reflect on this quote in relation to your teaching. What you attend to and care about influences your lens for observation. How you interpret the child’s behavior reflects your theoretical understandings.
**References**
Askew, B. (2018). What’s so important about theory? *The Journal of Reading Recovery, 17*(2), 5–13.
Bennett, C. (2020, August 27). Visible Learning ranks teacher estimate as #1 factor in learning. Retrieved from https://www.thoughtco.com/hattie-visible-learning-4156814
Clay, M. M. (2015). *Change over time in children’s literacy development*. Heinemann.
Clay, M. M. (2016). *Literacy lessons designed for individuals* (2nd ed.). Heinemann.
Clay, M. M. (2019). *An observation survey of early literacy achievement* (4th ed.). Heinemann.
DeFord, D. E. (1997). Early writing: Teachers and children in Reading Recovery. In S. L. Swartz, & A. F. Klein (Eds.), *Research in Reading Recovery* (pp. 148–172). Heinemann.
Doyle, M. A. (2018). Marie M. Clay’s theoretical perspective: A literacy processing theory. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), *Theoretical models and processes of reading* (7th ed., pp. 84–100). Routledge.
Gaffney, J. S., & Askew, B. J. (1999). *Stirring the waters: The influence of Marie Clay*. Heinemann.
Harney, S., & Bodman, S. (2020). Learning letter-sound relationships: Evidence and practice. *The Journal of Reading Recovery, 19*(2), 55–66.
Kaye, E. (2021, July 21). *Using lesson records to guide the teaching of our most tentative learners*. TWU Reading Recovery Summer Institute. Virtual.
Lyons, C. A., Pinnell, G. S., & DeFord, D. E. (1993). *Partners in learning: Teachers and children in Reading Recovery*. Teachers College Press.
Muhammad, G. (2020). *Cultivating genius: An equity framework for culturally and historically responsive literacy*. Scholastic.
National Early Literacy Panel (2008). *Developing early literacy: Report of the National Early Literacy Panel. Executive Summary*. National Institute for Literacy.
Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. *Reading Research Quarterly, 45*(1), 8–38.
Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E., & Woo, D. (2001). A study of effective first-grade literacy instruction. *Scientific Studies of Reading, 5*(1), 35–58.
Watson, B., & Askew, B. J. (Eds.). (2009). *Boundless horizons: Marie Clay’s search for the possible in children’s literacy*. Heinemann.
**Children’s Books Cited**
Dufresne, M. (2005) *The missing earrings*. Pioneer Valley Books.
---
**About the Authors**
Dr. JaNiece Elzy is an assistant professor and Reading Recovery trainer at Texas Woman’s University. She was a classroom teacher, reading specialist, Reading Recovery teacher, and ELA curriculum coordinator for various urban and suburban school districts for more than 10 years before entering higher education.
Dr. Tracee Farmer is a Reading Recovery trainer and Partnerships in Comprehensive Literacy clinical coach at National Louis University. In over 30 years as an educator, she has served as a Reading Recovery teacher, teacher leader, literacy coach, and taught 1st-3rd grades, K-5 special education, and small-group interventions. Tracee can be reached at email@example.com.
---
**SAVE THE DATE!**
**International Reading Recovery Institute**
*July 12-14, 2023 / Hyatt Regency Indianapolis*
**Celebrating Diverse Paths to Literate Lives**
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Steps to Success
1. Bring this folder to each session.
2. Use this folder to store handouts.
3. Check off sessions as you finish them.
Eat Smart
You Are What You Eat
Power Up with Breakfast
Find the Fat
Kick the Sugar Habit
Snack Attack
Teen Cuisine
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Activity I: (10 pts) Say if the following sentences are TRUE or FALSE.
1). River is the artificial channel. \( \text{F} \)
2). Open Channel: A channel having cover at the top. \( \text{T} \)
3). Prismatic Channel: A channel with constant bed slope and cross-section along its length. \( \text{T} \)
4). Depth of Flow: It is the horizontal distance of the lowest point of a channel section from the free surface. \( \text{F} \)
5). Top Width: It is the width of channel section at the free surface. \( \text{T} \)
6). Wetted Area: It is the cross-sectional area of the flow section of channel. \( \text{T} \)
7). In uniform flow the channel bed, water surface and energy line are parallel to one another. \( \text{T} \)
8). Froude No. (\( F_r \)). It is ratio of inertial force to pressure force of flowing fluid. \( \text{F} \)
9). The basic shape of rigid dam is rectangular. \( \text{T} \)
10). Buttress Dam: is Non-Rigid Dam. \( \text{F} \)
11). Earthen dams are made from concrete. \( \text{F} \)
12). Arch dams are cheaper dams, because they give good strength with less material required. \( \text{T} \)
13). Spillways: are used to reduce the amount of seepage water. \( \text{F} \)
14). Upstream side Rock fill dams are reinforced concrete membrane to make it water tight. \( \text{T} \)
15). Outlet Towers: are found out reservoirs. \( \text{F} \)
16). Water table: is the top of the saturated zone. \( \text{T} \)
17). Where the water table is above the ground you will find streams and lacks. \( \text{T} \)
18). The area above the water table is the saturated zone. \( \text{F} \)
19). Sand and Gravel are very permeable. \( \text{T} \)
20). The artesian well without need for pumping. \( \text{T} \)
Activity II: (2,5 pts) Match words with their definition
| Words | Definitions |
|-----------|------------------------------------------------------------------------------|
| Crest | The top of the dam structure |
| Toe | Portion of structure in contact with ground or river-bed at downstream side |
| Sluice way| Opening in the structure near the base, provided to clear the silt |
| Free board| accumulation in the reservoir |
| Hael | The vertical distance between a stated water level in reservoir and dam top. |
| | Portion of structure in contact with ground or river-bed at upstream side |
Activity III: (7,5 pts) Complete the empty boxes and draw the potentiometric line
- RECHARGE AREA
- Water table
- RECHARGE AREA
- Water table well
- Artesian well
- Impermeable Upper Confining Layer
- Confining aquifer
- Impermeable Lower Confining Layer
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FROM THE GENERAL MANAGER
Control Your Peak Usage
Did you know you can help your electric co-op by simply glancing at the clock? The key to that help is a term used in the energy industry called “time of use.”
Electricity follows the basic economic laws of supply and demand — when a lot of people want something, it’s expensive; when they don’t, it’s cheaper. Energy is more expensive during certain times of the day because more people are using it.
Behind that statement, there’s a story of a complex industry that’s changing as fast as digital technology. The role you play can be as simple as washing and drying your clothes a couple hours later than usual. Why would you want to do that? One reason has to do with the fact that as a co-op member, you and your neighbors own Caney Valley Electric.
Peak Times for Power
By paying attention to times of energy use, co-op consumer-members can feel like they’re a part of something.
Essentially, if you’re helping your co-op, you’re helping your neighbors.
Helping with time of use can translate to real dollars. To understand that, it helps to go to the basics of time of use, which involves the routines of our daily life.
Caney Valley Electric’s wholesale power supplier, Kansas Electric Power Cooperative (KEPCo), pays more for electricity during the afternoon hours from 3-6 p.m. in two ways: either by having a power source there to make sure enough electricity is available, or by actually paying more to purchase electricity from another utility with excess power at the time. And those peaks in energy use get even higher when it’s especially hot outside, as air conditioners use extra power.
By your being mindful of the peak control times, you will help limit the resulting power cost adjustment charges added to your electric bill.
Thank you for your participation.
ALLEN A. ZADOROZNY,
GENERAL MANAGER
HAPPY 4TH OF JULY INDEPENDENCE DAY
Our office will be closed Tuesday, July 4, in observance of Independence Day. If you have an outage or trouble on your line, please call 800-310-8911 or 620-758-2262.
Bane Attains Journeyman Status
Garrett Bane recently completed a rigorous four-year lineman training through the Merchant Job Training and Safety program, as well as completing four years of employment with the cooperative, in order to achieve journeyman lineman status as of July 1. Congratulations, Garrett!
YOU SCHEDULE YOUR MEETINGS AND LUNCHES … SCHEDULE YOUR WASHING MACHINE AND DISHWASHER, TOO!
PEAK DEMAND is when energy consumption is at its highest.
In much of the U.S., energy use spikes in summer and winter due to INCREASED ENERGY DEMANDS for indoor cooling and heating. In the summer, energy use spikes between mid-to late afternoon and evening. In the winter, energy use is higher in the early morning and late afternoon/evening.
Consider running major appliances during off-peak times to decrease strain on the energy grid and maybe save some money on your bill.
CHANGING THE TIME OF DAY YOU USE ENERGY CAN:
- Help lower your energy bills.
- Avoid service interruptions or glitches.
DO YOUR PART TO USE ENERGY WISELY, ESPECIALLY WHEN ENERGY DEMANDS ARE HIGH.
Get Smart About Home Lighting
Gone are the days when a simple flip of the switch was the only choice for illuminating our homes. While we still have this tried-and-true option, we’ve entered a new era of innovative and intelligent technologies, which includes smart lighting. Smart lighting connects to Wi-Fi and offers an array of cutting-edge functionality and convenience. Let’s look at the main benefits of smart lighting options.
Smart lighting is energy efficient. Most smart lightbulbs use LED technology, which is much more efficient than traditional incandescent lighting. Additionally, smart lighting gives you more control over how and when you light your home, ultimately resulting in less energy used for lighting.
Smart lighting provides convenience and control. Most smart lightbulbs can be controlled from an app on your smartphone or can be paired with your voice assistant, like Amazon Alexa. You can conveniently control lighting settings from anywhere in your home or when you’re away. Whether you want to set a schedule for lighting or adjust brightness levels, these smart options offer effortless control from the comfort of, well, anywhere!
Smart options empower you to personalize home lighting. Bright, warm, purple, green — whatever mood you want to create, smart lighting can help. For a more traditional look, try dimmable white lightbulbs. If you want to create the perfect ambiance for movie night, look for bulbs that can be adjusted for a variety of vibrant colors. The possibilities are endless.
While smart lighting offers convenience and control, keep in mind your wall light switch will need to stay “on” for you to control the smart lightbulb from your phone or via voice command. To use a smart lightbulb, the wall switch it’s connected to must be “on” so the bulb receives power, which enables it to connect to a Wi-Fi network.
If you need additional options to operate the lights, consider a smart light switch. Today’s smart switches tend to play nicely with smart lightbulbs. If you want to control your smart lightbulbs with a physical switch (in addition to using your phone and voice commands), look for smart switches that include a built-in feature that allows both. Many smart light switches include motion detectors as well.
If you’re looking to take the plunge and integrate multiple smart lightbulbs to your home lighting system, your best bet may be a kit, like the Philips Hue Starter Kit. Most kits include several bulbs and any additional tools you’ll need to get started.
If you’re new to smart home tech and looking to start small, try a smart lightbulb in a high-traffic area of your home. It’s also worth noting that smart plugs are a great starter option and allow convenient control of lamps or other lighting fixtures that are plugged in to a wall outlet. Smart plugs are inexpensive and simply plug in to your existing outlet. Electrical items that are connected to the smart plug can be controlled from a smart phone app, just like smart lightbulbs.
Whether you’re looking for more convenience, colorful options or better ways to manage energy use, smart lighting can provide multiple benefits. Determine which smart lighting features are most important for your needs, then start shopping!
Respect the Heat
Soak up the sunshine but remember summertime heat can get intense. Unlike hurricanes, floods and tornadoes, the dangers of extreme weather strike without much notice. An average of 702 heat-related deaths occur each year in the United States, according to the Centers for Disease Control and Prevention (CDC).
Whether you’re out and about enjoying your community, watching children take part in summer sports or simply taking a dip in the pool, watch for signs of heat-related illnesses. In a matter of minutes, situations can go from fun-in-the-sun to alarming.
Heat-Related Illnesses
Hot weather is associated with an increase in heat-related illnesses, including cardiovascular and respiratory complications, renal failure, electrolyte imbalance, kidney stones, negative impact on fetal health and preterm birth, according to the CDC. Death rates increase during and after heat waves, which is why the number of deaths is attributed to heat-related illnesses. Heat-related deaths result from:
- Heat stroke and related conditions.
- Cardiovascular disease.
- Respiratory disease.
- Cerebrovascular disease.
Deaths From Heat Events
The National Weather Service (NWS) reports that 105 fatalities per year are directly related to extreme heat (based on a 10-year average). Both the NWS and the CDC agree that extreme summer heat events are increasing in the U.S.
Anyone can be at risk of the health effects of heat, but some are more vulnerable, according to the CDC. Those more vulnerable include:
- Pregnant women.
- People with heart or lung conditions.
- Young children.
- The elderly.
- Athletes.
- Outdoor workers.
How to Help Someone Who’s Having a Heat Stroke:
- Call 911.
- Stay with them until help arrives.
- Move them to a shaded, cool area.
- Remove outer clothing.
- Place cold cloths on the skin.
- Soak clothing in cool water.
- Circulate air around the person.
Heat Stroke
Heat stroke is the most serious heat-related illness, as it restricts the body’s ability to cool itself. Body temperature can reach 106 degrees or higher within 10 to 15 minutes, according to the CDC.
Heat stroke can cause permanent disability or death if emergency treatment is not initiated. Symptoms of heat stroke include confusion, altered mental status, slurred speech, hot/dry skin or profuse sweating, seizures, very high body temperature and coma.
If someone is experiencing heat stroke, act quickly to treat the person.
- Call 911.
- Stay with the person until help arrives.
- Move the person to a shaded, cool area.
- Remove outer clothing.
- Cool the person with water.
- Place cold cloths on the skin.
- Soak clothing in cool water.
- Concentrate on cooling the head, neck, armpits and groin.
- Circulate air around the person.
If someone is displaying symptoms of heat exhaustion, do the following:
- Take the person to a clinic or emergency room.
- Call 911 if medical care is unavailable.
- Stay with the person until he or she is evaluated.
- Remove the person from the heat.
- Give the person liquids to drink.
- Remove unnecessary clothing, including shoes and socks.
- Use cold compresses to cool the person’s body.
- If compresses are not available, splash cold water on the head, face and neck.
Other Heat-Related Illnesses
Other illnesses related to heat stress include rhabdomyolysis, heat syncope (fainting or dizziness), heat cramps and heat rash. Rhabdomyolysis is a medical condition associated with heat stress and prolonged physical exertion. The condition causes the rapid breakdown, rupture and death of muscle. People who have this condition and experience symptoms (muscle cramps, weakness, dark urine) should seek immediate care at the nearest medical facility.
Severity Scale
Heat stroke is the most serious, followed by heat exhaustion and heat syncope (both severe), and then heat cramps and heat rash (less severe).
If you suspect someone is experiencing heat stroke, act right away by calling 911. Heat exhaustion also requires medical evaluation and treatment. In both cases, cool the body as quickly as possible.
Summertime Safety
Tips to stay safe while spending time outdoors
With summertime comes sunshine, longer days, and more time spent outside. As you spend more time in the great outdoors, be sure to keep these safety tips in mind so you can kick your summer off right.
In Pools and Hot Tubs
Before opening your pool or hot tub for the season, make sure there is ground fault circuit interrupter protection on underwater lighting circuits, as well as for lighting around pools, hot tubs, and spas. Have your pool’s electrical system inspected. Faulty wiring could cause swimmers to experience electric shock drowning.
During a Storm
When angry clouds roll in, take them seriously. Have a weather app installed on your phone to inform you of weather alerts. Lightning can occur up to 10 miles away from the heart of the storm, so if you hear thunder, take cover.
According to the National Lightning Safety Council, approximately 440 people are struck and killed by lightning each year.* Nearly two-thirds of the deaths occurred during outdoor leisure activities — 33% of the fatalities occurred during water-related activities such as boating, spending time on the beach and swimming, while 14% happened during sports like fishing, soccer and running.
When Playing
When flying drones, remote-controlled planes, toys or kites, fly them in a wide-open area free from overhead power lines. If a toy or object gets stuck in an overhead power line, do not try to remove it. Instead, call Caney Valley’s office and our linemen will take care of the issue safely.
Ensure that overhead power lines do not run through or over a tree before your child starts to climb. Select trees that are in a wide-open space without overhead power lines nearby.
For additional electrical safety tips, visit www.SafeElectricity.org.
*ANALYSIS OF LIGHTNING-RELATED DEATHS IN THE U.S., 2006-2015
Operating Statistics
| For Month Ending | April 2022 | April 2023 |
|------------------|------------|------------|
| Meters Billed | 5,260 | 5,216 |
| kWh Purchased | 4,403,964 | 4,155,889 |
| Cost Per kWh | 0.080363 | 0.07745 |
| kWh Sold | 4,746,848 | 4,677,725 |
| Total Revenue | $781,791 | $744,033 |
| Purchased Power | $355,828 | $323,134 |
| Operating Expenses | $253,418 | $230,854 |
| Depreciation Expenses | $71,041 | $73,213 |
| Interest Expenses | $39,321 | $42,647 |
| Other Expenses | $838 | $125 |
| Operating Margins | $61,345 | $74,060 |
| Non-Operating Margins | $3,080 | $4,735 |
| Total Working Margins | $64,425 | $78,795 |
| Margins Year-to-Date | $125,727 | $176,572 |
Outages for MAY 2023
Occasionally, a part or parts of the delivery system fail and an outage occurs. Below are the larger outages that occurred in May.
| Date | Area | Members Affected | Duration | Cause |
|------------|-----------------------------|------------------|------------|--------------------------------------------|
| 5/9 | North of Sedan | 1200 | 55 min | Transmission line off - high winds |
| 5/9 | Chautauqua | 30 | 2 hrs | Reset OCR - high winds |
| 5/13 | SE of Sedan towards Peru | 105 | 1 hr 15 min| Floater on A phase |
| 5/23 | SW of Grenola | 28 | 1 hr 50 min| Bird on OCR |
| 5/31 | CV Sub | 361 | 1 hr 30 min| Substation fuse failed |
| 5/31 | CV Sub - North line | 150 | 1 hr 50 min| Substation fuse failed |
Nondiscrimination Statement
The Caney Valley Electric Cooperative Association, Inc., is a recipient of Federal financial assistance from Rural Development, an agency of the U.S. Department of Agriculture. In accordance with Federal civil rights law and USDA civil rights regulations and policies, this institution is prohibited from discriminating based on race, color, national origin, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, marital status, family/parental status, income derived from a public assistance program, political beliefs, or reprisal or retaliation for prior civil rights activity, in any program or activity conducted or funded by USDA (not all bases apply to all programs). Remedies and complaint filing deadlines vary by program or incident.
Persons with disabilities who require alternative means of communication for program information (e.g., Braille, large print, audiotape, American Sign Language, etc.) should contact USDA’s TARGET Center at 202-720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at 800-877-8339. Additionally, program information may be made available in languages other than English.
To file a program discrimination complaint, complete the USDA Program Discrimination Complaint Form, AD-302Z, found online at http://www.ascr.usda.gov/complaint_filing_cust.html and at any USDA office or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call 866-632-9992. Submit your completed form or letter to USDA by: (1) mail: U.S. Dept. of Agriculture, Office of the Assistant Sec’y for Civil Rights, 1400 Independence Ave., S.W., Washington, D.C. 20250-9410; (2) fax: 202-690-7442; or (3) email: firstname.lastname@example.org. | 162b9a0b-3aed-4ada-96c5-c57dd37b0804 | CC-MAIN-2024-10 | https://caneyvalley.com/files/cav0723.pdf | 2024-03-03T00:00:51+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947476137.72/warc/CC-MAIN-20240302215752-20240303005752-00671.warc.gz | 157,538,433 | 3,503 | eng_Latn | eng_Latn | 0.997427 | eng_Latn | 0.998074 | [
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Harford County Emergency Preparedness Guide
ROBERT G. CASSILLY
Harford County Executive
RICHARD A. AYERS
Emergency Services Director
As your county executive, my first priority is public safety. I am proud of Harford County’s dedicated emergency services professionals who work every day to keep us safe. They answer 9-1-1 calls, dispatch first responders, give lifesaving care, mitigate hazards, perform rescue operations, and prepare the county's response to all kinds of dangers. In an emergency, our job is to be ready to help you. One of the most important actions you can take to keep yourself and your family safe is to become familiar with best practices before disaster strikes. This emergency preparedness guide is designed to do just that.
Please keep a copy of it handy and refer to it often. Our best partner in public safety is an informed citizen. Thank you for taking the time to prepare and stay safe.
Very truly yours,
ROBERT G. CASSILLY
Harford County Executive
Preparation and planning go hand in hand when looking at ways to prevent or lessen the effects of disasters. Whether it be summer storms with flooding rains, high winds, extreme temperatures, or winter storms with cold temperatures, heavy snow, ice, and slick roadways, having a plan will help you to be ready for any emergency. Share this booklet with family and friends, and offer assistance to develop support networks.
Be prepared and ready before the storm!
Sincerely,
RICHARD A. AYERS
Emergency Services Director
TABLE OF CONTENTS
Page 4. Weather Hazards
Page 12. Planning Ahead
Page 16. Surviving the Storm
Page 19. Peach Bottom Planning
Plan > Prepare > Practice
August and September represent the height of hurricane season for Harford County. It’s the time of year when tropical storms and the occasional hurricane can travel up the Atlantic Coast and impact the Mid-Atlantic. Depending on the category and other weather factors, a hurricane can bring along many hazards identified in this guide. The higher the category, the worse the impacts can be from a storm. Damaging winds and heavy rain can lead to a myriad of potential problems across the county.
If you reside on a coastline in Harford County, you must:
- Strictly follow local building codes
- Evacuate when ordered
- Have a go-kit ready for your family and your pets
**HIGH WINDS**
| Category | Winds | Summary |
|----------|---------|----------------------------------------------|
| 1 | 74-95 mph | Very dangerous winds will produce some damage |
| 2 | 96-110 mph | Extremely dangerous winds will cause extensive damage |
| 3 | 111-129 mph | Devastating damage will occur |
| 4 | 130-156 mph | Catastrophic damage will occur |
| 5 | 157 + mph | Catastrophic damage will occur |
Watch out for:
- Flying debris - signs, roofing material, small items left outside
- Extensive damage to trees
- Widespread power outages
- Damage to underground utilities (due to uprooted trees)
- Structural damage
**STORM SURGE**
A storm surge is caused by a dome of water pushed ashore by powerful tropical cyclone winds and can wash out buildings, trees, marinas, boats, roads and bridges. It is often the greatest threat to life and property from a tropical storm or hurricane.
THUNDERSTORMS
A thunderstorm affects a relatively small area compared to a hurricane or a winter storm. A typical thunderstorm lasts an average of 30 minutes. Despite their size, ALL thunderstorms are dangerous! Of the estimated 100,000 thunderstorms each year in the United States, about 10 percent are classified as severe.
Thunderstorms can feature damaging winds, lightning, hail, flooding, and an occasional tornado. Hail and lightning are explained in this section, while tornadoes and flooding, which can also be caused by a tropical storm or hurricane, are described later in this guide.
HAIL
What do you need to know?
- Strong updrafts within a thunderstorm carry water droplets to a height where they freeze. Ice particles grow, becoming too heavy to be supported by the updraft, and fall to the ground as hail.
- Hail is larger than sleet; it can be larger than a softball (5 inches in diameter).
- Large hailstones can fall at speeds faster than 100 mph!
- Hail causes more than one billion dollars in crop and property damage each year in the United States.
- Harford County has a long history of hail-producing thunderstorms.
Source: NWS Preparedness Guide
What you need to know:
- There is NO safe place OUTDOORS when a thunderstorm is nearby. Almost all fatalities related to lightning have occurred during outdoor activities such as swimming, camping, fishing, golfing, etc.
- The energy from one lightning flash could light a 100-watt light bulb for more than three months.
- Rubber-soled shoes and rubber tires provide NO protection from lightning. The steel frame of a hard-topped vehicle provides increased protection if you are not touching metal.
- Lightning-strike victims carry no electrical charge and should be helped immediately. Call 9-1-1 and begin CPR immediately if the person has stopped breathing.
How can you avoid the lightning threat?
- Have a lightning safety plan. Know where you’ll go for safety and how much time it will take to get there. If on a boat, pay attention to an approaching storm and take action!
- Postpone outdoor activities. Before going outdoors, check the forecast and postpone activities to avoid being caught in a dangerous situation.
- Get to a safe place. If you hear thunder, even a distant rumble, immediately move to a safe place. Fully enclosed buildings with wiring and plumbing provide the best protection. Sheds, picnic shelters, tents, or covered porches do not protect you from lightning. If a sturdy building is not nearby, get into a hard-topped vehicle and close all the windows.
- If you hear thunder, don’t use a corded phone. Cordless phones, cell phones, and other wireless handheld devices are safe to use.
- Keep away from electrical equipment, wiring, and water pipes. Sensitive electronics should be unplugged well in advance of thunderstorms. Don’t take a bath, shower, or use other plumbing during a thunderstorm.
WHEN THUNDER ROARS, GO INDOORS!
TORNADOES
In an average year, 1,200 tornadoes cause 60 to 65 fatalities and 1,500 injuries nationwide. Approximately 10 tornadoes have been recorded in Harford County in the past 10 years. Warm, humid, and windy weather is ideal for tornadoes; they can occur in thunderstorms or in a tropical storm/hurricane. Tornadoes often come with very little warning and it is crucial to identify the signs of imminent tornadic conditions.
Watch for danger signs:
- Dark, often greenish clouds - a phenomenon caused by hail
- Wall cloud - an isolated lowering of the base of a thunderstorm
- Funnel cloud - a visible rotating extension of the cloud base
- Roaring noise
- Cloud of debris
- Large hail
TORNADO SAFETY TIPS
If at home:
- Move or secure lawn furniture, trash cans, hanging plants or anything else that can be picked up by the wind and become a projectile.
- Go to the basement, away from windows.
- If there is no basement, go to lowest level possible, preferably a bathroom without windows, lay down in tub.
If in a vehicle:
- Immediately seek shelter in a sturdy building if you have the time
- OR, stay in the car with the seat belt on; put your head down below the windows and cover it with your hands and a blanket if possible.
FLOODING
A FLOOD is the inundation of a normally dry area caused by abnormal high water flow. Flooding develops more gradually than flash flooding, over more than six hours.
A FLASH FLOOD occurs within a few hours (usually less than six hours) of heavy or excessive rainfall, a dam or levee failure, or the sudden release of water impounded by an ice jam.
Flooding Facts:
- Flash floods and floods are the number one cause of deaths associated with thunderstorms, with more than 90 fatalities each year.
- More than half of all flood-related drownings occur when someone drives a vehicle into hazardous flood water.
- Many flash flood fatalities occur at night.
- Two feet of rushing water can carry away most vehicles, including SUVs and pickup trucks.
FLASH FLOOD SAFETY RULES
- Avoid driving, walking, or swimming in flood waters.
- Stay away from high water, storm drains, ditches, ravines, or culverts. Moving water only six inches deep can knock you off your feet. Move to higher ground.
- Do not let children play near storm drains.
- Do not drive through standing water on a flooded roadway.
“TURN AROUND, DON’T DROWN.”
EXTREME COLD, SNOW, ICE, SLEET & FREEZING RAIN
Dozens of Americans die each year from exposure to cold. Even more die from other winter-related incidents, such as motor vehicle accidents and fires caused by dangerous heaters. Heavy accumulations of ice can bring down trees and topple utility poles and communications towers, disrupting service for days. Coatings of ice can be extremely dangerous to drivers and pedestrians, especially on bridges and overpasses that freeze before other surfaces. Harford County often experiences extreme winters accompanied by widespread power outages, so it’s important to be prepared to avoid potential hazards.
WINTER WEATHER SAFETY TIPS
- Dress warm with layers of loose-fitting lightweight clothing and stay dry. Wear mittens, hats, scarves, and water-repellent coats.
- Cover your mouth to protect your lungs from extremely cold air.
- Keep dry. Change wet clothing frequently to prevent loss of body heat.
- Avoid overexertion. Cold weather puts added strain on the heart.
- Unaccustomed exercise such as shoveling snow can bring on a heart attack or worsen a preexisting medical condition.
- Maintain ventilation when using kerosene heaters to avoid build-up of toxic fumes. Refuel kerosene heaters outside and keep them at least three feet from flammable objects.
- Do NOT run a generator inside your house or in the garage. Make sure the generator is in a well-ventilated area outside your home.
- When it snows six inches or more, use the Harford County Snow Plow Tracker App to view road conditions and when it is safe to travel.
FROSTBITE: Occurs when the skin and body tissue just beneath it freeze. Signs include loss of feeling and white or pale appearance in extremities, such as fingers, toes, earlobes, face, and the tip of the nose.
WHAT TO DO? 1. Cover exposed skin, but do not rub the affected area in an attempt to warm it up. 2. Seek medical help immediately.
HYPOTHERMIA: A dangerously low body temperature. Signs include uncontrollable shivering, memory loss, disorientation, incoherence, slurred speech, drowsiness, and apparent exhaustion.
WHAT TO DO? 1. Seek medical attention immediately, if necessary. 2. Get the victim to a warm location. 3. Remove wet clothing. 4. Warm the center of the body by wrapping the person in blankets or putting on dry clothing. 5. Give warm, non-alcoholic beverages if the victim is conscious.
Extreme heat is a weather condition with excessive heat and/or humidity that is defined as a day or series of days when: the heat index is forecasted to be approximately 105 degrees or higher, OR the National Weather Service has issued a “Heat Advisory,” OR weather/environmental conditions are enough to cause heat-related illnesses.
Anyone can be a victim of heat-related illness, however, high-risk groups such as children under five, young athletes, seniors, and people with chronic illnesses or functional needs are more vulnerable and should take extra precautions.
**HOW TO PREVENT HEAT-RELATED ILLNESS**
- Wear lightweight, light-colored clothing; use a hat or umbrella and apply sunscreen frequently.
- Drink plenty of water; sugary drinks like soda or juice are not as good at cooling your body.
- Avoid drinks with alcohol or caffeine to avoid dehydration.
- Avoid using salt tablets unless instructed by your doctor.
- Slow down and avoid heavy activity; complete necessary activities in the coolest part of the day.
- Take breaks if you’re active; rest in a cool place.
- Stay indoors as much as possible; use air conditioning.
**HEAT EXHAUSTION:**
A condition characterized by faintness, rapid pulse, nausea, profuse sweating, cool skin and collapse, caused by prolonged exposure to heat accompanied by loss of adequate fluid and salt from the body.
**WHAT TO DO?**
Seek medical attention, if necessary. Get the victim to a cool place and have them rest in a comfortable position. Remove or loosen tight clothing and apply cool, wet cloths such as sheets or towels. If the person is conscious, give them cool water to drink, and make sure they drink slowly. Give half a glass of water every 15 minutes and watch carefully for any changes to their condition, including signs of heat stroke.
**HEAT STROKE:**
A severe condition caused by impairment of the body’s temperature-regulating abilities, resulting from prolonged exposure to excessive heat; characterized by lack of sweating, high fever, severe headache, hot dry skin, and, in serious cases, collapse and coma.
**WHAT TO DO?**
Heat stroke is a life threatening situation. Help is needed FAST! Call 9-1-1. Until help arrives, move the victim to a cooler place. Quickly cool them by putting them in a cool bath or wrapping wet sheets around their body and fanning them. Watch for signs of breathing problems, and keep them lying down. If the victim refuses water, is vomiting, or has fainted, do not give them anything to eat or drink.
Prior to or during a severe weather event, the National Weather Service (NWS) may put out a message to inform the public of possible hazardous conditions or weather. Take the time to familiarize yourself with the following terms so you know the difference in the messages.
**WATCH**
Hazardous weather is possible, but not yet occurring.
**ADVISORY**
Hazardous weather or a hydrologic event is occurring, imminent or likely, but is less serious than a warning. Events that trigger advisories may cause a significant inconvenience and if caution is not exercised, could lead to situations that may threaten life or property.
**WARNING**
Hazardous weather or a hydrologic event is occurring, imminent or likely. A warning means weather conditions pose a threat to life or property. People are advised to take immediate action.
In addition to the hazards listed in the guide so far, Harford County is vulnerable to other natural and man-made disasters including earthquakes, brush fires and drought. Emergency Services works with partners to plan for each of these hazards. Do your part by taking the first step toward preparation. Find information on brush and wildfires at www.ready.gov/wildfires and drought at www.ready.gov/drought.
**EARTHQUAKES:**
“DROP, COVER AND HOLD ON”
Earthquakes did not appear on the hazard list for Maryland until 2011 when the Virginia earthquake rattled Washington D.C., and Maryland, including Harford County. Make sure you and your family are aware of basic earthquake safety tips. Find more information at www.ready.gov/earthquakes.
FLOOD INSURANCE
PROTECT YOUR PROPERTY BEFORE THE STORM:
Dangerous or damaging floods don’t always mean dramatic, rushing waters through the streets of your hometown. County officials encourage homeowners to get flood insurance because the rates are reasonable. Flood insurance will cover most losses from any type of damage caused by water entering a house from the outside, whether from heavy rains or river or coastal flooding; regular homeowner insurance or renter’s insurance will not. If you decide you need flood insurance, apply immediately because it takes 30 days for a policy to take effect. Both homeowners and renters are eligible for flood insurance. For more information, contact the Harford County Department of Emergency Services at 410-638-4900 or the Harford County Department of Planning and Zoning at 410-638-3103. You can also check www.floodsmart.gov for flood insurance resources.
NOAA weather radios can save lives by providing up-to-the-minute, 24-hour broadcasts of local weather information and warnings of severe weather specific to each of its broadcast locations. The Specific Area Message Encoding (S.A.M.E.) code for Harford County is 024025. Radios may be purchased at home goods and electronics stores throughout the county.
SMALL BUSINESS OWNERS
Proper planning for small business continuity can make all the difference when it comes to surviving a hurricane.
CREATE A “GO KIT” FOR CRITICAL RECORDS
A “Go Kit” is a plastic, waterproof container used to hold and carry important documents and helpful forms. Some of those documents/forms might include:
▪ A list of all employees, key customers, and clients along with their phone numbers.
▪ Insurance policies and agent contact information.
▪ Backup files of server(s) or electronic data.
▪ Equipment, computer software and hardware and furniture inventories.
▪ A list of emergency vendors, like plumbers and contractors, who can help once the storm passes.
▪ Copies of essential business policies, plans and agreements.
▪ Photographs of the business, inside and out.
ALL RESIDENTS: If told to evacuate to a shelter, remember that you’ll need to be prepared and take a few things with you.
Refer to the next page for important items to include in your “Go Kit.”
STAYING HOME?
SURVIVAL KIT
- One-week supply of food that requires no cooking/non-perishable food items
- One gallon of water per person per day for up to seven days for drinking and sanitation (include water for pets too)
- Clean storage containers for water
- First aid kit
- Manual can opener
- Portable radio, flashlights, lanterns
- Extra batteries
- Infant, child and/or pet necessities (wipes, diapers, bottles, pet food, etc.)
- Cooler and ice
- Home repair materials (lumber, tarps, buckets, plastic sheeting)
- Portable toilet (5-gallon bucket, heavy trash bags, chlorine bleach)
DOCUMENT CHECKLIST
- Driver's license or ID card
- Important numbers and emergency contacts
- Credit cards and list of creditors
- Medical records and blood type
- Prescription information (list of medications, dosage, prescription numbers, etc.)
- Doctor's contact information
- Cash and bank account numbers
- List of savings and investments, including CDs, stocks, bonds and mutual funds
- Household inventory: paper copy, photos, video or electronic storage
- List of insurance policies with name of company, type of policy and policy number
- Copy of wills and trust documents
- Titles for your house, car and other property
- Birth, marriage, divorce, death and adoption certificates, and passports
EVACUATING?
GO KIT
- Non-perishable foods, especially if diet is restricted
- Several gallons of drinking liquids
- Bedding for a small space
- Medications and eyeglasses
- Change of clothes
- Personal hygiene items
- Any infant or child necessities (wipes, diapers, bottles, etc.)
- Important papers with valid ID
- Flashlight & portable radio with extra batteries
- Quiet games, toys or reading material
- Cash
DON'T FORGET YOUR PETS
- Proper identification & current photo
- Immunization records
- County license for dogs
- Carrier or portable kennel
- Muzzle, collar, leash
- Medications
- Food and water (two-week supply) with bowls, manual can opener
- Cat litter, pan and scoop
- Plastic bags for waste
- Grooming items
- Personal item with your scent and a toy
RESIDENTS WITH FUNCTIONAL NEEDS
Planning Suggestions from the Maryland Department of Disabilities:
- Identify all the dangers in your home and any medical equipment that requires power.
- Determine basic survival needs in case of emergency for you and your household.
- Post emergency phone numbers in an accessible place, along with family, friends and/or neighbors’ contact information.
- Plan & practice how to evacuate your home in an emergency.
- Determine a place where you will meet with your contacts after an emergency or evacuation.
- Keep your personal records in a waterproof container with emergency supplies, so you can take it if you must evacuate.
- Create and carry a personal emergency information card for emergency personnel/first responders.
- For more information visit www.mdod.maryland.gov or call 410-767-3660 (voice) 1-800-637-4113 (TTY/voice).
Need help to develop a plan or to assemble a Go-Kit?
Visit www.harfordcountymd.gov/189/Citizens-With-Special-Needs
or contact the Harford County Disabilities Office at 410-638-3373 (voice/TTY) for a copy of the “Path to Disaster Readiness”.
Additional items you may include in your supply kit:
- Medical supplies (dressing materials, nasal cannulas, suction catheters)
- Extra oxygen tanks
- Extra hearing aid batteries
- Talking or Braille clock
What can I do to help others with functional needs?
Reach out and offer a hand. Check on neighbors, family members, co-workers and/or members of your place of worship. You can be part of their support network, serve as a host home, help to answer questions or pick up items for a survival kit for someone who has problems getting out to shop.
HELP KEEP KIDS CALM
Whether you stay home or evacuate, young children can feel extremely threatened and frightened by a storm. Parents and caretakers should extend greater patience and understanding toward a child who is having difficulty coping with the situation. Consider how your children might react in a disaster, what your own reactions might be and how the crisis could affect emotional and physical well-being.
- Involve children in emergency planning, such as checking supplies and writing a shopping list.
- Be ready with a hug or box of supplies with games, books and hobby items.
- Store or pack kid-friendly food items and drinks.
- Have a favorite toy or stuffed animal around to help children feel more secure.
- Help reduce your children’s fears by remaining calm yourself.
- Listen to fears and reassure children often and repeatedly.
- Encourage them to talk and ask questions, but limit discussion to basic facts.
- Do not lie to children about the dangers. Reassure them you are focused on their safety.
- Be cautious of permitting young children to watch or listen to news.
- Look for physical symptoms of anxiety that children may demonstrate during and after a weather event or other emergency required evacuation.
For more information, and to provide your children with the tools they need to prepare for emergencies, visit www.ready.gov/kids.
HURRICANE SURVIVAL: BE PREPARED
Improve the vulnerable areas of your home before a storm’s approach
PREPARE YOUR HOME
Preparing your home to withstand high winds can mean the difference between minor and major repairs after a hurricane. That is why it is so important to strengthen your home to resist high winds.
- **Shutter your windows.** Glass can be broken by flying debris. Protecting your windows can keep storm winds and rain out and your roof on. Duct tape provides no protection.
- **Check weather stripping/caulking around windows and doors.** Replace if necessary.
- **Check your garage door.** If your door needs replacing, look for a reinforced, wind-rated model.
- **Think about other improvements.** The Federal Alliance for Safe Homes has step-by-step instructions for reinforcing your home’s roof, gable ends and other vulnerable areas.
- **Consider having a home inspector review your home’s condition** if you have questions about your home’s storm readiness. If you are considering hiring help, be sure to use a licensed, reputable contractor.
PREPARE YOUR YARD
Getting your yard ready to weather the storm can keep you and your home safe. High winds can turn even the heaviest items into deadly projectiles breaking through windows, doors, and walls.
- **Before any storms threaten,** properly prune trees and shrubs. Do not leave piles of branches that can become flying debris in high winds.
- **Keep your gutters and downspouts clear** and in good repair.
- **When a tropical storm or hurricane warning is issued,** bring in all yard items such as furniture, toys, birdbaths, bird feeders and barbecue grills.
- **Do not drain your pool.** Over-chlorinate the water and turn off all electricity to the pool for the duration of the storm.
In case you need to make repairs that require digging, it’s best to be prepared BEFORE the storm arrives. Keep contact information for Miss Utility, 800-257-7777 or 8-1-1, handy so it’s available when you need it. This free service will help you locate underground utilities before you damage them. Not only will it keep you safe, it’s the law!
WHEN THE STORM’S IMPACT IS FELT
IMPORTANT TIPS TO REMEMBER
- Stay tuned to local news WXCY (103.7 FM), WHFC (91.1 FM) and HarfordTV (Comcast Channel 21, Armstrong Channel 7, and Verizon Channel 31) for updates.
- Have a battery-powered radio ready in case power is lost.
- Make sure your emergency supplies are out and ready.
- Make last-minute preparations to secure yards, windows & vehicles.
- Stay indoors.
- Close all interior doors - secure and brace external doors.
- If your power goes out, use flashlights, battery-powered lanterns or chemical light sticks. Burning candles can be a hazard if left unattended.
FOOD SAFETY AND GUIDELINES
Severe storms can cut power to your house for days, even weeks. Power outages can be annoying, and they also present health concerns from food spoilage.
- Take inventory of items in your refrigerator and freezer.
- Keep refrigerator and freezer doors closed as much as possible. A full freezer with minimal door opening can keep frozen items safe for two days.
- Discard perishable food that has been above 40 degrees F for two hours or more and any food that has an unusual odor, color or texture.
- If power is out more than six hours, transfer refrigerated perishables to an insulated cooler filled with ice or frozen gel packs. Keep a thermometer in the cooler to be sure the food stays below 40 degrees F.
- Never taste food to determine its safety! Some foods may look and smell fine, but if they’ve been at room temperature longer than two hours, bacteria that causes food-borne illness can multiply rapidly.
- For more information, contact the Harford County Health Department’s Environmental Section at 443-643-0300.
THE STORM HAS MOVED THROUGH, NOW IT’S TIME TO ASSESS THE DAMAGE
Hopefully you have stored enough batteries to keep your radio running. If power is still out, you’ll want to hear news coverage on damage, road closures, power outages and other emergency instructions. Expect three to seven days of uncertainty, depending on the storm, so you may need to rely on what you have stored for food, water, medications and entertainment.
The stronger the storm, the more severe the damage. It could be weeks before life gets back to normal. Consider these realities in your planning. Here are some safety tips for the aftermath:
**DRINKING WATER**
A “boil water” order may be issued during a heavy rain, tropical storm/hurricane, water main break or other serious event that affects the drinking water supply. That means there is a possibility microbial contamination exists in tap water.
Boiling is the most effective way to kill bacteria, viruses, and parasites in water. Health officials recommend bringing a pot of water to a full rolling boil, then letting it boil for one minute to kill pathogens and make the water safe for consumption. Let the water cool to room temperature before drinking it.
**HOUSE INSPECTION**
If your home is flooded, use extreme caution and have a licensed electrician check the power to see if it is safe.
- Promptly report any damage to your insurance company and take pictures before any cleanup begins.
- Remove any water from your home as soon as possible to reduce further water damage.
- Make sure you have plenty of ventilation moving throughout the house.
**HOME REPAIR & CONTRACTORS**
Know the laws protecting your rights. Because the demand for qualified contractors after a disaster usually exceeds the supply. Don’t be a victim to home repair fraud.
- Never let anyone into your home without first asking for identification. Representatives of utilities, government agencies, and reputable businesses will have proper identification.
- Hire only licensed and insured contractors. Any company or person doing work at a residence must have a Maryland home improvement license and be insured through the Maryland Home Improvement Commission in Baltimore, 410-230-6309/1-888-218-5925.
- The Harford County Department of Inspections, Licenses and Permits’ Plumbing Division (410-638-3215) and the Electrical Division (410-638-3363) issue licenses for contractors. Both can verify a license.
- A building permit must be obtained either by the homeowner or the contractor.
- Insist on, and check, references of previous customers.
- Obtain at least three written estimates and avoid contractors who ask for advance payment in full.
A portion of northern Harford County lies within the 10-mile Emergency Planning Zone (EPZ) of the Peach Bottom Atomic Power Station in Pennsylvania. Residents in the EPZ must prepare for shelter-in-place or evacuation in case the facility is ever impacted. If you reside within Zones 1, 2, 3, 4, or 5 as indicated on the map on the next page, special emergency plans have been developed to ensure your safety in the event of a nuclear incident.
The most important step you can take to ensure the safety of you and your family is to register your cellphone and email address with the county’s emergency notification system. Harford County Emergency Services can reach every registered contact quickly and efficiently to keep you out of harm’s way.
To register for our notification service, simply log on to www.harfordpublicsafety.org, follow the “Emergency Alerts” link and enter your information easily and securely. Your information will not be shared or used for any other purposes.
WHAT TO DO WHEN AN EMERGENCY NOTIFICATION IS GIVEN:
SHELTER IN PLACE: When instructed to shelter in place, go inside and stay there. Close all windows and doors and shut off any systems that draw in outside air.
EVACUATION: If an evacuation is ordered, those in the affected area will be instructed to proceed to one of the two following reception centers:
- **APGFCU Arena at Harford Community College**: Take local roads to Route 136. Turn right onto Cool Spring Road. Make a left onto Thomas Run Road. The college is 2.2 miles on the left. Signs at the site will direct you to the facility.
- **Fallston High School**: Take local roads to either Route 24 or Route 543 and continue until reaching Route 1. Follow Route 1 south then turn right onto Route 152. Turn right onto Carrs Mill Road and take the first right into Fallston High School. Signs on campus will direct you where to proceed.
Additional emergency instructions and follow-up will be provided at the reception centers. A wide range of further information regarding emergency preparedness for those within the Peach Bottom Planning Zone is available online on the Harford County Emergency Services website, www.harfordpublicsafety.org.
WHEN YOU HEAR THE SIRENS
Emergency instructions will be given on:
- WXCY - 103.7FM
- WHFC - 91.1FM
- HARFORDTV
(Comcast Channel 21, Armstrong Channel 7, Verizon Channel 31)
WWW.HARFORDPUBLICSAFETY.ORG
(Harford County Emergency Services)
WWW.HARFORDCOUNTYMD.GOV
(Harford County Government)
410-838-5800
(Harford County Emergency Info. Hotline)
Peach Bottom Planning
EVACUATION ZONES
HARFORD COUNTY, MD
Peach Bottom Evacuation Zones
Zone 1: North Harford
Zone 2: Palmer State Park/Dublin/Pylesville
Zone 3: Darlington
Zone 4: Whiteford
Zone 5: Broad Creek Camp/Peach Bottom
Reception Centers at Harford County Community College and Fallston High School
Legend
- Reception Centers
- Peach Bottom Evacuation Zones
- Hurricane Evacuation Zones - Zone B
- Aberdeen Proving Grounds (APG)
Storm Surge by Category
- Category 1
- Category 2
- Category 3
- Category 4
*The "Know Your Zone" Hurricane Evacuation Zone data was obtained from the Maryland Emergency Management Agency (MEMA).
For more information, please visit:
https://mema.maryland.gov/Pages/know-your-zone-md.aspx
Storm Surge data was obtained from NOAA.
Revised 2018
More Information
IMPORTANT CONTACTS
Baltimore Gas & Electric
800-685-0123
Delmarva Power
800-898-8042
Harford County Planning & Zoning
410-638-3103
Harford County Inspections, Licenses & Permits
410-638-3344
Harford County Office of Disability Services
410-638-3373
EMERGENCY ALERT STATIONS:
WXCY – 103.7FM
WHFC – 91.1FM
Harford Cable Network
Comcast Channel 21
Armstrong Channel 7
Verizon Channel 31
410-838-5800
(Harford County Emergency Info. Hotline)
PREPARE AS A FAMILY, INVOLVE YOUR KIDS!
Weather Wiz Kids
www.weatherwizkids.com
FEMA for Kids
www.ready.gov/kids
How Stuff Works, Hurricane Science
howstuffworks.com/hurricane.htm
CONTACT US
Sign up for emergency notifications
www.harfordcounty.bbcportal.com
or www.harfordpublicsafety.org
Call 410-638-4900 (General inquiries)
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Dolphins deserve better
Many scientists believe dolphins should be given “human rights” for their high intelligence and behaviour, according to “Scientific American” magazine, as they’ve been shown to demonstrate consciousness, self-awareness, individuality and tool use. It is morally unacceptable to remove dolphins from the wild for a life in captivity.
How you can help
- **NEVER** swim with dolphins or take part in dolphin-assisted therapy sessions.
- **DON’T** book rooms at hotels that have captive dolphins.
- **DON’T** use tour operators that book tours to marine parks, sea pens, etc.
- **WRITE** to your local Indonesian Embassy to call for a ban on dolphins in captivity in Indonesia.
- **REPORT** places that house dolphins, or other cetaceans (whales, porpoises) to Jakarta Animal Aid Network http://www.jakartaanimalaid.com and Bali Animal Welfare Association http://bawabali.com
Don’t pay for their suffering: stop the capture of wild dolphins for tourist attractions in Bali
Bali promotes itself as a “clean and green” tourist destination. But did you know increasing numbers of wild-caught dolphins are being held captive at several of the tourist island’s resorts? Together we can end this exploitative industry that threatens their welfare and survival.
End their suffering
The worldwide marine mammal captivity industry continues to threaten wild populations and inflicts suffering on thousands of individual animals.
Despite claims that the dolphins in resorts or “sea pens” are rescued from circuses or from entanglement in fishing nets, sometimes awaiting rehabilitation for the wild, the reality is that these dolphins are caught to supply the lucrative trade. They are captured to be sold to commercial operations, fuelled by people’s desire to see these amazing animals up close. However, life in a swimming pool is miserable for these highly intelligent animals.
Death and trauma
Dolphins often die from acute stress as a result of being caught by fishermen. Once stolen from their natural environment, dolphins are transported to small enclosures that not only lack members of their social group, including family, but also the open waters to which they’re accustomed.
Dolphins can swim around 75km a day, attaining speeds of 36kph, diving to around a hundred metres below the water’s surface – so life in a swimming pool is an inconceivably terrible change for them.
Imprisoned
In Asia, many captive dolphins are confined in small tanks or swimming pools containing chemically treated water that can contain dangerous levels of chlorine. In some cases, dolphins have suffered eye damage, skin disorders and a decline in overall health due to poor water quality.
Wild and unpredictable
People have been badly injured swimming with captive dolphins. These are wild and unpredictable animals. The public may also be at risk of transmitting diseases to, and contracting illnesses from, dolphins.
Dolphin Assisted Therapy (DAT) programmes also exploit the hopes of vulnerable parents of autistic children. Families not only pay a heavy financial cost for this unverified treatment, but may forgo more effective treatments because of their emotional and monetary investment in DAT.
Lives cut short
Dolphins rarely live as long in captivity as they might in the wild. Their shortened lifespan may be caused by being fed inappropriate foods, and ingestion of foreign objects like glasses, coins and even cigarettes tossed into their tanks.
Forced to perform
The captive-dolphin industry would like you to believe that dolphins love to perform, but this isn’t true. In fact, it’s just a job to them. They’re trained to perform and are paid in food.
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WHAT IS A GREAT TEACHER?
STUDENT MOTIVATION
- Intrigue leads to inspiration & knowledge...
- A real person who inspires confidence
- An infectious spirit
- An eminable stance toward life
- Enthusiasm, games
- An example of practicality, humour, balance...
- Teaching & listening outside the box
- Enlightened my mind, sparked my future
- Encouraged growth beyond my comfort zone
- Brought life skills/practicing
- An intense civic development and start with relevant time
- Need to be relevant
- Time to research textbooks
- Instructional strategies
- Textbooks too expensive
- Textbooks outdated
- Teachers have little/no control
- Passionate, caring, open-minded, invested, humorous, knowledgeable
- Challenging, encouraging, inspiring, competent, experienced, elusive
- See the potential in every student
INSTRUCTOR MOTIVATION
- Light is here; you must answer
- Intelligent, strict, dedicated, creative, relaxed, fair...
- Someone who cared and showed interest
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America Needs History and Civics Education to Promote Unity
A plan to help teachers instill an understanding that is complete and honest but not cynical.
March 1, 2021 6:32 pm ET
PHOTO: GETTY IMAGES/ISTOCKPHOTO
Editor’s note: This article is signed by six former U.S. education secretaries: Lamar Alexander, Arne Duncan, John King, Rod Paige, Richard Riley and Margaret Spellings.
Following years of polarization and the Jan. 6 insurrection at the U.S. Capitol, the world’s oldest constitutional democracy is in grave danger. We stand at a crossroads, called to protect this democracy and to work toward unity. Current and future generations will look back to examine how we chose to act, and why.
A key part of our task is to reinvigorate teaching and learning of American history and civics in our nation’s schools. A constitutional democracy requires a citizenry that has a desire to participate, and an understanding of how to do so constructively, as well as the knowledge and skills to act for the common good. Yet a history and civics education for the 21st century must also grapple with the difficult and often painful parts of our history—including enslavement,
segregation and racism, indigenous removals, Japanese-American internment, denials of religious liberty and free speech, and other injustices.
We need teaching and learning that pursues an account of U.S. constitutional democracy that is honest about the wrongs of the past without falling into cynicism, and appreciative of the American founding without tipping into adulation. To turn *pluribus* into *unum*, we need curriculums that achieve a more plural and complete story of U.S. history, while also forging a common story, the shared inheritance of all Americans.
Regrettably, civics, which teaches skills of participation and the knowledge that sustains it, and history, which provides a frame of reference for the present, have been sorely neglected over the past half-century in U.S. schools. This cannot continue to be the case.
Right now, we collectively spend about 1,000 times more per student on science, technology, engineering, and math education than we do on history and civics. Where civics education is taught, it is often hampered by a lack of consensus about what to teach and how.
But there is a way forward that will let us rebuild civics and history alongside STEM education.
Despite our differences on policy and priorities, we believe that the Roadmap to Educating for American Democracy provides a promising path. The project is the result of a 19-month collaboration among more than 300 scholars, educators, practitioners and students from diverse backgrounds. The ambition of this plan is to re-establish civics and American history as essential components of education.
The Roadmap aims to renew the study of history and to rebuild civic education from the ground up, by providing guiding principles for states, local school districts and educators across the U.S. They, in turn, can establish their own standards and tailor curricular materials to their local communities. For example, using the plan, Texas may choose to devote more attention to the war between the U.S. and Mexico in the 1840s, while Massachusetts may choose to look more
closely than others at the early phases of the colonial conflict with Great Britain, in which Boston played a dominant role. The plan recommends key content and instructional strategies for history and civics at every grade level. And it does so with an eye toward meeting the wide-ranging needs of today’s students.
The Educating for American Democracy Initiative offers a new vision for history and civics that supports educators in dealing effectively with fundamental tensions inherent in civic learning, integrates a diversity of experiences and perspectives throughout, and cultivates civil disagreement and reflective patriotism. As an example, the Roadmap can help teachers guide conversations among students about how we can integrate the perspectives of Americans from all backgrounds when analyzing the content of the philosophical foundations of American constitutional democracy. The recommendations of the Roadmap weave history and civics together and inspire students to learn by asking difficult questions, such as “What does our history reveal about the aspirations and tensions captured by the motto E pluribus unum?” then seeking answers in the classroom through facts and discussion.
Importantly, the Roadmap is not a set of national standards or a national curriculum. It is instead a call to action to invest in strengthening history and civic learning. It lays a foundation to deliver opportunities for excellence in civic learning equitably to all students.
The American K-12 education system has always worked to respond to the needs of the nation. The early republic emphasized history, reading and math. In the mid-20th century, the launch of the Soviet satellite Sputnik and the dawn of an era of global economic competition drove a turn toward investment in STEM education. And during the early part of this century, our attention has turned to preparing students from marginalized communities to succeed in high school and college.
Now the fragility of our democratic institutions is in plain sight. This is the time to give priority to history and civics education for American children.
‘Equity’ Is a Mandate to Discriminate
By Charles Lipson
On his first day as president, Joe Biden issued an “Executive Order on Advancing Racial Equity and Support for Underserved Communities.” Mr. Biden’s cabinet nominees must now explain whether this commitment to “equity” means they intend to abolish “equal treatment under law.” Their answers are a confused mess.
Arkansas Sen. Tom Cotton raised the question explicitly in confirmation hearings. Attorney General-designate Merrick Garland responded: “I think discrimination is morally wrong. Absolutely.” Marcia Fudge, slated to run Housing and Urban Development, gave a much different answer. “Just to be clear,” Mr. Cotton asked, “it sounds like racial equity means treating people differently based on their race. Is that correct?”
Ms. Fudge’s responded: “Not based on race, but it could be based on economics, it could be based on the history of discrimination that has existed for a long time.” Ms. Fudge’s candid response tracks that of Kamala Harris’s tweet and video, posted before the election and viewed 6.4 million times: “There’s a big difference between equality and equity.”
Ms. Harris and Ms. Fudge are right. There is a big difference. It’s the difference between equal treatment and equal outcomes. Equality means equal treatment, unbiased competition and impartially judged outcomes. Equity means equal outcomes, achieved if necessary by unequal treatment, biased competition and preferential judging.
Those who push for equity have hidden these crucial differences for a reason. They aren’t merely unpopular; they challenge America’s bedrock principle that people should be treated equally and judged as individuals, not as members of groups.
The demand for equal outcomes contradicts a millennium of Anglo-Saxon law and political evolution. It undermines the Enlightenment principle of equal treatment for individuals of different social rank and religion. America’s Founders drew on those roots when they declared independence, saying it was “self-evident” that “all men are created equal.”
That heritage, along with the lack of a hereditary aristocracy, is why claims for equal treatment are so deeply rooted in U.S. history. It is why radical claims for unequal treatment must be carefully buried in word salads praising equity and social justice.
Hidden, too, are the extensive measures that would be needed to achieve equal outcomes. Only a powerful central government could impose the intensive—and expensive—programs of social intervention, ideological re-education and economic redistribution. Only an intrusive bureaucracy could specify the rules for every business, public institution and civic organization. Those unhappy implications are why advocates of equity are so determined to hide what the term really means.
Americans have demanded that all levels of government stop giving special treatment to the rich and powerful. That is simply a demand for equality. Likewise, they recognize that equal treatment should begin early, such as with adequate funding for K-12 students.
The new buzzword tries to hide the aim of throwing out the American principle of equality under the law.
Since the New Deal, most Americans have supported some form of social safety net for the poor and disadvantaged. But this safety net doesn’t demand that out-of-work coal miners receive the same income as those who are working. The debate has always been about how extensive the safety net should be and how long it should last for each recipient. There is broad agreement that no worker should be laid off because of his race, gender or religion. Again, that is a demand for equal treatment.
What we are seeing now is different. It is the claim that the unfair treatment of previous generations or perhaps a disadvantaged childhood entitles one to special consideration today as an adult or young adult. Most Americans, who are both generous and pragmatic, have been willing to extend some of these benefits, at the margins and for limited periods. They don’t want to turn these concessions into large, permanent entitlement programs, giving substantially different treatment to different groups, even if those groups have suffered historical wrongs.
One measure of how unpopular these unequal programs are is how often their proponents need to rename them. “Quotas” were restyled as “affirmative action.” The goal was still to give special benefits to some groups to achieve desired outcomes. Now “affirmative action” has also become toxic, rejected most recently by voters in deep-blue California. Hence, the new name, “equity.”
Instead of making their case openly and honestly, advocates of equity twist and turn to avoid revealing their radical goal of re-engineering society through coercion. If the results fall short, as they inevitably would, the remedy is obvious: more money, more rules and more indoctrination. Why not tell us who will receive these special benefits and for how long? At whose expense? Who will administer these programs? Who will judge whether the outcomes are fair enough? When will it all end?
Since the ultimate goal is achieving equal outcomes, these evasions raise the hardest question of all. Isn’t equity just a new brand name for the oldest program of achieving equal outcomes? Its name is socialism.
Mr. Lipson is a professor emeritus of political science at the University of Chicago, where he founded the Program on International Politics, Economics, and Security.
But it is a different version of Russian roulette. In the traditional version, only one of the gun’s six chambers contains a bullet. In the college version of Russian roulette, 5 of the 6 chambers contain a bullet. If your child attends almost any university in America (or Canada or anywhere else in the English-speaking world), the odds are that your child’s decency, intellectual acuity, faculty of reason, character and moral compass will be damaged, perhaps permanently.
The worse news is that sending your child to almost any elementary school or high school -- public or private -- is fast becoming equally toxic. More and more schools are being taken over by left-wing ideologues and by nonideologues who lack the courage to confront the ideologues. Once infected with leftism, these schools teach children to hate reason, tradition, America, Christianity, whites, excellence, freedom and masculinity.
To cite one example, thanks to a million-dollar grant from Bill Gates through his Bill and Melinda Gates Foundation, the Oregon Education Department has announced that teaching there is "one right answer" in math -- yes, in math -- is an expression of white supremacy. Why, then, would an Oregon parent who cares about his or her child's mind, send that child to an Oregon school?
In addition to perverting education, teachers and their unions have exhibited a contempt for children that has taken even conservatives by surprise. Teachers' unwillingness to show up in class for more than a year is as unscientific as it is unprecedented. On Feb. 3, Centers for Disease Control and Prevention Director Dr. Rochelle Walensky told reporters during a White House news briefing that teachers do not need to get vaccinated against COVID-19 before schools can safely reopen: "There is increasing data to suggest that schools can safely reopen and that safe reopening does not suggest that teachers need to be vaccinated. Vaccinations of teachers is not a prerequisite for safely reopening schools."
Nevertheless, in the country's major cities, these cowards and hypochondriacs -- people who claim to care more than anything else about their students -- have refused to return to school (while demanding to be paid). They have refused to teach, despite the facts that child-to-teacher transmission of the COVID-19 virus is extremely rare and a teacher being hospitalized, let alone dying, as a result of interaction with students is rarer than a teacher dying in a traffic accident on the way to school. Why, then, would you send your child to be "taught" by people for whom you have -- or should have -- so little respect?
Why would you send your young child to a school that sponsors a "Drag Queen Story Hour" or that dwells on "nonbinary" gender identity? Do you think such things do not damage your child's innocence? Do you want your child to be challenged about his or her sexual identity?
Why would you send your child to any school that teaches The New York Times' "1619 Project"? This project holds that America was not founded in 1776 but in 1619, with the arrival of the first black slaves in North America, and that the Revolutionary War was fought not to gain independence from Britain but to preserve slavery. Virtually every leading historian specializing in American history -- most of whom are liberals and Democrats, and some of whom were anti-Trump activists -- have labeled "The 1619 Project" a lie.
Whenever I meet adults who hold traditional American values, I ask them three questions:
The first is, "Do you have children?"
If they do, my second question is, "How many of them share your values?" It is not common to meet people all of whose children share their parents' traditional values.
If they respond that any of their children do not share their values, my third question is, "What happened?"
In every instance, these parents attribute the alienation of their child(ren) from their (the parents') values to the college and, increasingly, the high school their child attended.
Moreover, not only are these children alienated from their parents' values, but they are often also alienated from the parent(s). One thing you learn when you become left-wing is to have contempt for those who hold other beliefs.
Had these parents known how their children would turn out, they would never have sent them to college -- or even to the high school they attended. It appears, however, that no matter how many people lose their children's hearts and minds to left-wing indoctrination, and no matter how much information accumulates about the perversion of education in American schools, parents continue to take risks with their children they would never take in any other sphere.
I am well aware of the enormous obstacles. If your child wishes to study STEM (science, technology, engineering, math) or law, college remains a necessity. Otherwise, it isn't.
As for elementary and high school, parents must either find a school that teaches reading, writing and arithmetic rather than America-hatred, or they should home-school their child. This, understandably, sounds terribly daunting. However, it is becoming considerably easier to do so as home-school groups and quality home-school curricula proliferate around the country.
Whatever your decision, never say you weren't warned.
Dennis Prager is a nationally syndicated radio talk-show host and columnist. His latest book, published by Regnery in May 2019, is "The Rational Bible," a commentary on the book of Genesis. His film, "No Safe Spaces," was released to home entertainment nationwide on September 15, 2020. He is the founder of Prager University and may be contacted at dennisprager.com.
1776 Unites is a movement to liberate tens of millions of Americans, by helping them become agents of their own uplift and transformation, by embracing the true founding values of our Country. 1776 Unites is part of WoodsonCenter.org.
Representing a nonpartisan and intellectually diverse alliance of writers, thinkers, and activists 1776 is focused on solutions to our country’s greatest challenges in education, culture, and upward mobility. 1776 is a movement to shape the American future by drawing on the best of its past. Radically, pragmatic and unapologetically patriotic, at Woodson, we hope to speak for Americans of all races, creeds, and political convictions who oppose the efforts to demoralize and demonize our country and its foundations from within, and to turn its people against one another with false history and grievance politics.
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**What Do I Do With...?**
Carefully prepare and place on top of your recycle cart:
- Batteries: alkaline, button and rechargeable (put in clear bag; wipe labels off)
- Plastic bags, tubs in paper, cartons: wipe labels off and put in separate cart
- Household waste: used cooking fats, oils and grease (best in clean plastic bottle with screw top lid)
Place next to your recycle cart and call 206.777.6440 for a FREE pickup:
- Big/plastics: 5-gallon buckets, PVC pipe, plastic lawn furniture, coolers, BBQ grills, barbecue utensils, etc.
- Small household appliances (<5% non-metal parts)
- Large scrap metal
- Wood waste, unrefined and unpatinated (place in cardboard box and label “Wood Waste”)
Call **206.777.6440** to schedule a pickup fee.
Some items require a collection.
Did you know you can schedule one free extra garbage collection through the City of Renton’s Clean Sweep program? See the list at [RepublicServicesRenton.com](http://RepublicServicesRenton.com) for more information.
Large items: refrigerators, dryers, couches, mattresses, etc.
Bulk items: mattresses, ovens, water heaters, etc.
Want to Recycle Something Else?
For recycle options for more hard-to-dispose items such as electronics and concrete, visit King County’s “What Do I Do With?” directly at [KingCounty.gov/WhatDoIDoWith](http://KingCounty.gov/WhatDoIDoWith).
---
**Household Hazardous Waste**
Do not put in recycling, organics or garbage carts.
**Medicines, Syringes & Sharps**
Drop off expired or unwanted medicines at:
- Bandit Drugs | 4200 8th Ave. SE
- C.A. Pharmacy | 17254 16th Ave. SE
- Rite Aid | 3275 16th Avenue NE
More info at [Med-Project.org](http://Med-Project.org)
Drop off syringes, needles, syringes and lancets at:
- Rite Aid | 3275 16th Ave. NE
- Food Lion | 18800 Chiles St. SW
- Rite Aid | 1880 SE 2nd St., Bellevue
**Safety dispose of hazardous waste items at no cost at 4 locations:**
- Factoria Household Hazardous Waste Drop-off Site | 18300 SE 2nd St., Bellevue
- Auburn Wasteban | 1010 Queen Collection Drive SW, Auburn
- South Seattle Household Hazardous Waste Facility | 1100 2nd Ave. S., Seattle
Visit [KingCounty.gov/HazardousWaste](http://KingCounty.gov/HazardousWaste) for more info.
---
**Important to Know**
Put carts out by 7 a.m. Do not block cars, mailboxes, sidewalks or roadways. Carts must be 2’ apart and at least 3’ from cars, trucks, mailboxes, etc. with at least 14’ of overhead clearance. Place carts as close to the curb as possible, no further than 5’ from the curb. Set carts out with the handle towards the home. Remove carts as soon as possible after collection.
**14 feet CLEARANCE AROUND CARTS**
---
**Bad Weather and Dangrous Conditions**
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| Recognition of the importance of safety in the classroom and workplace | 2. Students will complete Learning Activity Packet on Following Safety Precautions. 45 min.
Students will complete Learning Activity Packet on Handling Accidents. 45 min.
-Students will review for and pass test on Safety in the Workplace and Classroom. 45 min.
-Students will mimic the instructor as they are guided through Word Chapter 4 pages 229-249. Topics covered will include the Project Overview and Creating a Title Page. 90 min.
-Students will complete Dream Team Word Project W-1 “Team Letterhead”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 1: Creating a Proposal that has a SmartArt Graphic and Uses the Draw Table Feature. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Word Chapter 4 pages 249-270. Topics covered will include Inserting an Existing Document in an Open Document, Creating Headers and Footers, Editing & Formatting a Table, and Charting a Word Table. 90 min.
-Students will complete Dream Team Word Project W-4 “Press Release”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Word Chapter 4 pages 270-290. Topics covered will include Working with Formats, Styles, and Bulleted Lists and Drawing a Table. 90 min.
-Students will complete Dream Team Word Project W-5 “Equipment Inventory List”. 90 min. (Instructional Technology, Teacher Questions, & Lecture) |
| --- | --- |
| Ability to border and shade a paragraph, insert and format a SmartArt graphic, watermark and section break, a Word document in an open document, headers and footers, modify and format a Word table, sum columns in a table and create a chart from a Word table, add picture bullets to a list, create and apply a character style, and draw a table | 2. MarkEd Learning Activity Packets on Following Safety Precautions and Handling Accidents
-Microsoft Office 2007 Text Word Chapter 4 and Microsoft Word |
-Ability to explain the merge process, use the Mail Merge task pane and the Mailings tab on the Ribbon, use a letter template as the main document for a mail merge, insert and format a shape on a drawing canvas, create and edit a data source, insert merge fields in a main document, create a multilevel list, use an IF field in a main document, merge and print form letters, sort data records, address and print mailing labels and envelope, merge all data records to a directory, change page orientation, modify table properties
-Students will review for a quiz on Word Chapter 4: Creating a Document with a Title Page, Table, Chart, & Watermark. 45 min.
-Students will pass a quiz on Word Chapter 4: Creating a Document with a Title Page, Table, Chart, & Watermark. 45 min.
-Students will mimic the instructor as they are guided through Word Chapter 5 pages 309-339. Topics covered will include the Identifying the Main Documents for Form Letters, Working with Shapes and the Drawing Canvas, Creating a Data Source, Composing the Main Document for the Form Letters. 90 min.
-Students will complete Dream Team Word Project W-2 “Team Envelope”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 1: Creating a Form Letter Using a Template, a Data Source, Mailing Labels, and a Directory. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Word Chapter 5 pages 340-368. Topics covered will include Composing the Main Document for the Form Letters, Addressing & Printing Mailing Labels and Envelopes, Merging all Data Records to a Directory. 90 min.
-Students will complete Dream Team Word Project W-3 “Letter to the League”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 2: Creating a Form Letter with an IF Field and a Multilevel List. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
| Ability to create and format WordArt, insert a symbol in a document and format a floating graphic, format a document in multiple columns and a character as a drop cap, insert a column break, modify a style, place a vertical rule between columns, insert and format a text box, copy and paste using a split window, balance columns, modify and format a SmartArt graphic, and add a page border |
| --- |
| -Students will review for a quiz on Word Chapter 5: Generating Form Letters, Mailing Labels, and Directories. 45 min.
-Students will pass a quiz on Word Chapter 5: Generating Form Letters, Mailing Labels, and Directories. 45 min.
-Students will mimic the instructor as they are guided through Word Chapter 6 pages 389-419. Topics covered will include the Creating the Nameplate, Formatting the First Page of the Body of the Newsletter. 90 min.
-Students will complete Dream Team Word Project W-6 “Player Personnel Form”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 1: Creating a Newsletter with a Pull-Quote and an Article on File. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Word Chapter 6 pages 420-449. Topics covered will include Creating a Pull-Quote, Formatting the Second Page of a Newsletter, Finishing and Distributing the Newsletter. 90 min.
-Students will complete Dream Team Word Project W-7 “Player Memo”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 2: Creating a Newsletter with a SmartArt Graphic and an Article on File. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Word Chapter 6: Creating a Professional Newsletter. 45 min. |
-Microsoft Office 2007 Text Word Chapter 6 and Microsoft Word
- Students will pass a quiz on Word Chapter 6: Creating a Professional Newsletter. 45 min.
- Students will review for a test on Unit 1: Microsoft Office Word 2007. 90 min.
- Students will pass a test on Unit 1: Microsoft Office Word 2007. 90 min.
**Unit Assessment:** Review questions and multiple choice, true/false, and completion test, Production assignments
**Unit/Course CTSO Activity:** Students will take a practice FBLA Competitive Events test
**Unit/Course Culminating Product:** Student labs involving Creating a Proposal that has a SmartArt Graphic, Table, Chart, Uses the Draw Table Feature and Enhances the Draft of a Proposal
**Course/Program Credential(s):** ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other:
**Vocabulary:** sales proposal, research proposal, planning proposal, title page, SmartArt graphics, shadow, watermark, section, header, footer, Microsoft Graph, DrawTable, drawing object, drawing canvas, record, header record, data record, data field, field name, merge field, merge field characters, AddressBlock merge field, GreetingLine merge field, If field, condition, true text, field codes, portrait orientation, landscape orientation, nameplate, banner, issue information line, ruling line, horizontal rule, vertical rule, subhead, pull-quote, WordArt, floating object, justified, dropcap, column break, text box, source object, destination object, PDF, Acrobat Reader
## Course Title: Advanced BTA
| Unit: #2 Microsoft Office Excel 2007 | Financial Functions, Data Tables, and Amortization Schedules; Creating, Sorting, and Querying a Table; Creating Templates and Working with Multiple Worksheets and Workbooks (1,980 min./22 days) |
|-------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
### Content Standard(s) and Depth of Knowledge Level(s):
The student will:
- CS3. Design spreadsheets for personal and business use
- CS4. Apply mathematical, statistical, and logical functions to solve problems using spreadsheets
- CS5. Create charts and graphs to clarify data and share information
### Learning Objective(s) and Depth of Knowledge Level(s):
The student will:
Control the color and thickness of outlines and borders, assign a name to a cell and refer to the cell in a formula using the assigned name, determine the monthly payment of a loan using the financial function PMT, use the financial functions PV and FV, create a data table to analyze data in a worksheet, add a pointer to a data table, create an amortization schedule, analyze worksheet data by changing values, use names and the Set Print Area command to print sections of a worksheet, set print options, protect and unprotect cells in a worksheet, use the formula checking features of Excel, hide and unhide cell gridlines, rows, columns, sheets, and workbooks, create and manipulate a table, delete sheets in a workbook, validate data, add calculated columns to a table, use icon sets with conditional formatting, use the VLOOKUP function to look up a value in a table, print a table, add and delete records and change values in a table, sort a table on one field or multiple fields, display automatic subtotals, use group and outline features to hide and unhide data, query a table, apply database functions, the SUMIF function, and the COUNTIF function, save a workbook in different file formats, create and use a template, use the ROUND function, utilize custom format codes, define, apply, and remove a style, add a worksheet to a workbook, create formulas that use 3-D cell references, draw a Clustered Cone chart, use WordArt to create a title and create and modify shapes, add a header or footer, change margins, and insert and move a page break, save a workbook as a PDF or XPS file, use the find and replace commands, create a workspace, consolidate data by linking workbooks.
### Essential Question(s):
How will knowledge of spreadsheet programs help me to be a more effective and productive individual?
### Content Knowledge
- Ability to control the color and thickness of outlines and borders, assign a name to a cell and refer to the cell in a formula using the assigned name, determine the monthly payment of a loan using the financial function PMT, use the financial functions PV and FV, create a data table to analyze data in a worksheet, add a pointer to a data table, create an amortization schedule, analyze worksheet data by changing values, use names and the Set Print Area command to print sections of a worksheet, set print options, protect and unprotect cells in a worksheet, use the formula checking features of Excel, hide and unhide cell gridlines, rows, columns, sheets, and workbooks, create and manipulate a table, delete sheets in a workbook, validate data, add calculated columns to a table, use icon sets with conditional formatting, use the VLOOKUP function to look up a value in a table, print a table, add and delete records and change values in a table, sort a table on one field or multiple fields, display automatic subtotals, use group and outline features to hide and unhide data, query a table, apply database functions, the SUMIF function, and the COUNTIF function, save a workbook in different file formats, create and use a template, use the ROUND function, utilize custom format codes, define, apply, and remove a style, add a worksheet to a workbook, create formulas that use 3-D cell references, draw a Clustered Cone chart, use WordArt to create a title and create and modify shapes, add a header or footer, change margins, and insert and move a page break, save a workbook as a PDF or XPS file, use the find and replace commands, create a workspace, consolidate data by linking workbooks.
### Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)
- Students will mimic the instructor as they are guided through Excel Chapter 4 pages 270-295. Topics covered will include Adding Custom Borders and a Background Color to a Range, Creating Cell Names Based on Row Titles, Using a Data Table to Analyze Worksheet Data, Adding a Pointer to the Data Table Using Conditional Formatting. 90 min.
### Suggested Materials, Equipment and Technology Resources
- Microsoft Office 2007 Text Excel Chapter 4 and Microsoft Excel
| Ability to create and manipulate a table, delete sheets in a workbook, validate data, add calculated columns to a table, use icon sets with conditional formatting, use the VLOOKUP function to look up a value in a table, print a table, add and delete records and change values in a table, sort a table on one field or multiple fields, display automatic subtotals, use group and outline features to hide and unhide data, query a table, apply database functions, the SUMIF function, and the COUNTIF function, and save a workbook in different file formats | -Students will complete Dream Team Excel Project E-1 “Team Roster”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 1: 401(k) Retirement Savings Model. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Excel Chapter 4 pages 296-319. Topics covered will include Creating an Amortization Schedule, Printing Sections of the Worksheet, Protecting the Worksheet, Formula Checking. 90 min.
-Students will complete Dream Team Excel Project E-2 “Average Salary”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 2: Quarterly Income Statement & Break-Even Analysis. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Financial Functions, Data Tables, and Amortization Schedules. 45 min.
-Students will pass a quiz on Financial Functions, Data Tables, and Amortization Schedules. 45 min.
-Students will mimic the instructor as they are guided through Excel Chapter 5 pages 343-368. Topics covered will include Adding Computational Fields to a Table, Adding a Lookup Table, Conditional Formatting, and Working with Tables in Excel. 90 min.
-Students will complete Dream Team Excel Project E-3 “Season Schedule”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Microsoft Office 2007 Text Excel Chapter 5 and Microsoft Excel |
| Formats | Activities |
|------------------------------------------------------------------------|---------------------------------------------------------------------------|
| -Create and use a template, use the ROUND function, utilize custom format codes, define, apply, and remove a style, add a worksheet to a workbook, create formulas that use 3-D cell references, draw a Clustered Cone chart, use WordArt to create a title and create and modify shapes, add a header or footer, change margins, and insert and move a page break, save a workbook as a PDF or XPS file, use the find and replace commands, create a workspace, consolidate data by linking workbooks | -Students will complete In the Lab 1: Creating, Filtering, and Sorting a Table and Determining Subtotals. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Excel Chapter 5 pages 369-393. Topics covered will include Sorting a Table, Displaying Automatic Subtotals in a Table, Querying a Table Using AutoFilter, Using a Criteria Range on the Worksheet, Extracting Records, Using Database Functions, Using the SUMIF and COUNTIF Functions. 90 min.
-Students will complete Dream Team Excel Project E-4 “Projected Revenue from Ticket Sales”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 2: Sorting, Finding, & Advanced Filtering. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Creating, Sorting, and Querying a Table. 45 min.
-Students will pass a quiz on Creating, Sorting, and Querying a Table. 45 min.
-Students will mimic the instructor as they are guided through Excel Chapter 6 pages 423-455. Topics covered will include Creating the Template, Formatting the Template, Using Templates, and Creating a Workbook from a Template. 90 min.
-Students will complete Dream Team Excel Project E-5 “Top 5 Salaries”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete In the Lab 1: Using a Template to Create a Multiple Sheet Workbook. 90 min. (Instructional Technology, Teacher Questions, & Lecture) |
| | -Microsoft Office 2007 Text Excel Chapter 6 and Microsoft Excel |
- Students will mimic the instructor as they are guided through Excel Chapter 6 pages 456-489. Topics covered will include Drawing the Clustered Cone Chart, Adding a Header, Changing the Margins, and Printing the Workbook, The Find and Replace Commands, and Consolidating Data by Linking Workbooks. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete In the Lab 2: Using a Template to Create a Multiple-Sheet Workbook. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will review for a quiz on Creating Templates and Working with Multiple Worksheets and Workbooks. 45 min.
- Students will pass a quiz on Creating Templates and Working with Multiple Worksheets and Workbooks. 45 min.
- Students will review for a test on Unit 2: Microsoft Office Excel 2007. 90 min.
- Students will pass a test on Unit 2: Microsoft Office Excel 2007. 90 min.
**Unit Assessment:** Review questions and multiple choice, true/false, and completion test
**Unit/Course CTSO Activity:** Students will take a practice FBLA Competitive Events test
**Unit/Course Culminating Product:** Student labs
**Course/Program Credential(s):** ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other:
**Vocabulary:** sales proposal, research proposal, planning proposal, title page, SmartArt graphics, shadow, watermark, section, header, footer, Microsoft Graph, DrawTable, drawing object, drawing canvas, record, header record, data record, data field, field name, merge field, merge field characters, AddressBlock merge field, GreetingLine merge field, If field, condition, true text, field codes, portrait orientation, landscape orientation, nameplate, banner, issue information line, ruling line, horizontal rule, vertical rule, subhead, pull-quote, WordArt, floating object, justified, dropcap, column break, text box, source object, destination object, PDF, Acrobat Reader
## Course Title: Advanced BTA
| Unit: #3 Microsoft Office PowerPoint 2007 | Creating a Presentation with Custom Backgrounds and SmartArt Diagrams, Working with Information Graphics, Collaborating on and Delivering Presentations (1,710 min./19 days) |
|------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Content Standard(s) and Depth of Knowledge Level(s): | The student will:
CS7. Create a multimedia resume
CS8. Present a self-designed multimedia presentation with visual elements, including graphics, sound, and on-screen navigation and preparing a slideshow for live and kiosk demonstrations |
| Learning Objective(s) and Depth of Knowledge Level(s): | The student will:
Create a presentation from a Microsoft Office Word 2007 outline, add a picture to create a custom background, add background graphics to slide masters, add slide numbers and the date to slide masters, apply a WordArt style, format WordArt, apply effects to pictures, insert and modify text boxes, apply effects to shapes, create a SmartArt graphic, use the text pane to enter placeholder text, apply a SmartArt style to a graphic, modify an entire presentation by changing the theme colors and fonts, insert and format pictures and clips into slides without content placeholders, apply effects to pictures and clips, add hyperlinks to a slide, create and format a table, create a chart, find synonyms using the thesaurus, add action buttons and action settings, display guides to position slide elements, hide slides, run a slide show with hyperlinks, insert, delete, and modify comments, inspect and protect files, compress files and mark them as final, create a digital signature, save files as a PowerPoint show, run shows with pens and highlighters, package presentations for a CD |
| Essential Question(s): | How will knowledge of presentation programs help me to be a more effective and productive individual? |
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|-------------------|---------------------------------------------------------------------------|--------------------------------------------------------|
| -Create a presentation from a Microsoft Office Word 2007 outline, add a picture to create a custom background, add background graphics to slide masters, add slide numbers and the date to slide masters, apply a WordArt style, format WordArt, apply effects to pictures, insert and modify text boxes, apply effects to shapes, create a SmartArt graphic, use the text pane to enter placeholder text, apply a SmartArt style to a graphic | -Students will mimic the instructor as they are guided through PowerPoint Chapter 3 pages 164-189. Topics covered will include Formatting Slide Backgrounds, Using WordArt, Creating and Formatting a SmartArt Graphic. 90 min.
-Students will complete In the Lab 1: Modifying and Grouping Two Clips. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through PowerPoint Chapter 3 pages 189-211. Topics covered will include Inserting and Modifying Clips, Creating and Modifying a | -Microsoft Office 2007 Text PowerPoint Chapter 3 and Microsoft PowerPoint |
- Modify an entire presentation by changing the theme colors and fonts, insert and format pictures and clips into slides without content placeholders, apply effects to pictures and clips, add hyperlinks to a slide, create and format a table, create a chart, find synonyms using the thesaurus, add action buttons and action settings, display guides to position slide elements, hide slides, run a slide show with hyperlinks
- Students will complete Dream Team PowerPoint Project PPT-1 “Meet the Team”. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete In the Lab 2: Creating a Presentation by Inserting an Outline and SmartArt. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will review for a quiz on Creating a Presentation with Custom Backgrounds and SmartArt Diagrams. 45 min.
- Students will pass a quiz on Creating a Presentation with Custom Backgrounds and SmartArt Diagrams. 45 min.
- Students will mimic the instructor as they are guided through PowerPoint Chapter 4 pages 228-254. Topics covered will include Developing the Core Presentation Slides, Customizing Entire Presentation Elements, Inserting and Formatting a Picture and a Clip into Slides Without Content Placeholders, Adding Hyperlinks, Adding a Table to a Slide and Formatting. 90 min.
- Students will complete In the Lab 1: Inserting and Formatting a Clip and Chart. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will mimic the instructor as they are guided through PowerPoint Chapter3 pages 255-281. Topics covered will include Adding a Chart to a Slide and Formatting, Revising and Customizing Individual Slides, Adding and Formatting Action Buttons. 90 min.
- Students will complete In the Lab 2: Creating a Presentation by Inserting a Table and Chart. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Microsoft Office 2007 Text PowerPoint Chapter 4 and Microsoft PowerPoint
| **Insert, delete, and modify comments, inspect and protect files, compress files and mark them as final, create a digital signature, save files as a PowerPoint show, run shows with pens and highlighters, package presentations for a CD** | -Students will complete In the Lab 3: Creating a Presentation with a Text Box and WordArt.
90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Working with Information Graphics. 45 min.
-Students will pass a quiz on Working with Information Graphics. 45 min.
-Students will mimic the instructor as they are guided through PowerPoint Chapter 5 pages 300-310. Topics covered will include Collaborating on a Presentation and Protecting, Securing, and Sharing a Presentation. 90 min.
-Students will complete In the Lab 1: Adding Comments to and Protecting a Presentation.
90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through PowerPoint Chapter 5 pages 311-320. Topics covered will include Protecting, Securing, and Sharing a Presentation and Using Presentation Tools to Navigate. 90 min.
-Students will complete In the Lab 2: Modifying and Deleting Comments in a Protected Presentation. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Collaborating on and Delivering Presentations. 45 min.
-Students will pass a quiz on Collaborating on and Delivering Presentations. 45 min.
-Students will review for a test on Unit 3: Microsoft Office PowerPoint 2007. 90 min.
-Students will pass a test on Unit 3: Microsoft Office PowerPoint 2007. 90 min. |
| --- | --- |
| **Microsoft Office 2007 Text PowerPoint Chapter 5 and Microsoft PowerPoint** |
| Unit Assessment: | Review questions and multiple choice, true/false, and completion test |
|------------------|---------------------------------------------------------------------|
| Unit/Course CTSO Activity: | Students will take a practice FBLA Competitive Events test |
| Unit/Course Culminating Product: | Student labs |
| Course/Program Credential(s): | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other: |
**Vocabulary:** sales proposal, research proposal, planning proposal, title page, SmartArt graphics, shadow, watermark, section, header, footer, Microsoft Graph, DrawTable, drawing object, drawing canvas, record, header record, data record, data field, field name, merge field, merge field characters, AddressBlock merge field, GreetingLine merge field, If field, condition, true text, field codes, portrait orientation, landscape orientation, nameplate, banner, issue information line, ruling line, horizontal rule, vertical rule, subhead, pull-quote, WordArt, floating object, justified, dropcap, column break, text box, source object, destination object, PDF, Acrobat Reader
## Course Title: Advanced BTA
### Unit: #4 Microsoft Office Outlook 2007
**Managing Calendars and Instant Messaging (540 min./6 days)**
| Content Standard(s) and Depth of Knowledge Level(s): | The student will:
CS15. Utilize email features safely and effectively
CS16. Analyzing e-mail data obtained from spreadsheets and databases |
|-----------------------------------------------------|------------------------------------------------------------------|
| Learning Objective(s) and Depth of Knowledge Level(s): | The student will:
Start Outlook and open the Calendar folder, describe the components of the calendar, enter, move, and edit one-time and recurring appointments, create an event, display the calendar in various views, create and customize a task list and move it to a new folder, import, export, and delete personal subfolders, delegate tasks, schedule a meeting, customize the calendar, print the calendar in various styles, enable and start instant messaging in Outlook, add an instant messaging address in the contact list, send an instant message and a file with instant messaging |
|-------------------------------------------------------|------------------------------------------------------------------|
| Essential Question(s): | How will knowledge of email programs help me to be a more effective and productive individual? |
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|-------------------|--------------------------------------------------------------------------|--------------------------------------------------------|
| -Start Outlook and open the Calendar folder, describe the components of the calendar, enter, move, and edit one-time and recurring appointments, create an event, display the calendar in various views, create and customize a task list and move it to a new folder, import, export, and delete personal subfolders, delegate tasks, schedule a meeting, customize the calendar, print the calendar in various styles, enable and start instant messaging in Outlook, add an instant messaging address in the contact list, send an instant message and a file with instant messaging | -Students will mimic the instructor as they are guided through Outlook Chapter 2 pages 77-111. Topics covered will include Collaborating on a Starting and Customizing Outlook, Entering Appointments, Editing Appointments, Creating an Event, Various Calendar Views, Organizing Tasks, Exporting, Deleting, and Importing Subfolders, Meeting and Task Management. 90 min.
-Students will complete In the Lab 1: Planning a Meeting. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Outlook Chapter 2 pages 111-144. Topics covered will include Customize Calendar Settings, Printing a Calendar, Archiving Items, and Instant Messaging. 90 min.
-Students will complete In the Lab 2: Using | -Microsoft Office 2007 Text Outlook Chapter 2 and Microsoft PowerPoint |
| **Unit Assessment:** | Review questions and multiple choice, true/false, and completion test |
|----------------------|---------------------------------------------------------------------|
| **Unit/Course CTSO Activity:** | Students will take a practice FBLA Competitive Events test |
| **Unit/Course Culminating Product:** | Student labs |
| **Course/Program Credential(s):** | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other: |
**Vocabulary:** sales proposal, research proposal, planning proposal, title page, SmartArt graphics, shadow, watermark, section, header, footer, Microsoft Graph, DrawTable, drawing object, drawing canvas, record, header record, data record, data field, field name, merge field, merge field characters, AddressBlock merge field, GreetingLine merge field, If field, condition, true text, field codes, portrait orientation, landscape orientation, nameplate, banner, issue information line, ruling line, horizontal rule, vertical rule, subhead, pull-quote, WordArt, floating object, justified, dropcap, column break, text box, source object, destination object, PDF, Acrobat Reader
## Course Title: Advanced BTA
| Unit #5 Microsoft Office Access 2007 | Creating Reports and Forms, Multi-Table Forms, Using Macros, Switchboards, PivotTables, and PivotCharts (1,530 min./17 days) |
|-------------------------------------|------------------------------------------------------------------------------------------------------------------|
### Content Standard(s) and Depth of Knowledge Level(s):
The student will:
CS6. Utilize database functions for business and personal use to create tables, forms, reports, and queries.
### Learning Objective(s) and Depth of Knowledge Level(s):
The student will:
Create reports and forms using wizards, group and sort in a report, add totals and subtotals to a report, resize columns, conditionally format controls, filter records in reports and forms, print reports and forms, add a field to a report or form, include gridlines, add a date, change the format of a control, move controls, use Yes/No, Date, Memo, OLE Object, Attachment, and Hyperlink fields, use the Input Mask Wizard, update fields and enter data, change row and column size, create a form with a sub form in Design view, modify a sub form and form design, enhance the form title, change tab stops and tab order, use the form to view data and attachments, use Date, Memo, and Yes/No fields in a query, view object dependencies, start Outlook and open the Calendar folder, describe the components of the calendar, enter, move, and edit one-time and recurring appointments, create an event, display the calendar in various views, create and customize a task list and move it to a new folder, import, export, and delete personal subfolders, delegate tasks, schedule a meeting, customize the calendar, print the calendar in various styles, enable and start instant messaging in Outlook, add an instant messaging address in the contact list, send an instant message and a file with instant messaging.
### Essential Question(s):
How will knowledge of database programs help me to be a more effective and productive individual?
### Content Knowledge
| Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|------------------------------------------------------------------------|-------------------------------------------------------|
| -Students will mimic the instructor as they are guided through Access Chapter 4 pages 237-256. Topics covered will include Report Creation. 90 min. | -Microsoft Office 2007 Text Access Chapter 4 and Microsoft PowerPoint |
| -Students will complete In the Lab 1: Presenting Data in the JMS TechWizards Database. 90 min. (Instructional Technology, Teacher Questions, & Lecture) | |
| -Students will mimic the instructor as they are guided through Access Chapter 4 pages 257-282. Topics covered will include Multi-Table Reports and Form Creation. 90 min. | |
| **Objective** | **Activity** | **Resources** |
|---------------|--------------|---------------|
| -Use Yes/No, Date, Memo, OLE Object, Attachment, and Hyperlink fields, use the Input Mask Wizard, update fields and enter data, change row and column size, create a form with a sub form in Design view, modify a sub form and form design, enhance the form title, change tab stops and tab order, use the form to view data and attachments, use Date, Memo, and Yes/No fields in a query, view object dependencies | -Students will complete In the Lab 2: Presenting Data in the Hockey Fan Zone Database. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Creating Reports and Forms. 45 min.
-Students will pass a quiz on Creating Reports and Forms. 45 min.
-Students will mimic the instructor as they are guided through Access Chapter 5 pages 300-322. Topics covered will include Adding Special Fields, Updating the New Fields, and Multi-Table Form Techniques. 90 min.
-Students will complete In the Lab 1: Creating Multi-Table Forms for the JMS TechWizards Database. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will mimic the instructor as they are guided through Access Chapter 5 pages 323-345. Topics covered will include Multi-Table Form Techniques, Date, Memo, and Yes/No Fields in Queries, and Datasheets in Forms. 90 min.
-Students will complete In the Lab 2: Adding Fields and Creating Multi-Table Forms in the Hockey Fan Zone Database. 90 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Creating Reports and Forms. 45 min.
-Students will pass a quiz on Creating Reports and Forms. 45 min.
-Students will mimic the instructor as they are guided through Access Chapter 6 pages 365-388. Topics covered will include Creating and Using Macros and Creating and Using a Switchboard. | -Microsoft Office 2007 Text Access Chapter 5 and Microsoft PowerPoint
-Microsoft Office 2007 Text Access Chapter 6 and Microsoft PowerPoint |
-Start Outlook and open the Calendar folder, describe the components of the calendar, enter, move, and edit one-time and recurring appointments, create an event, display the calendar
| **Unit Assessment:** | Review questions and multiple choice, true/false, and completion test |
|----------------------|---------------------------------------------------------------------|
| **Unit/Course CTSO Activity:** | Students will take a practice FBLA Competitive Events test |
| **Unit/Course Culminating Product:** | Student labs |
| **Course/Program Credential(s):** | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other: |
**Vocabulary:** sales proposal, research proposal, planning proposal, title page, SmartArt graphics, shadow, watermark, section, header, footer, Microsoft Graph, DrawTable, drawing object, drawing canvas, record, header record, data record, data field, field name, merge field, merge field characters, AddressBlock merge field, GreetingLine merge field, If field, condition, true text, field codes, portrait orientation, landscape orientation, nameplate, banner, issue information line, ruling line, horizontal rule, vertical rule, subhead, pull-quote, WordArt, floating object, justified, dropcap, column break, text box, source object, destination object, PDF, Acrobat Reader
| 3. Definition of marketing, listing of the seven marketing core functions, understanding of the marketing concept | 3. Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 1.1 with them. Upon completion they will then complete review questions 1-5 on p. 7 and 2-5 on p. 11 and submit via edmodo. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-FBLA Recruitment PowerPoint and discussion. 20 min.
Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 1: Creating a Spreadsheet and Key Marketing Concepts handouts. 45 min. |
| 4. Analysis of the benefits of marketing, application of the concept of utility | 4. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 1.2 with them. Upon completion they will then complete review questions 1-5 on p. 11 and #6 on p. 21 and submit via edmodo. 40 min. (Instructional Technology, Teacher Questions, & Lecture) |
| 5. Description of the concept of market, differentiation between consumer and industrial markets, description of market share, definition of target market, listing of the four components of the marketing mix | 5. Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 1.3 with them. Upon completion they will then complete review questions 1-5 on p. 19 and 7-11 on p. 21. 65 min. (Instructional Technology, Teacher Questions, & Lecture) |
| 3. Glencoe Marketing Essentials Text Chapter 1, Glencoe Marketing Essentials Workbook Chapter 1, Socrative app, edmodo.com |
| 4. Glencoe Marketing Essentials Text Chapter 1, Socrative app, edmodo.com |
| 5. Glencoe Marketing Essentials Text Chapter 1, Socrative app, edmodo.com |
| 6. Conducting a SWOT analysis, listing of the three key areas of an internal company analysis, identification of the factors in an environmental scan, explanation of the basic elements of a marketing plan | - Students will review for a quiz on Marketing Is All Around Us. 20 min
Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will pass a quiz on Marketing Is All Around Us. 45 min
- Students will play “Lemonade Stand” on www.coolmathgames.com. They will play the game for “30 days” and report daily on the factors that influence their decision to buy cups, lemons, sugar, and ice cubes. |
| --- | --- |
| 7. Explanation of the concept of market segmentation, analysis of a target market, differentiation between mass marketing and market segmentation | - Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 2.1 with them. Upon completion they will then complete review questions 1-5 on p. 36 and 2-5 on p. 43. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will complete Chapter 2: SWOT Analysis and Market Segmentation. 60 min.
7. Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 2.2 with them. Upon completion they will then complete review questions 1-5 on p. 41 and 6-11 on p. 43. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will review for a quiz on The Marketing Plan. 20 min. |
6. Glencoe Marketing Essentials Text Chapter 2, Glencoe Marketing Essentials Workbook Chapter 2, Socrative app, edmodo.com
7. Glencoe Marketing Essentials Text Chapter 2, Socrative app, edmodo.com
- Students will pass a quiz on The Marketing Plan. 45 min.
- Students will divide into groups and complete the Unit 1 Project: Conduct a SWOT Analysis for NASCAR. 135 min.
- Students will review for a test on Unit 1: The World of Marketing. 45 min.
- Students will pass a test on Unit 1: The World of Marketing. 45 min.
**Unit Assessment:** Review questions and true/false, multiple choice, completion, and matching test
**Unit/Course CTSO Activity:** Students will take a practice FBLA Competitive Events test
**Unit/Course Culminating Product:** SWOT Analysis for NASCAR
**Course/Program Credential(s):** ☒ Credential ☐ Certificate ☐ Postsecondary Degree ☐ University Degree ☐ Other:
**Vocabulary:** behavior, employee safety, fatigue, horseplay, safety, safety hazard, stress, unsafe acts, unsafe conditions, accident, accident report form, burn, closed wound, electric shock, first aid, Good Samaritan Law, hernia, injury, OSHA, open wound, sprain, strain, unsafe acts, unsafe conditions, worker’s compensation, wound, marketing, goods, services, marketing concept, utility, market, consumer market, industrial market, market share, target market, customer profile, marketing mix, SWOT analysis, environmental scan, marketing plan, executive summary, situation analysis, marketing strategy, sales forecasts, performance standard, market segmentation, demographics, disposable income, discretionary income, geographics, psychographics, mass marketing
| 2. Listing of the goals of a healthy economy, explanation of how an economy is measured, analysis of the key phases of the business cycle | 2. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 3.2 with them. Upon completion they will then complete review questions 1-4 on p. 67 and 8-11 on pg. 69. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will review for a quiz on Political and Economic Analysis. 40 min.
-Students will pass a quiz on Political and Economic Analysis. 45 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. |
| --- | --- |
| 3. Explanation of the interdependence of nations, description of international trade, discussion of the balance of trade, listing of three trade barriers, listing of three significant trade agreements and alliances | 3. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 4.1 with them. Upon completion they will then complete review questions 1-5 on p. 80 and 2-6 on p. 91. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 4: Calculating Trade Balances and Global Competition. 45 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. |
| 4. Listing of the forms of international trade, identification of various factors that affect international business, suggestion of global marketing strategies | 4. Students will view and take notes from a PowerPoint as the teacher via edmodo as the teacher discusses Section 4.2 with them. Upon completion they will then complete review questions 1-5 on p. 89 and 7-11 on p. 91. 65 min. (Instructional Technology, Teacher Questions, & Lecture) |
2. Glencoe Marketing Essentials Text Chapter 3, Socrative app, edmodo.com
3. Glencoe Marketing Essentials Text Chapter 4, Glencoe Marketing Essentials Workbook Chapter 4, Socrative app, edmodo.com
4. Glencoe Marketing Essentials Text Chapter 4, Socrative app, edmodo.com
- Students will review for a quiz on Global Analysis. 45 min.
- Students will pass a quiz on Global Analysis. 45 min.
- Students will divide into groups and complete the Unit 2 Project: Conduct a Global Environment Scan. 180 min.
- Students will review for a test on Unit 2: Economics. 45 min.
- Students will pass a test on Unit 2: Economics. 45 min.
**Unit Assessment:** Review questions and multiple choice, true/false, matching and completion test
**Unit/Course CTSO Activity:** Students will take a practice FBLA Competitive Events test
**Unit/Course Culminating Product:** Students will conduct a Global Environment Scan
**Course/Program Credential(s):** ☒ Credential ☐ Certificate ☐ Postsecondary Degree ☐ University Degree ☐ Other:
**Vocabulary:** economy, resources, factors of production, infrastructure, entrepreneurship, scarcity, traditional economy, market economy, command economy, productivity, GDP, GNP, inflation, CPI, PPI, business cycle, expansion, recession, depression, recovery, international trade, imports, exports, balance of trade, free trade, tariff, quota, embargo, protectionism, WTO, NAFTA, EU, licensing, contract manufacturing, joint venture, FDI, multinationals, mini-nationals, globalization, adaptation, customization
| Content Standard(s) and Depth of Knowledge Level(s): | The student will:
CS 11. Demonstrate interpersonal skills and the ability to work cooperatively as needed in the workplace with team members, supervisors, and customers from diverse cultural backgrounds using creative problem-solving, decision-making, and critical-thinking strategies.
CS 12. Demonstrate effective written communication skills for the workplace by creating a variety of business communications for the workplace using correct grammar and terminology.
CS 13. Demonstrate effective oral presentation skills using research materials and media to sustain listener attention and interest.
CS 14. Demonstrate the ability to write clear directions, descriptions, and explanations as used in the workplace. |
| --- | --- |
| Learning Objective(s) and Depth of Knowledge Level(s): | The student will:
Write a number in words, using commas and hyphens, understand fractions, perform basic math operations with decimal numbers and round answers, convert fractions to decimal equivalents, use a calculator to solve math problems, convert percentages to decimals and vice versa, read graphs used to present mathematical data, define effective verbal and nonverbal communication, explain the role of listening in communication, explain why awareness of cultural differences is important, define reading for meaning, explain how to organize and present your ideas, demonstrate professional telephone and communication skills, explain how to write effective business letters and persuasive messages, identify eight types of computer applications and explain how these are used in business and marketing, describe the types of computer software that are influencing and reshaping marketing, explain how the Internet and the WWW can increase business productivity, recognize the personal traits necessary for ethical action in the workplace, identify important interpersonal skills, perform effectively in diverse environments, manage conflicts by using appropriate negotiation skills, discuss how to receive and handle customer complaints, identify skills needed to be a good team member and provide leadership, name six aspects of successful teamwork, explain the difference between horizontally and vertically organized companies, name the three levels of management, explain how a self-managing team functions, name the three functions of management, describe effective management techniques, explain how to manage employees properly. |
| Essential Question(s): | What is the point of estimating an answer to a math problem?, How has e-mail affected formal letter writing?, How would you prepare for your interactions with your business counterparts from another country? |
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------|
| 1. Ability to write a number in words, using commas and hyphens, understanding of fractions, performing of basic math operations with decimal numbers and round answers, conversion of fractions to decimal equivalents | - Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
1. Students will complete a Basic Math Assessment via edmodo, with teacher assistance as needed. 45 min.
- Students will complete Chapter 7: Spreadsheet and Writing Checks Handouts. 40 min.
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
2. Students will complete Chapter 7: Estimates, Rounding Off, and Decimals, and Understanding Numbers Handouts. 45 min
3. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 8.1. Upon completion they will then complete review questions 1-4 on p. 183 and 2-5 on p. 193. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will complete Chapter 8: Communication Channels and Appropriate Business E-Mails. 40 min.
4. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 8.2 with them. Upon completion they will then complete review questions 1-5 on p. 191 and 6-11 on p. 193. 45 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on | 1. Glencoe Marketing Essentials Text Chapter 7, Glencoe Marketing Essentials Workbook Chapter 7, Socrative app, edmodo.com
2. Glencoe Marketing Essentials Text Chapter 7, Glencoe Marketing Essentials Workbook Chapter 7, Socrative app, edmodo.com
3. Glencoe Marketing Essentials Text Chapter 8, Glencoe Marketing Essentials Workbook Chapter 8, Socrative app, edmodo.com
4. Glencoe Marketing Essentials Text Chapter 8, Socrative app, edmodo.com |
| 5. Identification of eight types of computer applications and explanation of how these are used in business and marketing | -Students will review for a quiz on Communication Skills. 40 min.
-Students will pass a quiz on Communication Skills. 45 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. |
| --- | --- |
| 6. Description of the types of computer software that are influencing and reshaping marketing, explanation of how the Internet and the WWW can increase business productivity | -Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 9.1 with them. Upon completion they will then complete review questions 1-5 on p. 204 and 2-6 on p. 213. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 9: Using and Analyzing a Regional Sales/Expense Spreadsheet. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. |
| 5. Glencoe Marketing Essentials Text Chapter 9, Glencoe Marketing Essentials Workbook Chapter 9, Socrative app, edmodo.com | 6. Glencoe Marketing Essentials Text Chapter 9, Socrative app, edmodo.com |
-Students will review for a quiz on Technology Applications for Marketing. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Technology Applications for Marketing. 35 min.
7. Recognition of the personal traits necessary for ethical action in the workplace, identification of important interpersonal skills, performing effectively in diverse environments, managing conflicts by using appropriate negotiation skills
7. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 10.1 with them. Upon completion they will then complete review questions 1-4 on p. 224 and 2-4 on p. 231. 50 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will complete Chapter 10: Customer Service. 45 min.
8. Discussion of how to receive and handle customer complaints, identification of skills needed to be a good team member and provide leadership, naming of six aspects of successful teamwork
8. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 10.2 with them. Upon completion they will then complete review questions 1-4 on p. 229 and 5-11 on p. 146. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
- Students will review for a quiz on Interpersonal Skills. 45 min.
- Students will pass a quiz on Interpersonal Skills. 40 min.
- Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
9. Explanation of the difference between horizontally and vertically organized companies, naming of the three levels of management, explanation of how a self-managing team functions
9. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 11.1 with them. Upon completion they will then complete review questions 1-5 on p. 239 and 2-4 on p. 251. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
9. Glencoe Marketing Essentials Text Chapter 11, Glencoe Marketing Essentials Workbook Chapter 11, Socrative app, edmodo.com
| 10. Naming of the three functions of management, description of effective management techniques, explanation of how to manage employees properly | -Students will complete Chapter 11: Memo to the Delegate. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
10. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 11.2 with them. Upon completion they will then complete review questions 1-5 on p. 249 and 5-11 on p. 251. 70 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Management Skills. 15 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Management Skills. 45 min.
- Students will divide into groups and complete the Unit 4 Project: Design a Program for Savvy Business Travelers. 180 min.
-Students will review for a test on Unit 4: Skills for Marketing. 40 min.
-Students will pass a test on Unit 4: Skills for Marketing. 45 min. |
| --- | --- |
| **Unit Assessment:** | Review questions and multiple choice, true/false, matching, and completion test |
| **Unit/Course CTSO Activity:** | Students will take a practice FBLA Competitive Events test |
| **Unit/Course Culminating Product:** | Students will design a program for savvy business travelers |
| **Course/Program Credential(s):** | ☒ Credential ☐ Certificate ☐ Postsecondary Degree ☐ University Degree ☐ Other: |
Vocabulary:
Digit, fractions, numerator, denominator, mixed number, decimal number, percentage, bar graph, line graph, circle graph, pie chart, communication, channels, feedback, barriers, setting, distractions, emotional barriers, jargon, persuade, enumeration, generalization, word processing programs, database programs, spreadsheet programs, desktop publishing programs, graphics and design programs, presentation software, home page, HTML, communications programs, ERP, Internet, ISP’s, Wi-Fi, WWW, HTTP, URL, firewall, site map, self-esteem, initiative, time management, assertiveness, flexibility, ethics, equity, negotiation, empathy, teamwork, cross-training, consensus, agreement, management, vertical organization, top management, middle management, supervisory-level management, horizontal management, empowerment, planning, organizing, controlling, mission statement, remedial action, exit interview
| Content Standard(s) and Depth of Knowledge Level(s): | The student will: CS 6. Explain concepts and techniques of selling. |
|-----------------------------------------------------|------------------------------------------------------------------|
| Learning Objective(s) and Depth of Knowledge Level(s): | The student will: Define selling and different types of selling situations, explain the purpose and goals of selling, define consultative selling, differentiate between rational and emotional buying motives, list three levels of consumer decision making, name sources of product information, explain the main focus of preparation in business-to-business, explain the main focus of preparation in retail selling, list the seven steps of a sale, explain the importance and purposes of the approach in the sales process, demonstrate how business-to-business sales representatives conduct initial approach, name three methods for making the initial approach in retail sales, explain why determining needs is an essential step in the sales process, list three methods for determining needs, describe the goal of product presentation, list four techniques that create a lively and effective product presentation, distinguish objections from excuses, explain the five buying decisions on which objections are based, demonstrate the general four-step method for handling objections, list seven specific methods for handling objections, identify customer buying signals, list rules for closing a sale, select appropriate specialized methods for closing a sale, explain the importance of suggestion selling, list the rules for effective suggestion selling, demonstrate appropriate specialized suggestion selling methods, discuss strategies for maintaining and building clientele, explain the importance of customer service and follow-up, explain the concept of customer relationship management |
| Essential Question(s): | What questions would customers ask at your workplace?, What might you say to open a conversation with a customer?, How can determining needs help a salesperson do a better job at selling a camera?, Why is closing the sale such an important step in the sales process? |
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
| 1. Definition of selling and different types of selling situations, explanation of the purpose and goals of selling, definition of consultative selling, differentiation between rational and emotional buying motives, listing of the three levels of consumer decision making | -Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
1. Students will view and take notes from PowerPoint via edmodo as the teacher discusses Section 12.1 with them. Upon completion they will then complete review questions 1-5 on p. 264 and 2-4 on p. 273. 60 min. (Instructional Technology, Teacher Questions, & Lecture) | 1. Glencoe Marketing Essentials Text Chapter 12, Glencoe Marketing Essentials Workbook Chapter 12, Socrative app, edmodo.com |
| 2. Naming of the sources of product information, explanation of the main focus of preparation in business-to-business, explanation of the main focus of preparation in retail selling | -Students will complete Chapter 12: Using and Analyzing a Spreadsheet and Features and Benefits. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
2. Students will view and take notes from PowerPoint via edmodo as the teacher discusses Section 12.2 with them. Upon completion they will then complete review questions 1-4 on p. 271 and 5-11 on p. 273. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Preparing for the Sale. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Preparing for the Sale. 45 min. |
| 3. Listing of the seven steps of a sale, explanation of the importance and purposes of the approach in the sales process, demonstration of how business-to-business sales representatives conduct initial approach, naming of three methods for making the initial approach in retail sales | 3. Students will view and take notes from PowerPoint via edmodo as the teacher discusses Section 13.1 with them. Upon completion they will then complete review questions 1-5 on p. 282 and 2-4 on p. 289. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 13: Spreadsheet Application. 45 min. |
| 2. Glencoe Marketing Essentials Text Chapter 12, Socrative app, edmodo.com |
| 3. Glencoe Marketing Essentials Text Chapter 13, Glencoe Marketing Essentials Workbook Chapter 13, Socrative app, edmodo.com |
4. Explanation of why determining needs is an essential step in the sales process, listing of three methods for determining needs
4. Students will view and take notes from PowerPoint via edmodo as the teacher discusses Section 13.2 with them. Upon completion they will then complete review questions 1-5 on p. 287 and 5-11 on p. 289. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 13: Approaching the Customer and Features and Benefits. 45 min.
-Students will review for a quiz on Initiating the Sale. 20 min.
-Students will pass a quiz on Initiating the Sale. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
5. Description of the goal of product presentation, listing of four techniques that create a lively and effective product presentation
5. Students will view and take notes from PowerPoint via edmodo as the teacher discusses Section 14.1 with them. Upon completion they will then complete review questions 1-4 on p. 300 and 2-4 on p. 309. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 14: Spreadsheet Application and Dealing with Customer Objections. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
5. Glencoe Marketing Essentials Text Chapter 14, Glencoe Marketing Essentials Workbook Chapter 14, Socrative app, edmodo.com
| 6. Distinguishing between objections and excuses, explanation of the five buying decisions on which objections are based, demonstration of the general four-step method for handling objections, listing of the seven specific methods for handling objections | 6. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 14.2 with them. Upon completion they will then complete review questions 1-5 on p. 307 and 5-11 on p. 309. 70 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Presenting the Product. 15 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Presenting the Product. 45 min. | 6. Glencoe Marketing Essentials Text Chapter 14, Socrative app, edmodo.com |
| 7. Identification of customer buying signals, listing of the rules for closing a sale, selection of appropriate specialized methods for closing a sale | 7. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 15.1 with them. Upon completion they will then complete review questions 1-5 on p. 319 and 2-3 on p. 329. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 15: Analyzing a Database, Closing the Sale and Selling and Customers. 45 min. | 7. Glencoe Marketing Essentials Text Chapter 15, Glencoe Marketing Essentials Workbook Chapter 15, Socrative app, edmodo.com |
| 8. Explanation of the importance of suggestion selling, listing of the rules for effective suggestion selling, demonstration of appropriate specialized suggestion selling methods, discussion of strategies for maintaining and building clientele, explanation of the importance of customer service and follow-up, explanation of the concept of customer relationship management | 8. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 15.2 with them. Upon completion they will then complete review questions 1-4 on p. 327 and 4-11 on p. 329. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. | 8. Glencoe Marketing Essentials Text Chapter 15, Socrative app, edmodo.com |
| Unit Assessment: | Review questions and multiple choice, true/false, and completion test |
|------------------|---------------------------------------------------------------------|
| Unit/Course CTSO Activity: | Students will take a practice FBLA Competitive Events test |
| Unit/Course Culminating Product: | Students will design a program for savvy business travelers |
| Course/Program Credential(s): | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other: |
**Vocabulary:** personal selling, B2B selling, telemarketing, consultative selling, feature-benefit selling, product features, customer benefits, rational motive, emotional motive, extensive decision making, limited decision making, routine decision making, pre-approach, prospect, referrals, endless chain method, cold canvassing, sales quotas, service approach, greeting approach, merchandise approach, nonverbal communication, open-ended questions, layman’s terms, objections, excuses, objection analysis sheet, paraphrase, substitution method, boomerang method, superior-point method, third-party method, closing the sale, buying signals, trial close, which close, standing-room-only close, direct close, service close, suggestion selling, customer relationship management
Course Title: Marketing Principles
Unit: #6 Promotion
Promotional Concepts and Strategies, Visual Merchandising and Display, Advertising, Print Advertisements (1,170 min./13 days)
Beginning Date: 10/29/13 Ending Date: 11/18/13
Content Standard(s) and Depth of Knowledge Level(s):
The student will:
CS 7. Analyze promotional and merchandising tools and types of promotions in marketing and management to optimize revenue.
Learning Objective(s) and Depth of Knowledge Level(s):
The student will:
Explain the role of promotion in business and marketing, identify types of promotion, distinguish between public relations and publicity, write a news release, describe the concept of the promotional mix, define sales promotion, explain the use of promotional tie-ins, trade sales promotions, and loyalty marketing programs, explain the concept and purpose of visual merchandising, identify the elements of visual merchandising, describe types of display arrangements, understand the role of visual merchandisers on the marketing team, list the five steps in creating a display, explain how artistic elements function in display design, describe the importance of display maintenance, explain the concept and purpose of advertising in the promotional mix, identify the different types of advertising media, discuss the planning and selection of media, identify media measurement techniques, explain techniques used to evaluate media, summarize how media costs are determined, explain promotional budget methods, discuss how advertising campaigns are developed, explain the role of an advertising agency, identify the main components of print advertisements, explain the principles of preparing an ad layout, list advantages and disadvantages of using color in advertising, describe how typefaces and sizes add variety and emphasis to print advertisements.
Essential Question(s):
What promotional activity have you witnessed in the past week?, What business categories rely heavily on displays?, When planning an ad budget and strategy, do you think it is important to study how and where the competition is advertising?
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|-------------------|--------------------------------------------------------------------------|--------------------------------------------------------|
| 1. Explanation of the role of promotion in business and marketing, identification of types of promotion, distinguishing between public relations and publicity, writing of a news release, description of the concept of the promotional mix | -Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
1. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 17.1 with them. Upon completion they will then complete review questions 1-5 on p. 368 and 2-3 on p. 377. 60 min. (Instructional Technology, Teacher Questions, & Lecture) | 1. Glencoe Marketing Essentials Text Chapter 17, Glencoe Marketing Essentials Workbook Chapter 17, Socrative app, edmodo.com |
| 2. Definition of sales promotion, explanation of the use of promotional tie-ins, trade sales promotions, and loyalty marketing programs | -Students will complete Chapter 17: Public Relations and Promotions. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
2. Students will view and take notes from a PowerPoint as the teacher guides them through Section 17.2. Upon completion they will then complete review questions 1-5 on p. 375 and 4-11 on p. 377. 70 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Promotional Concepts and Strategies. 15 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Promotional Concepts and Strategies. 45 min. |
| --- | --- |
| 3. Explanation of the concept and purpose of visual merchandising, identification of the elements of visual merchandising, description of the types of display arrangements, understanding of the role of visual merchandisers on the marketing team | 3. Students will view and take notes from a PowerPoint as the teacher guides them through Section 18.1. Upon completion they will then complete review questions 1-5 on p. 387 and 2-6 on p. 395. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 18: Spreadsheet Application. 45 min. |
| 4. Listing of the five steps in creating a display, explanation of how artistic elements function in display design, description of the importance of display maintenance | 4. Students will view and take notes from a PowerPoint as the teacher guides them through Section 18.2. Upon completion they will then complete review questions 1-4 on p. 393 and 7-11 on p. 377. 40 min. (Instructional Technology, Teacher Questions, & Lecture) |
| 2.Glencoe Marketing Essentials Text Chapter 17, Socrative app, edmodo.com | 3.Glencoe Marketing Essentials Text Chapter 18, Glencoe Marketing Essentials Workbook Chapter 18, Socrative app, edmodo.com | 4.Glencoe Marketing Essentials Text Chapter 18, Socrative app, edmodo.com |
| 5. Explanation of the concept and purpose of advertising in the promotional mix, identification of the different types of advertising media, discussion of the planning and selection of media | -Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will review for a quiz on Visual Merchandising and Display. 40 min.
-Students will pass a quiz on Visual Merchandising and Display. 45 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
5. Students will view and take notes from a PowerPoint as the teacher guides them through Section 19.1. Upon completion they will then complete review questions 1-5 on p. 408 and 2-6 on p. 417. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 19: Public Relations and Making Choices about Advertising. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
6. Identification of media measurement techniques, explanation of techniques used to evaluate media, summarization of how media costs are determined, explanation of promotional budget methods | 5. Glencoe Marketing Essentials Text Chapter 19, Glencoe Marketing Essentials Workbook Chapter 19, Socrative app, edmodo.com
6. Students will view and take notes from a PowerPoint as the teacher guides them through Section 19.2. Upon completion they will then complete review questions 1-5 on p. 415 and 7-11 on p. 417. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Advertising. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Advertising. 45 min.
6. Glencoe Marketing Essentials Text Chapter 19, Socrative app, edmodo.com
| 7. Discussion of how advertising campaigns are developed, explanation of the role of an advertising agency, identification of the main components of print advertisements | 7. Students will view and take notes from a PowerPoint as the teacher guides them through Section 20.1. Upon completion they will then complete review questions 1-5 on p. 428 and 2-5 on p. 429. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 20: Oral and Visual Presentations and Create an Ad. 45 min. |
| --- | --- |
| 8. Explanation of the principles of preparing an ad layout, listing of the advantages and disadvantages of using color in advertising, description of how typefaces and sizes add variety and emphasis to print advertisements | 8. Students will view and take notes from a PowerPoint as the teacher guides them through Section 20.2. Upon completion they will then complete review questions 1-4 on p. 433 and 6-11 on p. 435. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will review for a quiz on Print Advertisements. 45 min.
-Students will pass a quiz on Print Advertisements. 40 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will divide into groups and complete the Unit 6 Project: Pitch a New Client. 180 min.
-Students will review for a test on Unit 6: Promotion. 40 min.
-Students will pass a test on Unit 6: Promotion. 45 min. |
7. Glencoe Marketing Essentials Text Chapter 20, Glencoe Marketing Essentials Workbook Chapter 20, Socrative app, edmodo.com
8. Glencoe Marketing Essentials Text Chapter 20, Socrative app, edmodo.com
| Unit Assessment: | Review questions and multiple choice, true/false, and completion test |
|------------------|---------------------------------------------------------------------|
| Unit/Course CTSO Activity: | Students will take a practice FBLA Competitive Events test |
| Unit/Course Culminating Product: | Students will design a program for savvy business travelers |
| Course/Program Credential(s): | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other: |
Vocabulary: promotion, product promotion, institutional promotion, advertising, direct marketing, sales promotion, public relations, news release, publicity, promotional mix, push policy, pull policy, trade promotions, consumer promotions, coupons, premiums, incentives, promotional tie-ins, visual merchandising, display, storefront, marquee, store layout, fixtures, POP’s, kiosk, color wheel, complementary colors, adjacent colors, triadic colors, focal point, proportion, formal balance, informal balance, promotional advertising, institutional advertising, media, print media, transit advertising, broadcast, online advertising, specialty media, media planning, audience, impression, frequency, CPM, advertising campaign, advertising agencies, headline, copy, illustration, clip art, signature, slogan, ad layout, advertising proof
## Course Title: Marketing Principles
### Unit: #8 Pricing
**Price Planning, Pricing Strategies (720 min./8 days)**
**Beginning Date:** 11/19/13
**Ending Date:** 12/3/13
### Content Standard(s) and Depth of Knowledge Level(s):
The student will:
- CS 8. Use cost analysis to evaluate methods for purchasing and distributing merchandise
- CS 9. Critique factors affecting pricing decisions
### Learning Objective(s) and Depth of Knowledge Level(s):
The student will:
Recognize the different forms of pricing, discuss the importance of pricing, explain the goals of pricing, differentiate between market share and market position, list the four market factors that affect price planning, analyze demand elasticity and supply and demand theory, explain how government regulations affect price planning, name three pricing policies used to establish a base price, explain two polar pricing policies for introducing a new product, explain the relationship between pricing and the product life cycle, describe pricing strategies that adjust the base price, list the steps involved in determining a price, explain the use of technology in the pricing function.
### Essential Question(s):
Why did the price of a product you like change in the past few years?
### Content Knowledge
| Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
|---|---|
| - Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. | 1. Glencoe Marketing Essentials Text Chapter 25, Glencoe Marketing Essentials Workbook Chapter 25, Socrative app, edmodo.com |
| 1. Recognition of the different forms of pricing, discussion of the importance of pricing, explanation of the goals of pricing, differentiation between market share and market position | 1. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 25.1 with them. Upon completion they will then complete review questions 1-5 on p. 530 and 2-5 on p. 539. 65 min. (Instructional Technology, Teacher Questions, & Lecture) |
| | - Students will complete Chapter 25: Spreadsheet Application, Maintaining Profitability, and Understanding Antitrust Legislation. 20 min. |
| | - Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on |
| 2. Listing of the four market factors that affect price planning, analysis of demand elasticity and supply and demand theory, explanation of how government regulations affect price planning | 2. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 25.2 with them. Upon completion they will then complete review questions 1-5 on p. 537 and 6-11 on p. 539. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Price Planning. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Price Planning. 45 min. |
| --- | --- |
| 3. Naming of three pricing policies used to establish a base price, explanation of two polar pricing policies for introducing a new product, explanation of the relationship between pricing and the product life cycle | 3. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 26.1 with them. Upon completion they will then complete review questions 1-5 on p. 551 and 2-4 on p. 561. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 26: Using and Analyzing a Spreadsheet, Policy Analysis, and Steps to Pricing a Product. 45 min. |
| 4. Description of the pricing strategies that adjust the base price, listing of the steps involved in determining a price, explanation of the use of technology in the pricing function | 4. Students will view and take notes from a PowerPoint as the teacher guides them through Section 26.2. Upon completion they will then complete review questions 1-5 on p. 559 and 5-11 on p. 539. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on |
2. Glencoe Marketing Essentials Text Chapter 25, Socrative app, edmodo.com
3. Glencoe Marketing Essentials Text Chapter 26, Glencoe Marketing Essentials Workbook Chapter 26, Socrative app, edmodo.com
4. Glencoe Marketing Essentials Text Chapter 26, Socrative app, edmodo.com
| **Unit Assessment:** | Review questions and multiple choice, true/false, and completion test |
|----------------------|---------------------------------------------------------------------|
| **Unit/Course CTSO Activity:** | Students will take a practice FBLA Competitive Events test |
| **Unit/Course Culminating Product:** | Students will divide into groups and complete the project: Selling: LidRock Sales |
| **Course/Program Credential(s):** | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other |
**Vocabulary:** price, ROI, market share, break-even point, demand elasticity, law of diminishing marginal utility, price fixing, price discrimination, unit pricing, loss leader, markup pricing, cost-plus pricing, one-price policy, flexible-price policy, skimming pricing, penetration pricing, product mix pricing strategies, price lining, bundle pricing, geographical pricing, segmented pricing strategy, psychological pricing, prestige pricing, ELP, promotional pricing
| 2. Identification of the methods of conducting marketing research, discussion of trends and limitations in marketing research | 2. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 28.2 with them. Upon completion they will then complete review questions 1-5 on p. 603 and 5-11 on p. 605. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Marketing Research. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Marketing Research. 45 min. |
|---|---|
| 3. Explanation of the steps in designing and conducting marketing research, comparison of primary and secondary data, collection and interpretation of marketing information, identification of the elements in a marketing research report | 3. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 29.1 with them. Upon completion they will then complete review questions 1-4 on p. 617 and 2-6 on p. 625. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will create and conduct a survey amongst their classmates at school. Survey results will be compiled using Microsoft Excel to form a pie chart. 45 min. |
| 4. Design of a marketing research survey, administration of a marketing research survey | 4. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 29.2 with them. Upon completion they will then complete review questions 1-5 on p. 623 and 7-11 on p. 625. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the |
| **Unit Assessment:** | Review questions and multiple choice, true/false, and completion test |
|----------------------|---------------------------------------------------------------------|
| **Unit/Course CTSO Activity:** | Students will take a practice FBLA Competitive Events test |
| **Unit/Course Culminating Product:** | Students will divide into groups and complete the project: Selling: LidRock Sales |
| **Course/Program Credential(s):** | ☐ Credential ☐ Certificate ☐ Postsecondary Degree ☒ University Degree ☐ Other |
Vocabulary: marketing research, marketing information system, database marketing, database, quantitative research, qualitative research, attitude research, market intelligence, media research, product research, problem definition, primary data, secondary data, survey method, sample, observation method, point-of-sale research, experimental method, data analysis
| **Unit:** #11 Entrepreneurship and Finance | **Content Standard(s) and Depth of Knowledge Level(s):** |
|------------------------------------------|--------------------------------------------------|
| Entrepreneurial Concepts, Risk Management, Developing a Business Plan, Financing the Business (225 min./ 2.5 days) | The student will: CS 3. Explain differences among business enterprises of sole-proprietorship, partnership, corporation, franchise, and licensing. |
| **Learning Objective(s) and Depth of Knowledge Level(s):** | **Essential Question(s):** |
|-----------------------------------------------------------|---------------------------|
| The student will: Define entrepreneurship, detail the advantages of entrepreneurship, explain the risks of entrepreneurship, list the characteristics and skills of entrepreneurs, understand the importance of small business in various economies, identify the forms of business ownership, name the legal steps to take in establishing a business | What two questions must entrepreneurs answer before starting a new business? |
| **Content Knowledge** | **Suggested Instructional Activities Rigor & Relevance Framework (Quadrant)** | **Suggested Materials, Equipment and Technology Resources** |
|-----------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------|
| 1. Definition of entrepreneurship, detailing of the advantages of entrepreneurship, explanation of the risks of entrepreneurship, listing of the characteristics and skills of entrepreneurs, understanding of the importance of small business in various economies | -Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
1. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 33.1 with them. Upon completion they will then complete review questions 1-5 on p. 703 and 2-4 on p. 713. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 33: Using Presentation Software. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. | 1. Glencoe Marketing Essentials Text Chapter 33, Glencoe Marketing Essentials Workbook Chapter 33, Socrative app, edmodo.com |
2. Identification of the forms of business ownership, naming of the legal steps to take in establishing a business
2. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 33.2 with them. Upon completion they will then complete review questions 1-5 on p. 711 and 5-11 on p. 713. 70 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a test on Unit 11: Entrepreneurship and Finance. 15 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a test on Unit 11: Entrepreneurship and Finance. 40 min.
2. Glencoe Marketing Essentials Text Chapter 33, Socrative app, edmodo.com
| Unit Assessment: | Review questions and multiple choice, true/false, and completion test |
|------------------|---------------------------------------------------------------------|
| Unit/Course CTSO Activity: | Students will take a practice FBLA Competitive Events test |
| Unit/Course Culminating Product: | N/A |
| Course/Program Credential(s): | ☒ Credential ☐ Certificate ☐ Postsecondary Degree ☐ University Degree ☐ Other: |
**Vocabulary:** entrepreneurship, entrepreneurs, franchise, sole proprietorship, unlimited liability, partnership, general partnership, limited partnership, corporation, stockholders, limited liability, foreign corporation, LLC, DBA, articles of incorporation
| Content Standard(s) and Depth of Knowledge Level(s): | The student will: CS 10. Determine career and entrepreneurial opportunities, responsibilities, and educational and credentialing requirements in marketing. |
|---------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Learning Objective(s) and Depth of Knowledge Level(s): | The student will: Assess your goals, values, interests, skills, and aptitudes, appraise your personality, complete a career assessment, locate career research resources, develop a plan to reach your career goals, explain the importance of marketing careers to the U.S. economy, identify a variety of sources for job leads, describe the best ways to develop job leads, name the legal document necessary to begin working, write a letter of application and complete an application form, write a resume’ and a cover letter, prepare for an interview |
| Essential Question(s): | How will you begin to narrow down your choices to find a career? How many hours per week are you willing to spend looking for the right job? |
| Content Knowledge | Suggested Instructional Activities Rigor & Relevance Framework (Quadrant) | Suggested Materials, Equipment and Technology Resources |
| 1. Assessment of your goals, values, interests, skills, and aptitudes, appraisal of your personality, completion of a career assessment, location of career research resources, development of a plan to reach your career goals | -Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
1. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 37.1 with them. Upon completion they will then complete review questions 1-4 on p. 796 and 2-5 on p. 801. 60 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete Chapter 37: Spreadsheet Analysis and Career Choices. 25 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min. | 1. Glencoe Marketing Essentials Text Chapter 37, Glencoe Marketing Essentials Workbook Chapter 37, Socrative app, edmodo.com |
| 2. Explanation of the importance of marketing careers to the U.S. economy | 2. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 37.2 with them. Upon completion they will then complete review questions 1-5 on p. 799 and 6-11 on p. 801. 65 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will review for a quiz on Identifying Career Opportunities. 20 min.
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will pass a quiz on Identifying Career Opportunities. 45 min. |
| --- | --- |
| 3. Identification of a variety of sources for job leads, description of the best ways to develop job leads | 3. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 38.1 with them. Upon completion they will then complete review questions 1-5 on p. 810 and 2-4 on p. 823. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on their I-pads. 5 min.
-Students will complete Chapter 38: Word Processing Application and Following Up on Job Leads. 45 min. |
| 4. Naming of the legal document necessary to begin working, completion of a letter of application and an application form, completion of a resume’ and a cover letter, preparation for an interview | 4. Students will view and take notes from a PowerPoint via edmodo as the teacher discusses Section 38.2 with them. Upon completion they will then complete review questions 1-4 on p. 821 and 5-11 on p. 823. 40 min. (Instructional Technology, Teacher Questions, & Lecture)
-Students will complete a bell ringer regarding the previous day’s subject matter via the Socrative app on |
2. Glencoe Marketing Essentials Text Chapter 37, Socrative app, edmodo.com
3. Glencoe Marketing Essentials Text Chapter 38, Glencoe Marketing Essentials Workbook Chapter 38, Socrative app, edmodo.com
4. Glencoe Marketing Essentials Text Chapter 38, Socrative app, edmodo.com
| Unit Assessment: | Review questions and multiple choice, true/false, and completion test |
|------------------|---------------------------------------------------------------------|
| Unit/Course CTSO Activity: | Students will take a practice FBLA Competitive Events test |
| Unit/Course Culminating Product: | Design an employment test |
| Course/Program Credential(s): | ☒ Credential ☐ Certificate ☐ Postsecondary Degree ☐ University Degree ☐ Other: |
**Vocabulary:** lifestyle, values, aptitude, OOH, career outlook, O*NET, internship, planning goals, specific goal, realistic goal, occupational area, job lead, networking, public employment agencies, private employment agencies, staffing/temporary agencies, standard English, references, cover letter, resume | 9d67293d-3755-466b-822b-9c4ccd90fef9 | CC-MAIN-2023-14 | https://resources.finalsite.net/images/v1663080919/jasperk12alus/pslw7m9yo4mlolhoyzll/CommerceandInformationTechnology1.pdf | 2023-03-23T17:18:56+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00427.warc.gz | 528,630,883 | 20,759 | eng_Latn | eng_Latn | 0.951253 | eng_Latn | 0.976515 | [
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HISTORY OF THE TOWNS OF RENSSELAER COUNTY
FIRST SETTLERS
The largest number of the early settlers of the town of Stephentown were from the New England colonies. Many came from Rhode Island, settling upon the land of the manor of Rensselaerwyck, adjoining the Massachusetts line. Among the first of the New England emigrants to make their homes on this part of the great manor were Joshua, Caleb and Benjamin Gardner (three brothers), Asa Douglas, Elnathan Sweet, Nathaniel Rose, Joseph Carpenter, Alexander Brown and Joseph Rogers. Most of these settled here about the year 1766. William Douglas, a grandson of Asa Douglas, is said to have been the first child born in this part of the manor. The Hon. Stephen A. Douglas of Illinois was a descendant of this Douglas family.
In the year 1766, it is said that Asa Douglas came from Plainfield, Conn., into this wilderness portion of the manor in search of suitable land for farming purposes. Having met an Indian chief he made known his object. The Indian told him that there was fertile land in what was shortly afterwards designated as "Jericho hollow." He, on a survey of the ground described by the Indian, was satisfied of its suitableness for farming purposes, and at once took up about one thousand acres for cultivation. One half of this land now lies in the state of Massachusetts. Of the three Gardner brothers, Caleb's house was immediately on the boundary line of Massachusetts and New York. Joshua Gardner, in 1774, is said to have cut a private road through the thick woods from the "old east road," over the mountain to the place where he had erected his log house. Job Gardner sometime after the year 1777 moved from Providence, R. I., to the vicinity of his three brothers' farms.
Among the names of settlers which appear upon the district records in 1784, are the following: Stephen Arnold, Samuel Bailey, Gideon Brayton, Aaron Budlong, Alexander Case, Hezekiah Coon, John Forbs, Benjamin Green, Jacob Green, Edward Hoard, Jonathan Howard, Ezekiel Huntington, William Kittel, 2d., Abel Lewis, Augustus Lewis, Obadiah Matthews, Timothy Mattison, Jonathan Niles, Nathaniel Niles, William Reynolds, William Rose, Benjamin Sackett, William Sanford, John W. Schermerhorn, Randal Shiner, Samuel Sweet, Nathan Tanner, Elijah West, Joshua Whitford, Abraham Winston and Walter Worden.
from Bern Foerster's Architecture Worth Saving in Rensselaer County, New York
Vanderbilt House - in Better Times
Last February Stephentown lost a piece of its past, when Vanderbilt House was razed after decades of deterioration.
Built in 1871 as a railroad hotel by the entrepreneur Milo Daniels, Vanderbilt House stood for many years as the centerpiece of the Village of Stephentown, described in 1980 by the Rev. Ernest D. Smith in his *Valley Tales, Volume Two*, as “the only building that seemed to have real character to it.”
Milo Daniels had bought the land on the strength of rumors that the old Lebanon Springs Railroad would soon extend its service to Bennington, Vermont, with a stop in Stephentown. The rumors proved true, the railroad began running in 1870, and Vanderbilt House opened the next year as a hotel and tavern, where a traveler could purchase livery service, a good meal, a drop to drink, a warm bed, and - it has been said - a companion to share it if he wished.
Interestingly enough, although it bore the name of Commodore Cornelius Vanderbilt, the building’s only known connection to the great railroad man was one of optimistic flattery. Almost 20 years before the line went through, the railroad’s owners had tried to interest Vanderbilt in financing the extension to Bennington, but he’d backed off the million-dollar investment, saying that “grass would be growing in it in three generations.” Now a generation later with the line showing signs of burgeoning success, they hoped to respark his interest. It didn’t work, but the name stuck.
The railroad went through several financial crises and a few name changes before passenger service was discontinued in 1931. (The line continued, as the Rutland Railroad, to carry milk, vegetables, and other freight to New York City until 1952.)
By that time, Vanderbilt House’s glory days were past and it was mostly a local bar. Mothers wouldn’t let their children go there because, it was said:
“At Vanderbilt House
All you can hear
Is the tinkle of money
And the slurping of beer.”
By the time the Rev. Smith first saw Vanderbilt House in 1971, it was being used as a meeting hall for the Stephentown Volunteer Fire Department and the Boy Scouts.
“It has suffered with the years,” he wrote. “Changes have been made internally until only the exterior remains as Milo had it, and much repair is needed outside. A cement floor extends out to where the old sills once were, and the absence of sills makes it nearly impossible to elevate the grand old lady to her former glory.”
In recent years both the SVFD and the Stephentown Historical Society have sought funding to overcome the ravages that time inflicted on the “grand old lady,” but reclamation proved impossible. And so, on February 28, 1998, Vanderbilt House came down.
Still, the Rev. Smith’s words should be remembered: “Today,” he wrote in 1980, “Vanderbilt House is quietly sitting there in all its dignity. Perhaps someone will recognize the architectural heritage in Stephentown, and compensate for the many losses of recent years . . . with the restoration and preservation of what is left. Indifference to our architectural heritage may cause us to spend major portions of our waking hours amid visual trash, until we lose our ability to see and recognize the treasures still about us.”
Photo by Jim Dwyer
*Vanderbilt House - Its Last Days*
BOARD OF DIRECTORS
Officers:
President Bill Jennings 733-5923
Vice-President Beverley McClave 733-5170
Recording Secretary Jim Dwyer 733-5061
Corresponding Secretary Libby Kogan 733-6662
Treasurer Howard Leibensperger 733-5716
Trustees:
Betty Feathers (413) 637-4435
Wyatt Haley 733-5771
Helen Koepp 733-5640
Joan McMillan 658-9218
Alan White 733-5250
Bill Zimmerman 794-8430
Committee Chairpersons:
Cemeteries Wyatt Haley 733-5771
Collections Alan White 733-5250
Fundraising Sally Fox 733-5817
Genealogy Sylvia Leibensperger 733-5716
Heritage Center Virginia Atwater 733-5136
Membership Betty Feathers (413) 637-4435
Nominating Beverley McClave 733-5170
Newsletter Al Silvermail 733-5255
Program Bill Zimmerman 794-8430
Pat Bowman (413) 738-5420
Refreshments Sylvia Leibensperger 733-5716
CALENDAR OF EVENTS
Program Chairperson Pat Bowman continues to inspire us with outstanding educational and entertaining programs in a wide variety of historical fields. We look forward to the results of her continuing searches for outstanding talent in our own and neighboring towns. And we also know that she would appreciate some assistance. If you know of an interesting speaker or topic, please don’t keep it a secret. Contact Pat and volunteer to set up a program for a meeting. All programs and events are held at the Stephentown Heritage Center and begin at 7:30 pm unless otherwise specified.
Monthly Programs:
July 6 The Making of Route 20
August 3 Chatham - Railroad Village
September 14 Organs, Church and Other
October 5 Floorcloths
November 2 Old Ways - New Ways
December 7 Holiday Potluck - Party
EVENTS THIS SUMMER
July 5 17th Annual Strawberry Festival -
Zema’s Too, Route 22 1 - 5 pm
Join us for shortcake, low-cal, salt-free,
or high-test. And conversation to match
July 25 Exhibit - Stephentown Historical
Society - 25th Anniversary
Stephentown Heritage Center -
10th Anniversary
August 1 9th Annual Juried Craftfest -
Stephentown Volunteer Fire
Department Muster Field &
Pavilion, Grange Hall Road
10 am - 4 pm
High-quality craftspersons and
discriminating shoppers make the
Craftfest a special event. Christmas
ideas abound.
September 5 Tag Sale -Gardner’s Field, Route 22
(Rain Date September 7)
A highlight of the Labor Day weekend,
it’s still warm enough to exchange your
castoffs for someone else’s treasures.
MEMBERSHIP INFORMATION
January 1 - December 31
Membership categories and dues are:
Individual Member $ 5.00
Contributing Member 15.00
Business/Organizational Member 25.00
Life Member 100.00
Please join us this year. Make your tax-deductible check payable to:
Stephentown Historical Society
P.O. Box 11
Stephentown, NY 12168
Monthly meetings are held at the Heritage Center,
generally on the first Monday of the month. Check your
Newsletter, local newspapers, and bulletin boards for
current program information.
Save This Sheet for Reference
Grandma Climbed the Family Tree
by Virginia Day McDonald
Macon, GA
There's been a change in Grandma, we've noticed as of late.
She's always reading history, or jotting down some date.
She's tracing back the family, we'll all have pedigrees.
Grandma's got a hobby, she's climbing family trees.
Poor Grandpa does the cooking, and now, or so he states,
He even has to wash the cups and the dinner plates.
Well, Grandma can't be bothered, she's busy as a bee,
Compiling genealogy for the family tree.
She has no time to babysit, the curtains are a fright.
No buttons left on Grandpa's shirt, the flower bed's a sight.
She's given up her club work, the serials on TV.
The only thing she does now-a-days is climb the family tree.
The mail is all for Grandma, it comes from near and far.
Last week she got the proof she needs to join the DAR.
A monumental project - to that we all agree,
A worthwhile avocation - to climb the family tree.
There were pioneers and patriots mixed with our kith and kin,
Who blazed the paths of wilderness and fought through thick and thin,
But none more staunch than Grandma, whose eyes light up with glee
Each time she finds a missing branch for the family tree.
To some it's just a hobby, to Grandma it's much more.
She learns the joys and heartaches of those who went before.
They loved, they lost, they laughed, they wept - and now you see,
They live again in spirit around the family tree.
At least she's nearly finished, and we are each exposed.
Life will be the same again, this we all suppose.
Grandma will cook and sew, serve crullers with our tea.
We'll have her back, just as before that wretched family tree.
Contributed by Pauline Shunk
From the Membership Chairperson . . .
In this our 25th Anniversary year, the Society would like to honor all of its members - Life, Individual, Contributing, and Business. Five of our original Charter Members are still active: Ed Fox, Cal Kenyon, Helen Lapp, and Al Silvernail, with Sally Fox serving as Curator of Collections. We now have 66 Life Members and 5 Honorary Life Members. The funds raised from your dues go a long way in helping with the everyday expenses of running the Heritage Center. Won’t you consider at this special time making an investment in our future by becoming a Life Member? The $100 fee, which has not risen in many, many years, goes into an endowment fund. This fund is not spent but accrues interest to protect the solid foundation that we have built over our first quarter century. Become a Life Member and never again be bothered with the hassle of annual dues!
- Beverley McClave
* * * * In Memoriam * * * *
Laurence Dubin
1945 - 1997
Lillian Bassett
1918 - 1998
Joe Cole
1909 - 1998
Gladys Deamer Gooley
1912-1998
Mystery Photo
Can you identify any of the people (students or teachers) in this photograph from the Heritage Center’s archives? The photograph of a Mount Whitney School class was taken by E. Q. Tuttle of Stephentown between 1881 and 1892. Contact Sally Fox at 733-5817 if you recognize any family (or other) characteristic.
The 1998 Annual Fund Drive is under way. This year’s goal is $5000. The 5-year plan is in place that will finish the restoration of the tin ceiling and walls by the end of 2000 (less than 3 years away). This year’s contributions will be used for exterior painting and continued work on the restoration of the interior.
* * * * * * * * * * * *
HERITAGE CENTER WISH LIST
WANTED
Pictures of the Methodist Episcopal Church before it became the Stephentown Heritage Center - before the balcony was added, when it was used as a Youth Center, and when it was used for rummage sales.
Do you have an hour or two available per month? Of course. We all have a few spare moments, even in these busy times. Sally and Betty have many tasks, large and small, that are looking for your talents. Everything from maintenance to cleaning to filing to organizing to keyboarding (and programming). Please call Sally at 733-5817 or the Heritage Center at 733-6070. | <urn:uuid:a822dd56-6084-42c7-836e-b6d3c151c9f3> | CC-MAIN-2019-09 | https://www.stephentown-historical.org/uploads/8/3/0/9/83094620/1998_jul_news-c.pdf | 2019-02-20T05:11:32Z | crawl-data/CC-MAIN-2019-09/segments/1550247494449.56/warc/CC-MAIN-20190220044622-20190220070622-00111.warc.gz | 949,793,627 | 2,986 | eng_Latn | eng_Latn | 0.982756 | eng_Latn | 0.996187 | [
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Some noninfectious diseases can seem to strike without warning. Others tend to "build" in the body over time, eventually leading to poor health. Regardless of the manner in which a disease presents itself, having information about these diseases is a first step toward prevention and recognition of their signs and symptoms.
**Diabetes**
Diabetes is a chronic disease that affects the way body cells convert food into energy. It is the seventh leading cause of death by disease in the United States, affecting 16 million Americans. Each day approximately 2,200 new cases are diagnosed.
Diabetes can lead to a host of other major illnesses and health conditions, including blindness, kidney disease, nerve disease and amputations, and heart disease and stroke.
**What Causes Diabetes**
In the normal digestive process, carbohydrates are changed to the sugar glucose, then absorbed into the blood and delivered to body...
cells. **Insulin, a hormone that is produced in the pancreas and that helps the body convert glucose to energy,** is an essential link in this process. In the case of diabetes, sufficient insulin is not produced or is not used efficiently. When glucose is unable to enter the cells, it accumulates in the blood until the kidneys filter out some of the surplus, which is passed off in urine. High sugar content in urine and in the blood is one of the surest signs that a person has diabetes.
### In Case of a Diabetic Emergency
#### TYPE I
**SOURCE**
- Low blood sugar (Insulin reaction/hypoglycemia (high-poh-gly-see-mee-uh), an abnormal decrease of sugar in the blood)
**TIME SPAN**
- Sudden onset (minutes to hours)
**SIGNS**
- Staggering, poor coordination
- Irritability, belligerence, hostility
- Pale color
- Sweating
- Eventual stupor or unconsciousness
**CAUSES**
- Delayed or missed meals
- Too much insulin, by overdose or error
- Extreme exercise
**TREATMENT**
- Provide sugar.
- If the person can swallow without choking, offer *any* food or drink containing sugar, such as soft drinks, fruit juice, candy.
- Do not use diet drinks!
- If the person does not respond in 10 to 15 minutes, take him or her to a hospital.
- Look for a diabetic identification bracelet or necklace.
- The diabetic may carry candy or special quick-sugar commercial preparations in plastic, soft-tipped containers. Squeeze the contents into the person’s mouth.
#### TYPE II
**SOURCE**
- High blood sugar
**TIME SPAN**
- Gradual onset (hours to days)
**SIGNS**
- Thirst
- Very frequent urination
- Flushed skin
- Vomiting
- Fruity or winelike odor or breath
- Eventual stupor or unconsciousness
**CAUSES**
- Undiagnosed diabetes
- Insulin forgotten or omitted
- Stress, such as illness or injury
- Overindulgence in food or drink
**TREATMENT**
- Get the person to a hospital.
- If you are uncertain whether the person has high blood sugar or low blood sugar, give some food or drink containing sugar. If the person does not respond in 10 to 15 minutes, he or she needs a physician’s help.
- Do not give food or drink if the person is unable to swallow. Take the person to a hospital if he or she has no response to treatments.
Types of Diabetes and Risk Factors
There are two main classifications of diabetes: type 1, or immune-mediated (formerly known as insulin-dependent) diabetes, and type 2 (formerly known as non-insulin-dependent) diabetes. Type 1 usually occurs during childhood or adolescence. Type 2, the most common form of the disease, usually occurs after age 40.
Like CVDs, some risk factors for diabetes are related to lifestyle, principally obesity and physical inactivity, while others are genetic. For reasons not entirely understood, whites are more likely than other groups to develop type 1 diabetes, while African Americans, Hispanics, and Native Americans are more likely to develop type 2. Yet another major risk factor for type 2 diabetes is impaired glucose tolerance (IGT), a condition in which blood sugar levels are higher than normal but not high enough to be classified as diabetes.
Type 1 Diabetes
Type 1 diabetes, which accounts for about 10 percent of all cases of the disease, appears abruptly and progresses rapidly. Most often, type 1 diabetes results from a malfunction of the immune system—the system that defends the body against invading pathogens. In an individual with type 1 diabetes, the immune system mistakenly attacks and destroys the insulin-producing cells of the pancreas. The body’s cells become “starved” for insulin.
Symptoms of type 1 diabetes include frequent urination, abnormal thirst, unusual hunger, weight loss, weakness, fatigue, irritability, and nausea. Because the pancreas is unable to produce insulin,
patients must take daily doses of insulin either through injection or by means of a special pump that is attached to the body via tubing or surgically implanted. Today, because of advanced methods of treatment, many persons with diabetes live near-normal lives.
Emergencies can arise for people with diabetes that necessitate immediate medical attention. It is, therefore, important for a person with diabetes to wear an identification device, such as a bracelet or necklace, advising of this medical condition so that passersby can act quickly and get help that can be the difference between life and death.
**Type 2 Diabetes**
Type 2 diabetes is a metabolic disorder resulting from the body’s inability to make enough, or properly use, insulin. In type 2 diabetes, the pancreas produces some insulin, but because of a cell receptor defect, the cells cannot use the insulin effectively. Symptoms of type 2 diabetes include excess weight, drowsiness, blurred vision, tingling or numbness in the hands and feet, slower than normal healing of cuts and bruises, itching, and recurring skin, gum, or bladder infections.
About 80 percent of all type 2 patients are overweight at the time of diagnosis. Type 2 diabetes can usually be controlled by eating patterns, exercise, and—when necessary—by losing excess weight. In some cases, oral medications or injections of insulin are also required. Problems related to circulation are common in this type of diabetes. Because the onset of type 2 diabetes is gradual, the disease often goes undetected for years. In fact, of the estimated 15.3 million Americans currently inflicted with the disease, roughly half are unaware they have it.
**Arthritis**
Arthritis covers at least 100 different conditions that cause aching, pain, and swelling in joints and connective tissue throughout the body. The term arthritis itself means “inflammation of a joint.” Arthritis can and does occur at all ages, from infancy on. The National Center for Health Statistics estimates that over 40 million people have arthritis severe enough to require medical care.
The two most common types of arthritis are rheumatoid (ROOM-uh-toyd) arthritis and osteoarthritis. Like type 1 diabetes, these are autoimmune diseases, conditions in which the body’s immune system turns on itself. Why this occurs is still a mystery.
Rheumatoid Arthritis
The most serious type of arthritis, rheumatoid arthritis is mainly a destructive and disabling inflammation of the joints. It affects primarily the joints of the hands and arms, the hips, and the feet and legs. Rheumatoid inflammation also attacks connective tissue, causing symptoms such as fever, fatigue, and swollen lymph glands. Rheumatoid arthritis causes the joints to stiffen, then swell and become tender. The inflammation can do progressive damage inside the joint if it is not diagnosed and properly treated.
Scientists do not know the cause of rheumatoid arthritis, and at present there is no cure. A full treatment program for rheumatoid arthritis depends on the physician and may include anti-inflammatory medicines such as aspirin and ibuprofen, rest, exercise, weight control, splints, walking aids, heat, surgery, and rehabilitation.
Osteoarthritis
Osteoarthritis is a disease that affects primarily the weight-bearing joints of the knees and hips, causing aches and soreness especially when moving. It is the most common type of arthritis, affecting about 16 million people. Osteoarthritis results from wear and tear in the mechanical parts of a joint. Inflammation is rarely a problem.
In osteoarthritis, the cartilage becomes pitted and frayed and, in time, may wear away completely. Bone ends then become thicker and bony spurs may develop. As a result, surrounding ligaments and membranes become thickened, changing the whole structure and shape of the joint. There is no cure for arthritis, but early detection and diagnosis is essential to managing the disease. The treatment program includes exercise, weight control, eating a balanced assortment of foods, and pain medications. | 62a1aabe-ae2d-478c-9940-eba7b63a03d0 | CC-MAIN-2024-26 | https://moodle.avhsd.org/pluginfile.php/81724/mod_resource/content/0/Textbook%20-%20Chapter%2031%20Lesson%203.pdf | 2024-06-18T09:48:55+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861747.70/warc/CC-MAIN-20240618073942-20240618103942-00683.warc.gz | 340,791,938 | 1,862 | eng_Latn | eng_Latn | 0.997773 | eng_Latn | 0.997885 | [
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Dear Parents & Carers
Welcome back to the June edition of our monthly newsletters. It has been an interesting year to say the least. The COVID-19 pandemic has had a huge impact on all lives and the pupils will remember this time as ‘the time the school closed’ – history in the making.
Every family will have had a different experience over the last few months, but despite the challenges that some families may have gone through during these times, we must continue to try and see the positives. This period of time has reminded us to never underestimate how resilient and adaptive children can be in an unfamiliar situation.
The learning has certainly continued during the school closure period. The staff and I have been very impressed with the quality and quantity of work submitted on Classroom Dojo. The pupils have completed experiences in science, history, French, descriptive writing and will continue to have access to further learning for the remainder of the year.
Despite the pandemic, planning for the remainder of the year and next year is certainly under way. We have started planning what transitions will look like for all of our classes. More information will be released in the coming weeks regarding opportunities for your child to meet their new class teacher. Also high on our agenda is how we ensure our Year 6 pupils getting the proper send-off that they deserve.
To say we have missed the children being in school is an understatement and we look forward to all pupils returning when it is deemed safe to do so.
Once again, thank you for your understanding and support towards the school and staff.
Ben Nelson-Smith
Headteacher
Governor Vacancies
There is an exciting opportunity to become a governor at Collaton St Mary from September.
Being a governor allows you to have an impact on our Collaton community. We have one vacancy for a parent governor and vacancies for foundation governors. If you are interested, or know of someone who would like to find out more, please do not hesitate to get in contact to find out more. We are planning to have an opportunity for people interested to meet some current governors to gain an understanding of the role.
Goodbye and Welcome!
We are sad to say that Mrs Jackson, who teaches in Year 1, will be leaving us at the end of the academic year.
Mrs Jackson has been a fantastic addition to the Collaton team and it has been inspiring to see her passion and dedication in action. Mrs Jackson will be moving on to new pastures and we wish her every luck in the future.
We have successfully recruited a replacement teacher during these times. We are pleased to announce that Miss Chivers will be joining us in September. Miss Chivers is visiting our school on a regular basis and is really excited about getting started and meeting her class formally.
Reception Home Learning
Reception have been learning about mini beasts.
The children have been learning some new art skills and creating their own spiders, spiders webs and exploring how to make animals out of paper plates. They have been learning about snails and explored how snails move and how far they can travel in a short space of time. Great work Reception class.
Y1 Home Learning
Year 1 have been exploring Superheroes, they explored lots of stories such as “Superhero ABC”, “How to be a Superhero” and “Supertato”.
The children have been using the idea of Superheroes and their powers to learn about verbs and how to add -ing to words. The next step was to create their own Superhero and Super Villain then create some dialogue between them, thinking about what they might say to one another. We even had some children and their parents dress up in order to get into character. Well done Year 1, brilliant work.
Y2 Home Learning
Year 2 children were asked to draw pictures of something they have enjoyed during the past 10 weeks and something they have missed. The children were then asked to create a piece of art for the whole school rainbow and Year 2 were given the colour yellow and the art form texture to focus on. Great work Year 2!
Y3 Home Learning
In RE, Year 3 have been finding out about Muslim festivals and worship.
Ramadan, Eid ul-fitr and Wudu are the aspects we have learned about so far. We designed Eid ul-fitr cards that are given at the end of Ramadan – a period of fasting and giving. Last week we created leaflets about Wudu, the special ritual of washing before praying.
During French week, we looked at The Very Hungry Caterpillar story in French – La chenille qui avait très faim. We learned the days of the week, colours, the names of some fruit and vegetables, and numbers to 10, in French. The children then wrote a simplified version of the story and produced some amazing work. The children doing home learning have produced some fantastic pieces of work.
Y4 Home Learning
In Year 4, the children have been working tremendously hard on completing their learning activities at home.
The children have consistently produced high quality learning outcomes across all areas of their home learning, which has been fantastic to see. In maths, they have focused on identifying tenths and hundredths as decimals. The children are developing a good conceptual understanding of fractions – often starting our lessons with drawing different representations of fractions! The children have enjoyed receiving feedback from their submissions: many like to take on a challenge using Explain, Prove and Method to further enhance their understanding.
In learning experience, they have been reflecting on how they have managed their wellbeing during this period of home learning. It has been very pleasing to see the children have shown examples of our school values whilst at home. The children have been taking responsibility by looking after the wellbeing of their family and friends as well as themselves and have shown inspiration by providing support to help others in our local community. Keep up the great work Year 4.
Y5 Home Learning
Year 5 have been working very hard at home in these uncertain times.
Our recent learning experience asked the children to reflect on how they had flourished in challenging times and we have been very impressed with their openness and honesty when completing their tasks. In Maths, we have focused on finding the volume of shapes using a formula and the children can now calculate the volume of a range of shapes and containers. During French week, they were able to write a short paragraph in French about their hobbies, the weather and how they were feeling. The artwork for Mrs Richards challenge has also been of a high quality. Well done Year 5.
Y6 Home Learning
The children have spent time to reflect on their experiences during lockdown.
They used a thinking tool called a ‘diamond nine’ to assess any challenges that they have faced during this time. As the week progressed, they used a mind map to think about the thoughts, feelings and emotions that they had experienced. They also considered any strategies that they had used, which may have helped them to cope. They ended the week by writing a reflective paragraph, summing up their experiences during this unprecedented challenge. Great work Year 6.
WATER SAFETY
A message to parents from the RNLI
It is anticipated that once restrictions further ease and the summer weather is here, people will head to the beaches and coastline to enjoy the sun, sea and time with friends and family. In a normal year, the RNLI helps thousands of people who end up getting into difficulty in or close to the water when doing these types of activities.
Throughout the summer term, their local teams of trained volunteers and Lifeguards do their best to visit as many of the schools, colleges and youth groups in the region as possible. However, due to the ongoing coronavirus outbreak we have not been able to engage with school communities as we normally would.
Below, you will find out ways in which you can help at this time.
• Download and use our education resource pack. Educating young people about how to keep safe, in on and around water is fundamental to saving lives at sea and a core part of the RNLI’s water safety activity. This term we have put together two downloadable packs of resources focusing on keeping safe this Summer.
• Share a link to our Water Safety from Home resources – If you’re a parent looking for ways to engage, educate and entertain your children at home, play our Water Safety Wednesday series – perfect for primary school-aged children.
• Please help by sharing the RNLI & MCA’s Beach Safety Campaign with parents, guardians and your wider network. Beach lifeguards cannot be everywhere this summer – although we are hoping to patrol around 70 beaches later this year – it is vital every one of us takes responsibility for our own, and our families’, safety.
Together, we really can make a lifesaving difference.
The health and well-being of our school community is really important to us.
We have been extremely fortunate to be working with FareShare South West who have kindly donated some amazing non perishable food supplies.
FareShare is the UK’s largest charity fighting hunger and food waste. We redistribute surplus food to frontline charities and community groups that support vulnerable people.
Generously supporting our schools during this Covid-19 pandemic
If you feel that you could benefit from a little extra support with food items at this time then please request a free community care food bag via school reception. The bag will contain a variety of non perishable food items.
firstname.lastname@example.org
School Lunches
We would encourage all pupils that are in school to select a school meal as the preferred option to ensure all packaging is sanitised and safe.
We have a hot main, jacket potato and packed lunch option every day, which will be distributed in recyclable disposable packaging to the children. Please order in advance via ParentPay (example of Grab and Go menu below).
Pupils eligible for FSM and UIFSM please continue to order via ParentPay or if not in school food vouchers will be provided.
NEW MENU
As schools start to reopen to larger groups of children we will be operating a ‘takeaway style’ menu for all of our pupils using disposable recyclable packaging. This will ensure maximum health and safety procedures can be followed and reduce any risk. We will be removing the need for children to queue or use the self service areas and dining hall. It enables children to be spread out in their ‘fixed groups’ or ‘bubbles’ across the school at lunchtime and make use of outside space whilst still enjoying a hot daily lunch!!
GRAB & GO!!
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|-------------------------|--------------------------|--------------------------|-------------------------|-------------------------|
| Chicken or veggie burger, salad pot cake, yoghurt or fruit | Cheese & tomato (V) pizza, pasta salad crunchy veg cake, yoghurt or fruit | Pasta bolognese or macaroni cheese (V) peas and sweetcorn cake, yoghurt or fruit | Sausages on veggie sausage roll (V) spaghetti & peas veggie & chicken cake, yoghurt or fruit | Fish finger or veggie bites (V) chips & baked beans cake, yoghurt or fruit |
| Cheesy bean Jacket | Tuna mayo Jacket | Cheesy Jacket | Ham Jacket | Cheesy bean Jacket |
| Tuna packed lunch | Cheese packed lunch | Ham packed lunch | Tuna packed lunch | Cheese packed lunch |
| WEEK 2 | WEEK 1 | WEEK 2 | WEEK 1 | WEEK 1 |
|-------------------------|-------------------------|-------------------------|-------------------------|-------------------------|
| Chinese sticky chicken noodle pot or vegetable & sour noodles, mixed veg cake, yoghurt or fruit | Beef or veggie burger, wedges, salad pot cake, yoghurt or fruit | Hand breaded chicken or quorn nuggets savoury rice cake, yoghurt or fruit | Meatball or veggie ball tomato pasta! peas and sweetcorn cake, yoghurt or fruit | Fish & Chip box or cheese & onion pasty (V) baked beans cake, yoghurt or fruit |
| Cheesy bean Jacket | Tuna mayo Jacket | Cheesy Jacket | Ham Jacket | Cheesy bean Jacket |
| Tuna packed lunch | Cheese packed lunch | Ham packed lunch | Tuna packed lunch | Cheese packed lunch |
ONLY £2.30 2 course meal FREE FOR reception class year 1 & year 2
PLEASE ORDER IN THE USUAL WAY IN ADVANCE
Packed lunch option also includes a packet of dried fruit, piece of fresh fruit and a yoghurt
Jacket potato option comes with a dessert of choice
ALLERGENS
We take every care to cater for pupils with allergies & intolerances. Please enquire with the kitchen regarding ingredients in your meal.
Collaton Community Larder
We would like to introduce the Collaton Community larder! During the school day, this table will be placed on the car park bridge.
Out of school hours, this table will be placed near the main school doors (under cover from the rain).
The aim of this larder is to support any family within our school community who is in need of it. There is a “food items” box and a “toiletries” box. Simply take what you want from it, but please do not handle the food whilst looking. You can also donate something to the table if you would like to support the cause.
Bag 2 School is a company that specialises in good quality second hand clothing that can be re-used.
All bags collected are weighed and they will pay the school depending on the total weight. The more we collect the bigger benefit to the school.
Please take a bag home (bags can be collected from outside the school) and fill it with clothing, shoes, hats, belts, handbags, soft toys, bedding curtains and towels.
Please bring in your full bag on: Wednesday 8th July by 9am.
Safeguarding
The safeguarding of children is everyone’s responsibility – even more so during these times.
Over the past few months, the internet has been a wonderful resource to staying connected for home learning. It is important that parents have the confidence to talk to their children about keeping safe online. Unfortunately, it is predicted that online grooming has risen during school closure. Now is a time more than ever to ensure that your child is aware of the dangers of speaking to unknown people on the internet. The attached poster will help answer any questions you have. If you need further support around your computing confidence, please do not hesitate to ask the school.
For any further safeguarding concerns, please contact our Safeguarding Lead Mr Nelson-Smith or Miss Postlethwaite.
Online Grooming is when someone befriends and builds an emotional relationship with a child and communicates with them through the internet with the intent to commit a sexual offence. This type of victimisation can take place across any platform, from social media and messaging apps to online gaming and live streaming. Often it involves young people being tricked, forced or pressured into doing something they wouldn’t normally do (coerced) and often the groomer’s goal is to meet the victim in a controlled setting to sexually or physically abuse them. In some cases children may be abducted or have long-lasting psychological damage.
What parents need to know about ONLINE GROOMING
**CHILDREN ARE MOST VULNERABLE**
Unsurprisingly children are often most at risk as they are easy to target and unlikely to question the person on the other end of the screen or reach them. Groomers will use psychological tricks and methods to try and isolate them from their families and friends. Predators will also target more vulnerable children who may be easier to manipulate. Predators will stalk apps and websites that children use and will often use a ‘scattergun’ approach to find victims, contacting hundreds online to increase their chances of success.
**LIVE STREAMING CONCERNS**
Predators may use live video to target children in real-time using tricks, daves or built-in gifts to manipulate them. Children are often targeted by a predator where children receive ‘likes’ or even money for performing sexual acts. Social media platforms such as TikTok, Facebook, Instagram and Snapchat, all have live streaming capabilities, but these are primarily used by children wanting to live stream, including Omegle, Liveme, BIGO Live, YouNow and many more.
**ANYONE CAN BE A PREDATOR**
The internet has made the ability to interact with strangers online easy. Many sites and apps allow users to interact without entering their own information when signing up. However individuals can remain anonymous if they wish to do so, making them untraceable and many online predator cases are due to groomers using impersonation techniques. Some predators may even pose as children from adults who ‘hide in plain sight’, choosing to befriend young children without hiding their real identity.
**CAN BE DIFFICULT TO DETECT**
Unfortunately most children find the ‘grooming’ process (before any meeting) as enjoyable one as the predator will use flattery, compliments, and flatter them to gain their trust, friendship and custody – a well in advance of any ‘crimes’. This often means children fail to disclose or report what is happening. If the predator is also generally known to the child, their family and their friends, then this can make detection even harder.
**FROM OPEN TO CLOSED MESSAGING**
Online predators may contact their victims using any number of ways including social media, forums, chat rooms, gaming communities or live streaming apps. Sometimes there is little or no indication that the person the victim has already shared personal information online and is communicating openly with others. Children may also be encouraged to share personal information to gain online credibility through increasing their friends list. Predators may use this information to build a relationship and then move their conversation with the child to a more secure and private area, such as through direct messaging.
**EMOTIONAL ATTACHMENTS**
Online predators will use emotive language and aim to form close, trusted bonds with their victims through giving them compliments and making them feel good about themselves. Often victims will end up sharing personal details or pictures with their predators and it can be difficult to convince them among people that they have been groomed, often leading to lasting psychological effects.
Safety Tips for Parents & Carers
**IT’S GOOD TO TALK**
It’s unlikely that you can stop your child using the internet, nor can you constantly monitor their online activity. However, you can have an open and honest basis about what they do online. By talking openly with them about online relationships, they can quickly recognise when behaviour is either appropriate or inappropriate. Ask them whether they have any online friends or if they have ever met anyone with people they have met online. This could then open up conversations about the subject of grooming.
**CHECK PRIVACY SETTINGS**
In order to give your child a safer online experience, it is important to check privacy settings or parental controls on any devices and apps that they regularly use. Disable location sharing if you can. If you use location-sharing apps to track where your child is, make sure that you would not be embarrassed to follow your child without their knowledge. Ensure that you check that only location information is not shared with anyone except those they have permission to share with.
**MONITOR SOCIAL MEDIA & LIVE-STREAMING USE**
It’s important to be aware of what your child is sharing on social media and with whom. Create your own profile and be aware of how much they share. Ensure that you can monitor their activity. Similarly, always check on them if they are using social media and implement privacy controls. Consider a gender-suitable profile picture that hides their identity. You may also feel more comfortable being present each time they live stream.
**STICK TO ‘TRUE FRIENDS’**
Make it clear to your child that they should not accept friend requests from people they don’t know, especially requests with people who they do know. Encourage them to only interact and engage with ‘true friends’ i.e. those friends who don’t ask personal questions or request personal information. Tell them to never agree to chat privately with a stranger or someone they don’t really know and to never divulge personal information, such as phone numbers, addresses, passwords or the name of their school.
**DISCUSS HEALTHY RELATIONSHIPS**
Talk to your child about what a healthy relationship looks like and what a healthy relationship must be with they claim to be. Explain that groomers will give your child compliments and engage in conversations about personal matters. They will also try to build trust by showing you admire how well they play an online game or how they look in a photo. Groomers will also try and isolate a child from their family and friends, using flattery and compliments, in order to make their relationship feel special and unique.
**BE SUPPORTIVE**
Show your child that you will support them and reassure them that they understand they can come to you with any concerns they may have. They need to know that you will listen and if someone does something they are uncomfortable with, whether that is having inappropriate messages, requests or sexual comments.
**LOOK OUT FOR WARNING SIGNS**
Child safety experts have identified key grooming patterns and advise parents to look out for:
- Secretive online behaviour.
- Late night Internet or smartphone usage.
- Meeting new friends in unusual places.
- Becoming withdrawn, develop sleeping or eating problems or even bedwetting.
- Lack of interest in extra-curricular activities.
- Having new items, such as clothes or phones, unexplained.
- Sudden mood swings, anxious, depressed or aggressive.
- Having older boyfriends or girlfriends.
Meet our expert
Jonathan Taylor is an online safety expert and former Covert Internet Investigator for the Metropolitan Police. He is a specialist in online grooming and exploitation and has worked extensively with both UK and international schools in delivering training and guidance around the latest online dangers, social media apps and platforms.
www.nationalonlinesafety.com Twitter - @natonlinesafety Facebook - /NationalOnlineSafety Instagram - @nationalonlinesafety
Users of this guide do so at their own discretion. No liability is entered into. Current as of the date of release: 06.05.2020
WHAT IS CORONAVIRUS?
A coronavirus is a type of virus. Coronavirus (COVID-19) is a new strain of coronavirus, which means no-one has caught it before and our bodies are not immune (protected) from it yet. It spreads very quickly and is making a lot of people poorly at the moment.
HOW DOES A VIRUS WORK?
1. Your body is made up of millions of tiny cells.
2. Viruses can’t survive outside the body for long, so they try to get into our cells.
3. When viruses get inside our cells, we get infected.
4. Once a cell is ‘infected’, the virus multiplies and can spread around the body.
5. Our body produces antibodies that fight the virus and help us get better.
WHY IS CORONAVIRUS DANGEROUS?
If the virus gets into the cells in our lungs, it can stop the cells from doing their job, which is to help us breathe.
WHO CAN CATCH IT?
Children can catch the virus just as easily as adults, but it doesn’t make them as poorly. Adults who are already poorly and elderly people are the most affected, but most people can get better from it.
HOW CAN WE PROTECT OURSELVES?
The virus can spread very easily and we carry it and pass it onto others even if we don’t feel poorly ourselves.
There are 2 important things we can do to protect ourselves, our friends and our family.
WASH YOUR HANDS
Washing your hands with soap and water helps get rid of the virus. This will prevent the virus from getting into our bodies and spreading to other people. Let’s all remind one another to wash our hands!
AVOID OTHER PEOPLE
To stop the virus spreading, we need to keep away from other people and stay at home for a time. But don’t worry – life will go back to normal!
HOW ARE SCIENTISTS TRYING TO KEEP US SAFE?
Scientists are working hard to find a Coronavirus vaccine. A vaccine can help protect the body from being infected.
REMEMBER
IT ISN’T YOUR FAULT IF SOMEONE YOU KNOW CATCHES CORONAVIRUS.
Produced by Dan Hawcutt - Alder Hey Children's NHS Foundation Trust
The 2020 Summer Reading Challenge is here! – a message from our local libraries:
The Summer Reading Challenge, presented by The Reading Agency and funded by Arts Council England, encourages children aged 4 to 11 to set themselves a reading challenge to help prevent the summer reading ‘dip’. Each year the Challenge, delivered through public libraries, motivates over 700,000 children to keep reading to build their skills and confidence. Last year more than 14,000 children across Devon and Torbay took part.
With the disruption caused by COVID-19 and the impact of social distancing on schools and public libraries, the 2020 Challenge will launch as a digital activity to keep children reading over the summer and support parents and carers with children already at home. The Challenge will run from June to September.
This year, Silly Squad, the Summer Reading Challenge 2020, celebrates funny books, happiness and laughter and features bespoke artwork from award-winning children’s author and illustrator Laura Ellen Anderson (Amelia Fang; Evil Emperor Penguin; I Don’t Want Curly Hair). Children taking part in the Challenge will join the Silly Squad, an adventurous team of animals who love to have a laugh and get stuck in to all different kinds of funny books!
The digital Challenge is free to access, featuring games, quizzes and digital and downloadable activities to incentivise and encourage children and their families to take part in reading-related activities at home. Although our library buildings are closed we have boosted the number of children’s books available to borrow via our e-lending platforms, which can be accessed from our Devon Libraries and Torbay Libraries websites. From June we will be hosting lots of Silly Squad events and activities on our Facebook pages, so look out for those!
There is a special SCHOOL ZONE on the Silly Squad website with lots of resources to help you to promote the Challenge and we would be very grateful if you could help us by doing the following:
Promote the Challenge to the families in your school, and encourage parents to sign their children up here.
Signpost families to our Facebook pages https://www.facebook.com/PaigntonLibrary where we will be hosting lots of Silly Squad digital events throughout the summer. More information to follow.
We are very aware that there may be families at your school who struggle to get online and will not be able to access the digital challenge. We are hoping to be able to offer these families some resources to be able to complete the challenge without going online. If you have any families that fall into this category, perhaps you could tell us how many, and we will see if we can get some resources to you before the end of term.
With school life disrupted and many children missing the company of their friends, this year’s fun-filled Summer Reading Challenge will be all the more vital as a way of helping parents and carers find fun, family-friendly activities, maintain literacy levels and create a safe space for children to connect with their peers.
The Sleep Walk... Your Way!
This July, Rowcroft Hospice celebrates ten years of The Sleep Walk — our female-only fundraising event where girls and women sparkle like the stars as they step out onto our South Devon streets in a sponsored walk to raise vital funds to care for local patients with life-limiting illnesses. In this year’s event, ‘The Sleep Walk — Your Way’, girls can choose to walk for five or ten miles over the course of a week starting Saturday 4 July, at any time that suits them. They can walk with friends and/or family members, taking any route of their choice — all we ask is that they abide by social distancing guidelines, keep safe and have loads of fun!
There’s no minimum age to sign up, and all participants will be awarded a Sleep Walk medal. For those wishing to take part, there’s a £5 sign-up fee and we’re asking Sleep Walkers to either make a donation to Rowcroft, or commit to raising sponsorship. Please note that girls under 16 will need full parental consent to take part, and they must be accompanied by an adult at all times. To sign-up or for further information, please visit: www.rowcroftsleepwalk.co.uk
If you would like more information, please don’t hesitate to contact me on 07501 721824.
Catherine Doye
Events Coordinator
Inspire Others Be Determined
COLLATON ST. MARY
C. OF E. PRIMARY SCHOOL
Show Friendship Aim High Take Responsibility
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The history of Ohio frontier days has always fascinated me. The reasons for this have changed over the years, but it’s as true today as it was when I was a boy.
Principally, I suspect, this interest is attributable to where I grew up. Our family farm was located in Logan County, Ohio, about 100 miles north of Cincinnati. Logan County is a rural county, a place of rolling hills and considerable scenic beauty. It has been characterized as “the crossroads of the Ohio frontier”. No fewer than 10 military campaigns moved through the region in the late 18th century and at least 11 Indian villages were located there. Principal among them were Chief Blue Jacket’s town, present-day
Bellefontaine, the county seat of Logan County, and Wapatomica, principal village of the Shawnees, near Zanesfield, in the beautiful Mad River Valley.
As an aside, Zanesfield is the site of the Zanesfield Rod and Gun Club, which Joe Stern described so lovingly in the paper he delivered on November 21, 1994, concerning his return to flycasting after a debilitating stroke.
Our farm was 186 acres in size and had been in the family since 1843. It was a long narrow piece of land. There was a stream running through it and a marsh. Best of all, it had a 28 acre forest at the far end of the property. Walking through that forest gave one the feeling of being far from civilization, and the chance that any moment a Shawnee warrior would spring from behind a tree was not alien to a boy in those simpler times of the 1930's.
If you walked far enough through the woods, you came to the property line fence at the rear of the farm. By climbing that fence and walking a few yards you found yourself atop a grassy knob commanding a wonderful view of the Mad River Valley. If you strained your eyes, you could see both the Rod and Gun Club and Wapatomica from this vantage point.
The historic site of Wapatomica was well-known to the boys of our area -- particularly those like me who were in the Boy Scouts. Indian lore was a big part of our curriculum and an important village such as Wapatomica was a shrine to those of us who were drawn to the romance of the frontier. Besides, this was a place where Simon Kenton had run the gauntlet.
Few men have dominated their time and space as did Simon Kenton on the Ohio and Kentucky frontiers in the late 1700's. His name lives on in the area he roamed -- having been affixed to counties, townships, cities, schools and shopping centers. Born in 1755 in Virginia, Kenton was forced to flee that state in his teenage years after a fight over a woman in which he mistakenly believed he had killed his adversary.
Changing his name to Simon Butler, he wandered the frontier for many years fighting Indians and, at times, serving as a scout for military expeditions sent against them. Daniel Boone was one of his mentors.
A physical giant for those days - he was about 6'6" tall - Kenton assumed legendary status during his lifetime and was present at many of the engagements which led to the ultimate defeat of the Indians. He is a wonderful historical character and a fitting subject for a Literary Club paper. Unfortunately, to my way of thinking, that paper has already been written about as well as it's possible to do by Allan Eckert, the accomplished historical novelist, who wrote a book about Simon Kenton called "The Frontiersmen" several years ago. There's not much I can add to what he said so well, so I won't try.
But, Simon Kenton wasn't the only figure of interest on the Ohio frontier and he wasn't (for purposes of my title) the only one named "Simon". There was another Simon - the antithesis of Simon Kenton in many respects and certainly in the regard of his contemporaries. His name was Simon Girty. It is about "that other Simon" that this paper is concerned.
Simon Girty's life has been described by his definitive biographer as "tragically romantic". There was nothing in his early life, however, to suggest that such a characterization would be warranted. Like thousands of other frontier settlers, Simon was the only child of immigrant parents - an Irish father and an English mother. The Girty's had four sons. All of them survived to adulthood, which was no mean accomplishment considering the times and circumstances. Simon was the second-born -- in 1741 -- and was named for his father. His older brother was named Thomas and his two younger brothers were named George and James. Little is known of the boys' early lives except that they grew up on a small farm about five miles north of present-day Harrisburg, Pennsylvania.
Simon, Sr., their father, like many people on the frontier, drank excessively at times and, while on a
drunken spree in 1751, was killed at his home by an Indian called "The Fish". The law of the frontier demanded that the killing of a white by an Indian must be avenged. The honors in this case were performed by one John Turner, a friend of Simon, Sr., who had lived with the Girty family for a brief period. Turner killed "The Fish" and, as a reward, received the hand of the widow Girty in marriage in 1753. They had a son, John, Jr., a year later, who also survived to adulthood and made a name for himself on the frontier.
Turner and his family, drawn by land hunger, moved to the very edge of the Pennsylvania frontier - west of the Susquehanna River - in 1754. Unfortunately, the French and Indian War was going on at the time (Braddock's ill-fated campaign was less than a year in the future) and the Indians, instigated by their French allies, were harassing the frontier settlements of the British colonists. In one of those raids, the entire Turner family was captured and hustled off farther west to an Indian village called Kitanning, near what is today Pittsburgh. John Turner was apparently recognized at Kitanning as the man who had killed "The Fish" and it was decided that he should be tortured to death. Mrs. Turner and her boys were horrified spectators of this event, being forced to watch their husband's and stepfather's agonies from a seat on a nearby log. The torture lasted for three hours and, as the story goes, was ended only when a young Indian boy was lifted up and dispatched poor Turner with a tomahawk.
Following this delightful show, the remaining family members, except for Thomas, were parceled out to various Ohio tribes for adoption. Thomas, the eldest son, was rescued by colonial militia while still at Kitanning and returned to Pittsburgh. Simon was given over to the Senecas, or Mingoese as they were known in Ohio. He was 15 at the time of his capture and stayed with the Mingoese for four years, learning their way of life and their language. In 1759, under the terms of a treaty, the Ohio Indians returned all their white prisoners and Mrs. Turner and her boys came back to Pittsburgh.
His return from captivity clearly marked the end of Simon's boyhood - to the extent he ever had anything resembling one. He was now 18 years old and was confronted, as were his brothers George and James, with making a living among a people they had not known for four years. It proved to be not too difficult. Trade was picking up with the Ohio tribes and the Girty boys found themselves highly valued among the traders for their language skills. Indeed, this language facility contributed to the direction the rest of their lives would take.
Simon's adult life can be divided roughly into three periods - the colonial period or what remained of it; the period of the American Revolution; and the period of the Indian wars which followed the revolution and lasted until the Treaty of Greenville in 1795. In each of these periods, Simon was present at many of the memorable events of early Ohio history. Those of you who saw the 1994 Academy Award winning account of a southern half-wit who was present at many of the key events of the 1960's and 1970's, will appreciate my description of Simon Girty as "the Forest Gump of the Ohio frontier". Not that Simon was a half-wit; on the contrary, although lacking in formal education, he apparently had an innate sensibility that enabled him to survive and even flourish in the volatile climate of the Western border.
He made many friends in Pittsburgh during the colonial years and there is some evidence that he took an interest in public affairs. He was even something of a community activist on one issue, namely the disputes between Pennsylvania and Virginia over their western boundaries. Simon, for some unknown reason, sided with the Virginians in these disputes and his sympathy came to the attention of that colony's royal governor, Lord Dunmore.
Dunmore had good reason to be on the lookout for friends. Relations between Virginia settlers in the west and the Ohio Indians were steadily worsening. The Indians had formed a confederation to protect lands they regarded as their own and began a series of raids
on remote settlements in Western Virginia and Kentucky. As might be expected, these raids generated bloody reprisals by the colonists and soon full-scale frontier war erupted. Lord Dunmore became convinced that strong military action against the Ohio Indian confederation was required and he set in motion plans for a campaign in 1774 which ultimately became known as "Lord Dunmore's War".
It wasn't much of a war, lasting only about three months and with only one day of serious fighting. Simon Girty was enlisted as a scout for the Virginia militia assembled for this campaign. Many prominent frontier figures joined the Dunmore campaign and Simon, as a comparative "rookie" in frontier fighting, had the opportunity to meet and become familiar with them. Two of those "new friends" - Simon Kenton, or "Simon Butler" as he was still known, and Col. William Crawford - were to figure prominently in Girty's later life, as we'll see. Simon appears to have performed well in the brief war. Historical accounts of some British Colonial officers say that "he manifested the strongest desire to kill any savage that might be found lurking in front of the army," and one account mentions his accompanying Simon Kenton on a courier mission through many miles of hostile territory.
One other notable event of Lord Dunmore's war in which Simon Girty was involved bears mentioning. That is the story of the famous speech attributed to the Mingo chief, Logan, at the council ending the war. Logan's family had been killed in a treacherous ambush several years earlier, causing him to renounce his long-standing friendship with the whites and go on the warpath. When Lord Dunmore attempted to make peace with all the Ohio tribes, Logan refused to attend the peace conference. As legend has it, he dictated his reasons for not attending to an interpreter while standing beneath a tree which subsequently became known as "The Logan Elm". It makes for a pretty story, but it isn't true. Actually, Logan's speech was written by Lord Dunmore's brother-in-law who based it on recollections by Simon Girty of an earlier conversation Girty had with Chief Logan in the latter's tent. That
speech was read at the peace conference and later sent to Thomas Jefferson, who characterized it as one of the great speeches of western man.
Simon's popularity with Lord Dunmore and his service in the latter's "war" earned him a second lieutenant's commission in the Virginia militia. At the time he received this, he took the oaths affirming his loyalty to the British crown and his willingness to defend it against rebellion. It was the eve of the American Revolution and to Lord Dunmore and Simon's other British superiors, it appeared that Simon was someone they could depend on to defend colonial status on the frontier.
But, after the battle of Lexington and the beginning of the Revolution, Simon and most of the other militia officers quickly rallied to the cause of the colonists. Thus began the second period of Simon's life, a bizarre and contradictory time of shifting alliances and loyalties which was ultimately to brand him the "scourge of the frontier" among his contemporaries and succeeding generations alike.
His career as a revolutionary was less than noteworthy - and not very long. Simon's assignments at Pittsburgh were pretty well limited to mundane chores like recruiting and routine interpreting. He did act as an interpreter on a punitive expedition against Indian tribes in northern Ohio, but that turned into a farce. It resulted in the deaths of one old man, four squaws and a boy and became known as the "Squaw War" - an embarrassment to all who participated in it.
Meanwhile, the Revolutionary War in the West gained intensity in 1777 when the Lieutenant-Governor of Canada, Henry Hamilton, induced the Ohio Indians to remain loyal to the British. In return for their loyalty, he agreed to support them in their struggle against the encroaching whites in Ohio and Kentucky. This development caused the Americans living in Pittsburgh to examine more closely the loyalty of some of the people living among them. The focus of their suspicion was Alexander McKee, who had worked for the
British as an Indian agent and was still living in Pittsburgh. McKee was rumored to be the brains behind a conspiracy to murder American leaders in Pittsburgh and to turn Western Pennsylvania over to the British. One of McKee's close friends was Simon Girty; this fact, coupled with Girty's friendship with Lord Dunmore and his earlier loyalty oath to the crown, quite naturally made him a suspected fellow-conspirator.
Nothing was ever proven to this effect, but Simon's reputation was irrevocably tainted. His friend, McKee, seized the opportunity to talk with Simon about going to work for the British. Whatever he said must have been persuasive, for on the night of March 28, 1778, McKee, Simon and five others slipped out of Pittsburgh and crossed the Ohio River a few miles south at a point still known today as "McKee's Rocks". They moved swiftly through Indian territory, pausing only at a Shawnee village south of Columbus where Simon's brother, James, joined them, and then went directly to Detroit. Simon had not only crossed the Ohio - but a symbolic Rubicon as well. His desertion of the garrison at Pittsburgh stamped him forever as a traitor, a "white renegade" in the language of the time, and helped assure this otherwise undistinguished man a place in the history books.
Why did he do it? No one can be sure. He told an acquaintance later in life that he had perhaps acted in an overly hasty manner - and that liquor may have contributed to his decision. Others said of him that he was always responsive to the suggestions of friends - probably as good a reason as any why a man would change his life so completely as did Simon Girty.
Lt. Gov. Hamilton in Detroit greeted the runaways with delight. Simon and James were both employed immediately as interpreters by the British Indian Department and the two of them left for the Ohio wilderness. Simon's assignment was to live among the Mingoes, or Senecas, interpret for them, and go with their war parties against the whites, as the situation might demand. James was to do the same for the Shawnees. Although both men traveled extensively in
their work, Simon's base of operations was near present-day Huntsville in Logan County and James was about 13 miles away at Wapatomica.
Neither brother was commissioned to any military rank, in spite of their assignment to accompany war parties on raids. They were basically interpreters, but functioned also as Indian agents under the command of Alexander McKee, back in Detroit. Parallels with today are difficult, but we would probably call them "military advisors". For their services Simon and James each received $2.00 per day plus rations, a gun, a saddle and bridle, and three horses. They were willing and effective workers in carrying out Hamilton's western war against the Americans.
Simon and his Mingo braves engaged in daring raids within sound of the guns of Fort Pitt. They killed settlers and soldiers, took captives and generated widespread terror among the settlers. Did Simon do any killing? He did and, in fact, often boasted of doing so. Not to have done so would have been considered cowardice by his Indian comrades. Yet, there is no charge that he ever killed women or children which is, I suppose, to his credit. At any rate, Simon became the bogeyman of the frontier. His apparent presence was reported at virtually every Indian raid between the Susquehanna and the Wabash, even though it's clear he could not have been at most of them. As Theodore Roosevelt explained in his history, "The Winning of the West": "The frontiersmen hated Simon Girty as they did no other man, and he was credited with numerous actions done by other white leaders of the Indians." In support of this, contemporary British military accounts say relatively little about Simon and do not assign him the same ubiquity as did the settlers.
Simon's other younger brother, George, joined Simon and James in 1779. He deserted the U.S. Marines, where he had been a lieutenant, and came to Detroit. Like his brothers, he was employed as an interpreter and sent to Ohio. The three brothers occasionally joined forces in their raids and George's military experience made him a formidable tactician. Such
reports as exist indicate that all three brothers were courageous and determined fighters.
Simon was present at two of the principal historic events of the Ohio frontier. The first occurred in 1778, just shortly after he came over to the British, and involved his old friend from Lord Dunmore's War days, Simon Kenton. Kenton had been captured near the mouth of the Great Miami River, not far from here, while attempting to cross the Ohio River with some stolen Indian horses. He was immediately taken north by his captors, strapped to the back of a horse, on an odyssey through most of the significant Indian villages of western Ohio. At each village, in the manner of a touring road show, he was compelled to run the gauntlet. This required him to run between two lines of Indians - mostly squaws and young men who were armed with sticks, clubs and other blunt instruments. The object was for him to dash between these two lines without getting knocked off his feet. Once down, a victim was often beaten to death where he lay. Because of his size and speed, Kenton was remarkably successful at making it through the lines with nothing more than minor bruises. In later years, he was to boast that he had run the gauntlet successfully seven times on this trip, including the final time at Wapatomica where his run for his life left him with a broken arm and severe bruises. In this condition, he was taken before a council of Shawnee elders who voted to torture him to death by burning. As was the custom, his face and body were painted black in preparation for death.
At this point, Simon and James Girty arrived at Wapatomica, fresh from a raid in Kentucky. Seeing a captive prepared for death, they initially joined in the abuse being showered on him and asked him questions about frontier defenses in Kentucky. Kenton, recognizing Simon Girty, identified himself. As Kenton later told the story, Simon Girty embraced him, called him a "dear and esteemed friend" and said "Well, you are condemned to die, but I will use every means in my power to save your life". Girty immediately made a long speech to the tribal council which was apparently
so persuasive that the Indians jumped to their feet at its conclusion and voted to spare Kenton's life.
Girty took Kenton under his care and protection for three weeks until the latter regained his health. What Girty intended doing with his friend we'll never know, for at this juncture a band of angry young braves returned from a raid where they had been badly mauled. They decided that Kenton should be killed in revenge. The tribal council reversed its earlier vote and reinstated the decision that he should die by burning. Nothing Girty could say would change their minds. He managed, however, to get them to change the execution site to another village farther north. There Kenton escaped death through the intercession of a British trader, who succeeded in getting him sent under guard to Detroit. The British command there had no stomach for executing a white man for horse thievery and held him at the garrison, from which he eventually escaped and returned to Kentucky. The two Simon's never saw each other again although their lives were to parallel each other on the frontier for another two decades. While much to Girty's credit, his actions in behalf of Kenton were perhaps attributable more to the two men's prior association than to any inherent qualities of decency on Girty's part. There were, however, four other well-documented instances where Girty intervened with the Indian captors of white settlers to spare their lives and return them to their people.
These acts of compassion contrast oddly with the second historical event so closely associated with Simon Girty, namely, the capture and torture of Col. William Crawford at Sandusky. As background, over 90 Christianized Indians had been slaughtered by white militiamen in March, 1782, at Gnaddenhutton in Eastern Ohio. Col. Crawford took no part in that massacre but, somewhat against his will, was elected to lead pursuit of the remainder of those same Christian Indians who had escaped to an area near the Sandusky River in Northwest Ohio. Crawford was a decent man and had considerable standing on the frontier. He was a friend of George Washington and knew many of the Indian leaders from previous trips into the Ohio country. He
had also been a participant in Lord Dunmore's War and had served in the same unit as Simon Girty.
Crawford's pursuing army was poorly trained and ill-disciplined. It was ambushed and routed by a combined force of Indians and British after a two-day battle in June, 1782. Col. Crawford and several of his officers, including the expedition's surgeon, Dr. John Knight, were captured and taken to the Delaware village at Sandusky to be tortured to death, ostensibly in revenge for the Gnaddenhutton massacre. Simon Girty was at a nearby village and, learning that, Crawford asked to meet with his former comrade. His purpose in doing so was to ask Girty to help him and, according to some accounts, Girty agreed to do everything he could. His efforts, to the extent he made any, were unavailing, however, and Crawford was put to the fire. Simon was present at the torture and, according to Dr. Knight who was also there, he "gave every indication of delight at the colonel's situation". In the midst of his agony, Crawford called out to Simon to shoot him, but, according to Dr. Knight's account, Simon laughed derisively and said: "Why, you can see I have no gun".
Knight's account, given shortly after a remarkable escape from the Indians, has been questioned by some historians who suspect it was deliberately slanted by Knight's published to make Simon's role in the matter more venal that it really was. Whatever, the story inflamed the settlers even more against Simon and reserved for him a special place in the pantheon of frontier villains. While his raids with the Indians on white settlements had made him feared, the Crawford incident generated among the frontiersmen a blind hatred which could never be overcome.
The Revolutionary War's end in 1783 brought a change to Simon's life. He remained on the British payroll in Detroit as an interpreter - but at half pay. To help pass the time, presumably, he decided it was time to marry. His bride was Catharine Melott, who had been captured by the Indians at the age of 15. Now 19, Catharine accepted Simon's proposal of marriage with alacrity - apparently feeling that anything was better
than being an Indian squaw. Simon was no Adonis. He was 43 years old, about 5'9" tall with a heavy frame and a short neck. His hair, worn shoulder-length, was streaked with gray and his forehead bore a deep scar - the souvenir or an attack by a drunken Indian. Catharine was willing to overlook all his shortcomings - physical and moral - however, and travelled with him to Detroit where they were married in August, 1784. Simon received a tract of land near present-day Amherstburg, in Ontario, as a bonus for his wartime service and settled his new bride there.
Meanwhile, back in Ohio, events were building to another round of fighting. Simon was recalled by his British masters for the third and final phase of his career, the Ohio Indian Wars. The origin of these wars, which lasted from about 1784 to 1795, stemmed largely from the fact that British fur traders wanted to keep on doing business with the Indians in Ohio. British interests, therefore, were directed towards stirring up the Indians and urging them to stand up for what the British told them were their "rights". This talk of "Indian rights" fell on the receptive ears of new and aggressive Indian leadership - men such as Tecumseh, Blue Jacket and Little Turtle. The issues remained the same as during the Revolution, namely, territorial and hunting rights, but these new leaders attempted to persuade the Ohio nations that their strength lay in unification and not in tribal autonomy. This was not an easy sell. Fortunately for his British superiors, however, Simon Girty had banked a fair amount of credibility with the Ohio Indians during the Revolutionary period. This, plus his facility with their language and a certain flair as an orator, made him very effective among the "war faction" of the tribes and probably tipped the balance in favor of hostilities against the American settlers.
The Indian Wars, in simplest terms, consisted of numerous limited scale raids on white settlements, punctuated by three major battles. The first of these battles occurred as part of General Harmar's campaign in 1790 and was more of a defeat than a victory for the Americans. This was particularly so since the
ambiguous result validated the Indian leaders' claim that ultimate victory lay in unification of the tribes and set the stage for the next attack by the Americans. That was not long in coming under the leadership of Gen. Arthur St. Clair, first Governor-General of the Northwest Territory. St. Clair assembled an army of 1400 men in Cincinnati and marched northward to meet the unified tribes near the Maumee River in Northwestern Ohio. There, on November 3, 1791, in a humiliating and thorough defeat for the Americans, some 630 officers and men were killed by an Indian force which was later estimated to be only 900 men. Simon Girty led his Indians in this battle and fought with great bravery - so much so that he was presented with three captured cannon. It was a hollow trophy, however, since they were too heavy to be moved.
Simon's last battle against his countrymen was also the third and last battle of the Ohio Indian Wars. It was in August, 1794, at Fallen Timber, on the Maumee River, not very far from St. Clair's defeat. Here, General "Mad Anthony" Wayne and a well-trained army of American regulars defeated a smaller force of Indians led by Chief Blue Jacket and crushed the Indian alliance in Ohio for all time. Simon was at this battle, but he took no active part in the fighting. He prudently positioned himself near the river - having a premonition of defeat perhaps - and was able to escape the disaster and return to Canada. He never came back to Ohio.
His retirement years were spent working his farm near Amherstburg and in acting as a part-time interpreter for the British at nearby Fort Malden. He and his wife had three children - Ann, Sarah and Thomas - as the result of his periodic visits home during the Indian Wars. A fourth child, Prideaux, was born in 1797. Not long after, Catharine Girty left Simon, complaining that during his periods of drunkenness he frequently hit her on the head with the flat of his sword.
Not a lot is known of Simon's last years. His eyesight began to fail, but that did not interfere with
his drinking. When war broke out again between the British and Americans in 1812, he took no active part. In fact, fearing that the army of Gen. William Henry Harrison which invaded lower Canada would take revenge on him for his past misdeeds, he left his home and went to stay with some Mohawk Indians on the Grand River. He was here when Gen. Harrison defeated a combined force of British and Indians at the Thames River - the same battle in which it is commonly believed that Tecumseh was killed.
After staying with the Mohawks for three years, Simon retired to the house of his daughter Ann in Malden. He was totally blind by now and virtually unable to care for himself. His wife returned to care for him in his last year (she was apparently some kind of saint) and he finally died on February 18, 1818 at the age of 77. Mrs. Girty said he seemed penitent at the end and listened attentively as she counselled him to pray for salvation. Simon was buried on his farm next to his son, Thomas, who had died fighting for the British in the War of 1812. A nearby British military post sent an honor guard to fire a salute over his grave and he was buried with full military honors as a loyal subject of Great Britain.
Simon outlived his younger brothers. They had both married Indian women, but there similarities ended. George became a habitual drunkard and died on the eve of the War of 1812. James, who was relatively abstemious for a frontiersman, had no reluctance about selling whiskey at his trading post near St. Marys, Ohio. He accumulated a tidy estate by the time he died in 1817.
Thomas, the eldest of the Girty boys, died in 1820 near Pittsburgh. It was said of him that "his reliability and patriotism...could always be counted on". The fact that he bore the Girty surname caused some problems, but he was considered to be one of Pittsburgh's respected citizens at the time of his death.
Simon Kenton outlived everyone, dying at the age of 81 in 1836. His last years were spent in a log cabin at Zanesfield, near Wapatomica, and he was buried there in a crude grave, with a headstone reading: "His fellow citizens of the West will long remember him as the skillful pioneer of early times, the brave soldier and the honest man." His grave was later moved to Urbana, Ohio, about 20 miles away, and marked by a handsome monument erected by the State of Ohio.
And, finally, what about Wapatomica? Gen. Benjamin Logan, for whom Logan County is named, and a militia army of Kentuckians destroyed it in 1786, along with the other Indian towns on the Mad River. A historical marker designates the site which is now overgrown by trees and bushes that obscure, both actually and metaphorically, the vanishing history of a turbulent and tragic time.
**Bibliography**
Butterfield, Consul W. - *History of the Girty's* (Cincinnati, 1890; Reprinted Columbus, Ohio, 1950)
An Historical Account of the Expedition Against Sandusky Under Colonel William Crawford in 1782 (Cincinnati, 1873)
Eckert, Allan W. - *The Frontiersmen* (Boston, 1967) That Dark and Bloody Ground (New York, 1995)
Howe, Henry - *Historical Collections of Ohio*, Vol. II (Cincinnati, 1907)
Howells, William Dean - *Stories of Ohio* (Cincinnati, 1897)
Miriani, Ronald - *Against the Wind: The Shawnee at Wapakaneta* (Journal of The Cincinnati Historical Society, Spring, 1990)
Roosevelt, Theodore - *The Winning of the West* (New York, 1900)
SIGNIFICANT OTHERS
February 19, 1996
John D. Caldwell
There is a pop theory that everyone is famous for fifteen minutes. Well, the problem is we lose the ones who were famous last month or last year, the new ones crowding over them. So let's revisit some people. Some may be more significant than others.
W.R. Davis may be the luckiest man who ever lived. Because a big boast he made on his honeymoon came true he had one of the world's happiest marriages.
Although the bride didn't realize it, the Davieses were spending the very last of their money driving an old, wrecked car north through Tennessee and Kentucky. Till his dying day he didn't know why he did it, but he turned to her and said, "Honey, we are starting a new life together and we can live anyplace we want. You look at houses along the road and when you see one you want to live in the rest of your life, tell me. We'll get it!" What a line! He was an unemployed schoolteacher with no prospects for a job in that year of 1933.
Later, paused at a stoplight in Northern Kentucky, the bride said "Pull into that driveway right there. I think I've found my house." W.R. did and they looked closely at the big three story brick, set well back from the road on a huge lot shaded by giant oaks.
She studied it and said, "Yes, I'm sure this is the place. May we look inside now, please?" | 8ad75163-39dd-4afa-a37a-b2144f41874c | CC-MAIN-2022-40 | http://cincylit.org/literaryclubsite/pr/Lit%20Club%20Papers/papers1996/19960212watkins.pdf | 2022-10-01T22:02:57+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030336921.76/warc/CC-MAIN-20221001195125-20221001225125-00763.warc.gz | 8,518,075 | 7,045 | eng_Latn | eng_Latn | 0.998136 | eng_Latn | 0.999321 | [
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The sad truth about elephant rides...
There’s certainly something magical about the idea of riding elephants, and who doesn’t want to say, “I went to Thailand and rode an elephant” and post some cool pictures on Facebook to show your friends? Unfortunately though, the truth is, riding elephants is not cool, and here’s why.
1. Most of the elephants are captured as babies from the wild.
For many of the elephants, life in captivity begins when they are ripped from their herd in the wild. Because elephants form strong bonds with their mothers and female calves stay with them for life, the separation is psychologically harmful both for mothers and calves.
2. Parents and other members of the herd are often killed during capture of babies.
Experts estimate that as many as five adult elephants can be killed while defending a baby during wild capture. The capture is a violent process, as elephants are hit with large sticks and pulled with ropes.
3. “Breaking” an elephant is abusive.
In order to force a young elephant to become docile and fear humans, the calves are tied up and beat with long bullhooks. This process can go on for days, sometimes a process that is both psychologically and physically damaging. Young elephants are often identified by their scar patterns.
4. Working all day, elephants easily overheat and become dehydrated.
Carrying tourists and throws on their backs as well as humans, elephants are prone to overheating on long rides. For instance, in Nepal many elephants conduct up to 7 trips each day, seven times a week.
5. Awful conditions after work.
After a long day’s work, elephants return to their shelter, and are tied with (spiked) chains. They can hardly move and often stand in their urine, causing infections. Mahouts also beat them with a bamboo stick on a daily basis. Some mahouts use the cruel ankush or bull hook.
6. Elephants do not retire.
Elephants conduct up to 7 trips, 7 days a week, carrying stuff at 100 kg weight on their backs. They often start their day before sunrise and come back after sunset. Most of the elephants have no chance of retirement. This means elephants as old as 70 are still working.
If you care about elephants…
DON’T RIDE THEM
Share this with your friends!
Many people are not aware of the terrible conditions these elephants are living in and still riding them because they just don’t know what those elephants have been through and what happens to them every day.
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Priscilla’s Predicament...the Worrywart Woes
Written by Stephie McCumbee
Illustrated by Brian Martin
Priscilla’s Predicament… the Worrywart Woes
Text and Illustrations Copyright © 2015 by Father Flanagan’s Boys’ Home
ISBN 978-1-934490-87-7
Published by the Boys Town Press
14100 Crawford St.
Boys Town, NE 68010
All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without express written permission of the publisher, except for brief quotations or critical reviews.
For a Boys Town Press catalog, call 1e-800-282-6657
or visit our website: BoysTownPress.org
Publisher’s Cataloging-in-Publication Data
McCumbee, Stephie.
Priscilla’s predicament … the worrywart woes / written by Stephie McCumbee ; illustrated by Brian Martin. -- Boys Town, NE : Boys Town Press, [2015]
pages ; cm.
ISBN: 978-1-934490-87-7 e-pub ISBN: 978-1-545743-95-9
Audience: Grades K-6.
Summary: When things don’t go as planned, Priscilla begins to worry. She worries so much, she starts to sprout ears, tusks and a tail. Priscilla is becoming a worrywart! Author Stephie McCumbee uses Priscilla’s predicament to educate K-6 students, teachers and parents about the challenges of anxiety and worry, and how to overcome those negative thoughts by focusing on positive solutions.-Publisher.
1. Worry in children--Juvenile fiction. 2. Anxiety in children-- Juvenile fiction. 3. Stress in children--Juvenile fiction. 4. Negativism-- Juvenile fiction. 5. Emotions in children--Juvenile fiction. 6. Children-- Life skills guides--Juvenile fiction. 7. [Worry--Fiction. 8. Anxiety-- Fiction. 9. Stress management--Fiction. 10. Emotions--Fiction. 11. Conduct of life--Fiction.] I. Martin, Brian (Brian Michael), 1978-. II. Title.
PZ7.M4784153 P752 2015
[Fic]--dc23 1509
Printed in the United States
10 9 8 7 6 5 4 3 2 1
Boys Town Press is the publishing division of Boys Town, a national organization serving children and families.
Have you ever heard of a “WORRYWART”?
Me either. But my Mom and Dad said if I don’t learn how to control my stress, I’M GOING TO TURN INTO ONE.
I pictured this WILD, HAIRY BEAST with a long horse-like mane and tusks sticking out the sides of its mouth. Its tail swinging back and forth like it’s swatting at flies.
YUCK!
What could be worse than being a worrywart?
When I got in bed, I just kept picturing that worrywart and all those flies.
GROSS!
I took FOREVER to finally fall asleep!
The next morning, I woke up late and missed the bus. *I was so stressed!*
“Priscilla, you need to stop worrying and relax. **TAKE A DEEP BREATH,**” my mom said. “Go eat some cereal and brush your teeth. I’ll take you to school today.”
Don’t worry? **YEAH RIGHT!** Worry is my middle name.
I hate being late! And if I’m late, I’ll miss my reading test!
While I was brushing my teeth, I noticed something unusual about my hair. My bangs were standing STRAIGHT UP on the top of my head like BLADES OF GRASS.
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Supporting Children on Their Journey to Good Health
As America wrangles over many daunting issues, no challenge is more urgent than protecting the health and safety of our children—now, and as they grow. Over the past four decades, we have witnessed childhood obesity grow to epidemic proportions. More than 12.7 million children and adolescents are obese or overweight. That’s roughly one child in every three, with low income and children of color disproportionately affected. This September, National Childhood Obesity Awareness Month provides a chance for all of us to learn more about this serious health condition. While there is no simple solution, there are many ways communities can support children on their journey to good health.
ISSUES WITH CHILDHOOD OBESITY
• Children with obesity are at higher risk for having other chronic health conditions and diseases, such as asthma, sleep apnea, bone and joint problems and Type 2 diabetes. They also have more risk factors for heart disease, high blood pressure and high cholesterol than their normal weight peers.
• Children with obesity can be bullied and are also more likely to suffer from social isolation, depression and lower self-esteem than their normal weight peers.
• Obesity in childhood is more likely to persist into adulthood. This can lead to lifelong physical and mental health problems. Adult obesity is associated with a higher risk of Type 2 diabetes, heart disease and many types of cancers.
Many factors can have an impact on childhood obesity, including eating and physical activity behaviors,
(continued on page 2)
DID YOU KNOW...
■ September is National Childhood Obesity Awareness Month.
■ National Childhood Injury Prevention week is September 1–7. The purpose of this week is to raise awareness of the preventable injuries that harm and kill millions of children every year. Do your part by talking to children about safe habits and behaviors.
■ September 19 is Get Ready Day established by the American Public Health Association (APHA). The goal of Get Ready Day is to arm individuals, families and communities with knowledge that will help them cope with crises, such as natural disasters, infectious diseases and pandemic illnesses.
■ Families that play together, stay together! We all know that quality time with our family is paramount in building stronger relationships. National Family Day is celebrated annually on the fourth Monday of September.
JPMA.org, APHA.org, casafamilyday.org
Quotable Quotes
“What can you do to promote world peace? Go home and love your family.”
— Mother Theresa
INSIDE:
• Head Lice: Myths and Truths
• Recipes
• Octopus Tag
• Food Funny
genetics, metabolism, home environment, as well as social factors. For some children and families, obesity may be influenced by the following:
- Too much time being inactive
- Lack of sleep
- Lack of safe places in the community for physical activity
- Easy access to inexpensive, high calorie foods and sugary beverages
- Lack of access to affordable, healthier foods
When parents are at work all day, early care and education providers play a critical role because this is the primary environment for children to eat, play and grow. By modeling healthy eating and physically active lifestyles, early care and education providers can set our children on the road to a lifetime of good habits.
**Adopt policies and practices that support healthy eating, regular physical activity and limit screen time:**
- **Offer nutritious, lower-calorie foods** such as fruits and vegetables in place of foods high in added sugars and solid fats at meals and snacks.
- **Turn teaching concepts into movement for children.** For example, providers who want to teach letter recognition could post letters on the wall in the classroom as targets for bean bags.
- **Make sure drinking water is always available** as a no-calorie alternative to sugary beverages and limit juice intake to no more than once per day.
- **Eat together and make nutrition fun.** Serve meals family style so kids can choose what they want to eat and how much to serve themselves. Talk to the kids in your care about food groups—fruits, vegetables, grains, protein foods and dairy products.
- **Keep it simple.** You don’t need a recipe with a lot of ingredients to create a delicious dish. Plus, when you choose a simple recipe, you can spend more time teaching kids to prepare healthy foods and enjoying your meal together.
- **Make menu planning a group activity.** Brainstorm meal ideas with the children to decide what’s on the menu for the week. This helps engage children and involve them with meal choices. Encourage them to come up with menus that use nutritious ingredients and fruits and vegetables in season.
- **Take kids on grocery store trips.** To get ready for the trip, kids can make their own grocery lists of healthy foods on colored construction paper. At the store, they can hunt for a vegetable or fruit that matches the color of their paper (like purple cabbage, red peppers, orange tangerines and yellow squash). Encourage them to be adventurous – try pointing out produce they haven’t tried.
- **Bring kids into the kitchen.** When kids get to be chefs, they want to taste their creations. They will be delighted at the taste of fresh fruits and vegetables and proud of what they have made!
- **Be a role model!** Children watch everything we do, so eat healthy meals and snacks and get plenty of physical activity every day.
Addressing obesity can start in the home, but also requires the support of providers and communities. Working together, we all have a role in making healthier foods, beverages and physical activity the easy choice for children to help prevent childhood obesity. The fight against childhood obesity gains momentum in September and the results can last a lifetime. All children deserve a healthy start in life; it’s our responsibility to make that possible.
— Sources: health.gov, CDC.gov | 53dfe540-9462-4a79-a1e0-b3c262a9f453 | CC-MAIN-2023-14 | http://www.framax.net/uploads/1/1/5/0/115022477/supporting_children....pdf | 2023-03-26T21:03:25+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00728.warc.gz | 73,869,060 | 1,185 | eng_Latn | eng_Latn | 0.997447 | eng_Latn | 0.997574 | [
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HANDS-ON Science Specimen Center
Fascinating specimens for hands-on exploration!
Includes:
• Photo cards
• Mounted butterfly
• Fossil fly replica
• Worm cocoon in acrylic
• Flying beetle in acrylic
• Honeycomb
• Magnifier
• Activity guide
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NEW REWARDS FOR GREEN CLASSES!
Rewards for Recycling!
Collect 10 aluminum cans for every student that participated in your program and the teacher will receive one free 8x10 photo of your class! Contact Education for details on arrangements for pick up or drop off of cans.
REQUIREMENTS:
- Cans must be:
- Rinsed Clean
- NOT crushed
- In a Plastic Bag
Eco-Bracelets Beat Trash!
Eco-bracelets make cool jewelry from recycled bags AND help protect marine life! Use the Eco-bracelet Instructions to have each of your students make a bracelet. Send us a group photo of them styling their new jewelry and the teacher will receive one free 8x10 photo of your class!
REQUIREMENTS:
- 2 Standard plastic shopping bags
- BAGS must be clean
- Option—beads!
PLEASE LET US KNOW AFTER YOUR PROGRAM IF YOU ARE GOING TO PARTICIPATE!
E-news Stars: Green Class of the Month
Is your class green? Email a photo of your class participating in a conservation action with a brief description of your goal, and you may be chosen as the Green Class of the Month to be posted on social media!
Conservation Ideas:
- Plant native trees
- Start a recycle program
- Use reusable water bottles
- Paint a conservation mural
- Clean your school yard
- Perform a skit on stewardship
- Sing a song on conservation
firstname.lastname@example.org 242-359-0278
How To Make Eco-Bracelets
Supplies Needed 2 clean, standard plastic shopping bags of any color. Option—beads!
Step 1:
Lay plastic bag flat & fold into a 1-2 inch wide roll.
Step 2:
Cut off handles & cut roll into 1/2 inch pieces.
Step 3:
Tie pieces in a knot & tape to a table. Begin a simple 3-strand braid. Add beads as desired. Place on wrist and tie with knot! | efb18ff9-9fe2-4a39-b32d-9d112ba1cf47 | CC-MAIN-2021-21 | https://www.dolphinencounters.com/wp-content/uploads/2015/03/Green-Actions.pdf | 2021-05-11T17:02:51+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991648.10/warc/CC-MAIN-20210511153555-20210511183555-00374.warc.gz | 782,361,438 | 429 | eng_Latn | eng_Latn | 0.992695 | eng_Latn | 0.993759 | [
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There are many (expensive) ways to build an environmentally-friendly house – but the most effective plans focus less on being eco-fabulous, and more on common sense. Alex Bozikovic reports on the beauty that comes from keeping sustainability simple.
In buildings, green is fashionable. That is, the idea of green – of building and living in tune with the environment. “Sustainability” is a term that’s embraced by every self-respecting architect, repeated in every high-end shelter magazine.
At first glance, this can enter the realm of the silly – as in an “eco-conscious” farm house that’s 14,000 square feet such as that of Brady and Gisele Bundchen’s. Feeding a bloated mansion with solar panels or geothermal energy, a practice often criticized as “greenwashing,” is increasingly common in luxury home building.
But in renovating and building homes, as individual homeowners we can do something meaningful for the planet – cutting energy use, saving water and also cutting costs. The tools include an array of technologies – and also employing traditional common sense. Back in the mid-20th century, writer and architect Bernard Rudofsky collected examples of vernacular architecture – buildings all around the world that were shaped by traditional wisdom: “Untutored builders,” he said, “welcome the challenge of obstacles, meet the challenge of topography.” Today, architects and sensible clients are doing the same thing.
Green, Page 4
Montreal architects L’OEUF carefully positioned the windows in the ‘House in Four Fields’ so that sunlight would warm the concrete floor.
Green: A good design can drastically reduce energy costs
Using the sun and the wind
"It's a fascinating time," says Montreal architect Danny Pearl of the firm L'OEUF. "Some people are trying to live in harmony with the planet, while others are trying to use new technology so they can maintain the same lifestyle." L'OEUF just completed a new home near Mont-Tremblant, Que., which is within a working organic farm. And while it is built in a contemporary manner, its fundamental ingredients are traditional – its very form is designed to cut energy use.
Dubbed the House in Four Fields, it's a second home for an affluent Montreal family, but is designed to fit the landscape. Its form mimics local barns, and local Mer de Champlain stone was used for its main ingredient, a long stone wall that extends past the edge of the house. The stone wall defines a courtyard – a sheltered overhang that remains comfortable on the hottest summer days.
"The windows are built to be nearly airtight and highly insulated," he says. The rigorous Passive House standard of energy-efficient construction. The house has carefully placed windows on the south side, so sunlight can enter and warm up the concrete floor – which heats up slowly and retains heat, even in the cool of nighttime. This is what is called passive solar, and it works well in a low-rise building. Passive ventilation cools the house during the months of fall and winter. Windows on the end gables open, as do skylights, creating a strong cross-breeze that moves along the length of the house and pushes warm air up and outward. This kind of air movement is called stack ventilation, "and it sounds a bit complicated, at least for anyone born after the 1970s," Pearl says. "But if your house is older than that, or if you live in an old house, it makes sense."
The house also fulfills the demand for technological solutions: the clients asked for a sophisticated home automation system that will open the sun shades above the windows to allow more light in and control those windows and skylights at night to ensure the house remains comfortable inside. But solid shading devices and a bit of effort twice a day would work just as well.
Aiming for net zero
The architect Shafraaz Kaba built a special house for his family, but he left out one line. This might seem like a problem, since there's no admonition and warning can be a bit stark. But using no natural gas is only one of his ambitious goals; the house is also designed to be "net zero," to produce just as much electricity as it uses in an average year.
His design combines one significant piece of technology – photovoltaic panels – with some simple power – with no-tech strategies to reduce the family's energy consumption. Overlooking the city on a rise, the two-storey house is a "skinny box," says Kaba, a partner in the Isaac Architecture firm in Edmonton; it is insulated to an extremely high standard, and wired for renewable power – with its long sides facing north and south. Along the south facade are arched windows through which the sun heats and illuminates the house for much of the day. And above the windows is a row of PV panels. "We ended up using them as an awning," he says. "They create our power" – they have a 4.8-kW system that feeds back into the electrical grid – "but they also block the sun from coming into our house at just the right angle." Natural ventilation – hanging tapes and smaller windows (the operable windows at either end) allows breezes to pass the length of the house and air it out every day.
In winter, the family fires up a wood stove and some electric baseboard heaters, but that's not always necessary. When Kaba spent a year doing development work in Pakistan, he noticed that a traditional practice – hanging tapes and smaller windows – saved a few degrees worth of insulation to a house, which made the house feel both cool and comfortable." So, at his home, when somebody's chilly, they first just put on a sweater.
Renovating and staying small
In North America, we live large, literally. According to research by Canadian Architect magazine, the average house dwelling in Canada is about 1,950 square feet, a number that is almost 30 per cent higher than it was in the 1950s. Understanding that number provides an easy path to a reduction in energy-wasting materials and construction waste: Build efficient houses that are smaller than they need to be. An even greener strategy is to renovate an existing building rather than build anew. Solares Architecture followed this model when they renovated a drafty 2,000-square-foot house in downtown Toronto to accommodate a young family and make it more energy efficient. Julia and Julia Kneizc had lived there for several years and found its layout impractical. "This was an old modernizing project ... but doing it through clever design rather than throwing space at the problem," says architect Christine Lolley. Lolley and her partner, Tom Kneizc (also WIT a brother), kept the house's attractive and solid brick shell intact. By stripping out a few walls on the main level and combining rooms, they were able to reconfigure the layout to actually add a bedroom and bathroom within the existing footprint. New doors and windows and south-facing orientation created a much tighter envelope around the house. The wood frame of the house is set off from the brick wall by an inch of insulation so it can conduct heat. (The end result: The building uses 67 per cent less energy than the old house, which shows up in the bills and the owners' comfort level on the worst January days. You don't need to feel shivering through the winter," Lolley says, "if you're in a well-built house.")
Landscaping green
The environmental impact of gardens is tremendous: In North America, the production of tightly manicured lawns (most made of one single species, Kentucky bluegrass) consumes considerable demand on water sources while also restricting a whole range of biodiversity. A greener approach is to create a garden that, paradoxically, looks less natural.
The landscape architect Scott Torrance and his office know how to make less formal gardens, and they applied that skill to an unusual project: a series of three rooftop gardens atop a condo building, Market Wharf, in the centre of downtown Toronto. The idea is a series of native-wood roofs, or "greenroofs," which sit on top of the building, providing a natural counterpoint to the concrete, glass and brick. They also reduce the building's environmental impact. For one thing, the green roofs help keep it cool and comfortable." So, at his home, when somebody's chilly, they first just put on a sweater.
There is a real energy savings, and the green roof also keeps the air temperature cooler in the summer you can feel it, for sure."
But these specific green roofs demonstrate the power of plants that require relatively little water and little maintenance. These plants are native and are all native species, meaning they grow and therefore thrive in the specific climate of the region. These include the common shrub serviceberry and also tamarack and trembling aspen, which are more in urban settings but do well. "And we wanted to convince people to their native environment," Torrance says.
Torrance argues the best sustainable strategy here is a small back garden where a plant carefully for specific water conditions areas, as well as sun and shade, and thistle plants in areas that get more water from downpours. "As a homeowner, you can divide your yards into microclimates," he says. "I chose the right plants for the right location, and they're getting huge. It's like magic – but it's actually pretty simple." | <urn:uuid:f4418375-1e03-4c81-a9fb-cde009fc511c> | CC-MAIN-2018-05 | https://solares.ca/pdf/GlobenMail_July2014_GardenAve.pdf | 2018-01-16T20:51:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084886739.5/warc/CC-MAIN-20180116204303-20180116224303-00673.warc.gz | 844,923,495 | 1,940 | eng_Latn | eng_Latn | 0.999058 | eng_Latn | 0.999386 | [
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History of the Cemetery
This cemetery land was originally purchased by James G. Raymond on October 15, 1835 from the U.S. Government as part of a forty acre purchase (NE¼/4 of NE¼/4 of Section 17). The cemetery was established in 1837 as a family cemetery for the Raymond, Peckens, Ayr, McLean, and Boyden families. They migrated from the Town of Benton, Yates County, New York in 1832-1834, owned several farms nearby, and were related by marriage. Later burials included German families who were not affiliated with one of the Evangelical or Lutheran churches in the township, and were usually neighbors of the earlier settlers.
On February 3, 1842, David C. and Julia Ann Raymond, brother and sister-in-law of James G. Raymond, sold the cemetery land as part of an eighty acre sale to Robert Triggs for $500. How the property transferred from James G. Raymond to David C. Raymond in the 1835-1842 period has not been determined.
On April 2, 1846, Robert and Susan Triggs split off the cemetery as a separate 0.5 acre parcel (9 rods by 9 rods) and sold it for use as a public cemetery for $1 to Marasah B. Wellman, James G. Raymond and Samuel S. Peckins, acting as Trustees of Freedom Township, prior to the sale of the remaining 79.5 acres of property. On May 14, 1846, Robert and Susan Triggs sold the remaining property to John Huehl for $700. This property supplemented the 40 acres which Huehl already owned, and was the beginning of the current adjacent Huehl Acres.
The cemetery functioned as a public cemetery without any church affiliation until the last known burial in 1924. The steps leading up to the cemetery were built as a Boy Scout project in the 1970s, led by resident Armin Haessler.
The Early Settlers
Freedom Township began settlement in 1831 as a result of four actions:
• Congress passed the Land Act of 1820. This bill provided for the sale of public lands in smaller lots and at a lower price than had previously been the case. For the first time, an individual with an average income could compete with wealthy speculators and easily acquire land. Land represented power and a chance to improve one’s lot in life.
• Michigan became a state in 1837. The new state government was anxious to attract settlers to Lake Erie enticed by “water.” People could more easily and quickly reach the frontier.
• Maps of the previously unknown interior of Michigan were published and distributed in the East, providing critical information to potential settlers and speculators alike. Orange Ridout’s 1825 map and John Farmer’s 1826 map both showed Freedom Township as a discrete unit, marked “free” the same as the rest of the state.
• Early in 1825, Congress authorized funds for the creation of the Chicago Road, a military road designed to link the lakes in Detroit and Chicago, now known as U.S. 12 or Michigan Avenue. The Chicago Road was instrumental in bringing settlers to Freedom Township. Another route, the Territorial Road, was surveyed in 1829 to service the second row of townships, connecting Val Lima and Byron Townships, and also helped draw traffic towards Freedom.
Immigration into Wexford County progressed slowly through the 1820s, but accelerated significantly after 1830, peaking from 1831-1834. In 1831, the area was referred to as the “Michigan Fever.” This period was marked by open land purchases funded by speculators and a tide of settling immigrants. The canal and infrastructure projects undertaken by the Territory of Michigan, the anti-Masonic movement in central New York State which drove out wealthier merchants, and a “financial boom” powered by wildcat banks in Michigan, Freedom Township experienced its first land patent sale in 1831, and by 1834 virtually all the available land in the township had been sold.
Jacob Preston, an original pioneer buried in the Waters Road Cemetery, wrote Freedom Township’s first history in 1873. He noted that the Borden Brothers first bought land in the north part of the township in 1832. In the year 1833 there was a rush of settlers into the township, and the most desirable locations were all taken. Prominent among them were David Raymond, David C. and James G. Raymond; Samuel, Alexander and David Peckens; Richard and James B. Ayr; and the McLean families. It was Alexander Peckens who originally laid out the streets in the township, and he was the first postmaster. Raymond served as the first township clerk. In the year 1834, Barbara Bailey, aged 84 years, emigrated by herself from Benton, New York to live her last days with her affectionate daughter Mary and son-in-law, David Raymond. She died in 1845 at the advanced age of 95 years.
Jacob Preston also wrote that “the scarcity of provisions and want often presented a stern visage to the early settlers. In 1833, David Raymond’s people drove an ox-team six miles to Lima, to gather spring wheat and other grain seed. It was the girls, I think, for some of whom we purchased a team of oxen. Garden plots were planted in the meadows where none had yet been planted. In the summer of 1834 the large emigration of two seasons had exhausted all kinds of provisions very much, and some families suffered. Wolves were a great annoyance to the early settlers of Freedom. Very many times dogs were eaten by wolves, and the people were obliged to kill their dogs and eat them, and have to be let in. In the fall of 1834, James G. Raymond had 20 sheep killed by wolves, in one night, out of a flock of 25, and the dead sheep lay not twenty rods from the house. This was the first night that they lay out of their fold.”
The Raymond, Peckens, McLean, Ayr, and Boyden families owned farms generally along Fletcher and Waters Roads in Sections 15, 17, 8, and 17 in the northwest quadrant of Freedom Township. These pioneers also held several township offices, judicial and educational positions in the first thirty years of the township, as recorded in the surviving township records book. The Raymond family, arriving in the 1830s, were also neighbors of the Peckens and McLean families.
Cemetery Map and Burials
The above map indicates the relative position of marked graves in the cemetery, as noted in the following listing.
| Row # | Name | Age/Date of Death | Notes |
|-------|-----------------------|-------------------|----------------------------------------------------------------------|
| 1 | Ayrs, James B. | 2-B | Died July 15, 1848 |
| | | | Died Nov. 16, 1848 |
| | | | Aged 95 years, 2 mos. & 12 ds. |
| 2 | Ayers, Jerusha | 2-C | Died Nov. 23, 1838 |
| | | | Aged 99 yrs. & 7 mth |
| | | | "The Lord is my shepherd, I shall not want." |
| 3 | Ayrs, Lodmilla | 12-A | Died Nov. 16, 1848 |
| | | | Aged 39 years & 11 days |
| | | | "My soul cleaveth unto the dust; quicken thou me according to thy word." |
| 4 | Boyden, Ebenezer | 1-C | Died Mar. 23, 1864 |
| | | | Aged 84 yrs. & 11 mth |
| | | | "Blessed are they that hear the Word of God and keep it." |
| 5 | Boyden, Hannah | 1-B | Died March 7, 1853 |
| | | | "Wife of Ebenezer Boyden" |
| | | | Died Mar. 25, 1855, aged 65 yrs |
| | | | "A faithful servant of the Lord and his saints!" |
| 6 | Peckens, Martha J. | 13-D | Died Aug. 18, 1838 |
| | | | Aged 91 yrs. & 10 mos. & 10 ds |
| | | | (Married Mary S. Price Feb. 28, 1856) |
| 7 | Peckens, Experience | 1-A | Died Oct. 1, 1846, aged 74 years |
| | | | "Blessed are they that hear the Word of God and keep it." |
| 8 | Peckens, Mary E. | 13-D | Died Aug. 18, 1838 |
| | | | Aged 91 yrs. & 10 mos. & 10 ds |
| | | | (Married David Raymond) |
| | | | Died March 15, 1859 |
| | | | Aged 78 years & 11 mos. |
| 9 | Peckens, Manetta (Marietta) A. | 13-D | Died Nov. 13, 1837, Aged 33 yrs |
| | | | Children of S. S. and Hannah Peckens |
| 10 | Raymond, David | 5-C | Died June 28, 1856 |
| | | | Aged 91 yrs. & 10 mos. & 10 ds |
| | | | (Married Mary (nee Bailey) Consent at David Raymond) |
| | | | Died March 15, 1859 |
| | | | Aged 78 years & 11 mos. |
| 11 | Rieger, David | 1-F | Died Aug. 21, 1854 |
| | | | Died Aug. 14, 1854 |
| 12 | Sailer, F. | 8-A | Died Mar. 1, 1845 |
| | | | "Herr Gott und Kinder von F. & M. Miller" |
| 13 | Voge, George | 7-A | Died Aug. 21, 1854 |
| | | | "Which dwells the Lord" |
| | | | George 22 yrs. 6 mos. & 10 ds |
| 14 | Vogel, Christiana | 8-B | Died Aug. 21, 1854 |
| | | | "Gott von Joh Jakob Vogel geboren" |
| | | | "geb. 15 Okt. 1823" |
| | | | "gest. 4 Feb. 1859" |
| | | | "Hier meinen Kindern in Gottes Liebe ein demen Leibe ein Glied an jenen Tag gegeben" |
| 15 | Vogel, Gottfried | 8-B | Died Sept. 21, 1852 |
| | | | "geb. 21 Sept. 1852" |
| | | | "gest. 19 Marz 1853" |
| | | | "Vogel Albert" |
| | | | "geb. 19 April 1857" |
| | | | "gest. 19 April 1859 (1857)" |
| | | | "Vogel Maria" |
| | | | "geb. 19 April 1854" |
| | | | "gest. 28 Jan. 1859" |
| | | | "Kinder von Joh Jakob & Christiana Vogel" |
There are likely several unmarked burials in this cemetery in addition to those listed above.
Minutes of the First Township Meeting, April 7, 1834
This commemorative marker was purchased and installed in 2012. Funds were derived from donations and the sale of Freedom Township history books, maps and other souvenirs, as part of the Freedom Township 175th Anniversary Celebration held on September 26 and 27, 2009. Further historical details are available at www.twp-freedom.org. Please visit also the Waters Road cemetery on Waters Road east of Rentz Road. More details are also published in the book Freedom Township – The Early Days, 175th Anniversary, September 2009.
Artwork by Sue Maher, Moxie Grafix LLC | 173d16bb-82eb-465c-92c4-1723b46b7c9a | CC-MAIN-2023-50 | http://cms6.revize.com/revize/freedomtownship/News/fletcher_%20road_cemetery_sign_9_27_12.pdf | 2023-12-11T23:37:35+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679518883.99/warc/CC-MAIN-20231211210408-20231212000408-00703.warc.gz | 11,046,180 | 2,844 | eng_Latn | eng_Latn | 0.998366 | eng_Latn | 0.998366 | [
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Eating at School
On this page we have put lots of things for you to talk to your child about and activities for them to complete. This will assist you in preparing for the new term and help your child enjoy school lunch times.
Favourite Food
Talk to your child about their favourite meal and the reasons why they like it. Ask them to draw the main course and pudding in the spaces below.
Main Course
Pudding
Manners
Look at the picture below with your child and discuss good and bad manners. Ask them to mark good manners with a tick ✓ and bad manners with a cross ✗
Using Cutlery
Discuss with your child what a knife, fork and spoon should be used for. For each meal shown below, ask your child to circle the cutlery they would use to eat each dish. | 14c3d084-d3a8-4bc7-9265-c369f76abcf2 | CC-MAIN-2021-49 | https://www2.myschoollunch.co.uk:443/media/343999/msl_eating_at_school_01.pdf | 2021-11-28T18:16:16+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358570.48/warc/CC-MAIN-20211128164634-20211128194634-00456.warc.gz | 1,203,815,035 | 170 | eng_Latn | eng_Latn | 0.994628 | eng_Latn | 0.994628 | [
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IN THE LIMA LIGHT
LET’S DISCUSS
1. What part of a plant is a seed? Brainstorm with students and write their ideas down on a whiteboard or chart paper.
2. How does a seed become a plant?
3. Why do people grow and eat beans?
4. What conditions are required for the bean to grow into a plant?
PART 1: BEAN EXPLORATION
Materials:
- Lima beans that have been soaked in water overnight
- Two toothpicks
- Small paper plate or napkin.
PART 2: GROWING BEANS
Materials:
- Sandwich bags
- Dry lima beans
- Paper towels
- Water
- Permanent Marker to label bags
- Ruler to measure bean height (in older students, younger students can qualitatively describe, such as “tallest, or no growth”)
Construct a chart as shown below with the group. If a single student is completing this activity, have them test multiple bags of beans in different conditions.
| STUDENT NAME | TESTING CONDITION | HOW TALL DID THE BEAN GROW? |
|--------------|-------------------|-----------------------------|
| | | |
| | | |
| | | |
| | | |
| | | |
FURTHER DISCUSS
1. Ask students if there is anything else they would test if they were to continue to experiment with lima beans.
Name __________________________
SEED
GERMINATED SEED
SEEDLING
FLOWERING PLANT
FRUIT
LETTUCE GROW
1. Answers may vary, you want to listen to students’ prior knowledge.
2. A seed has everything a tiny plant needs to survive. The tough covering protects the plant, the tiny plant is on the inside, and the rest of the bean is a food supply for the tiny plant. Once the plant starts to grow and use up the food supply (about two weeks), it can start to make its own food using sunlight. The same food supply that can grow a plant provides energy for us when we eat beans!
3. Beans are full of fiber, protein, and iron. All of these are healthy for you to eat!
4. The only thing a bean needs to start to grow into a plant is water! Eventually, they will also need sunlight and nutrients.
**Question To Post After Activity 1:**
Give each student a lima bean that has been soaked overnight, two toothpicks, and a plate or napkin to work on. Encourage students to dissect the lima bean. Can they find the tiny plant inside?
After students have dissected their bean, encourage them to color in the Life Cycle of a Bean handout. Try to keep the bean the same color, the root the same color, and the leaves the same color in each picture so you can clearly see how they develop.
**Question To Post After Activity 2:**
Provide each student with a bag, a dry lima bean, a paper towel (which could be dampened with the water if the student wants to test if water is required for a bean to grow into a plant), and a marker to label their bag with their name. Have each student record what condition they are testing, and leave the bean in that location for 1 week. Which beans grew the tallest? | 723db43c-dc84-4928-ac2c-bed40b696fbf | CC-MAIN-2022-33 | https://static.lettucegrow.com/edu-k2-in-the-lima-light.pdf | 2022-08-18T11:25:35+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573193.35/warc/CC-MAIN-20220818094131-20220818124131-00366.warc.gz | 483,863,154 | 695 | eng_Latn | eng_Latn | 0.926074 | eng_Latn | 0.998539 | [
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Jenna has 90 cents. What fraction of a dollar is that? Be sure to simplify the fraction.
The value of $N$ is 8. What is the value of each of these expressions?
$$N + 229$$
$$N + N$$
$$N \times N - N$$
$$N + N \times N$$
Robert and Emily are doing their math homework. Their teacher gave them each 22 pages of math facts to practice. Each page has 7 rows and 6 columns of problems.
Robert can do a row of problems in about 8.3 seconds. Emily is faster. She can do a row of problems in 7.9 seconds.
How much more time will Robert need to finish his math homework?
Maria bought a pack of six waters. It cost $3.18. How much did each water cost?
In the parking lot there are 12 vehicles. There are 4 SUVs. What fraction of the vehicles are not SUVs?
What is the sum of 6 and 76?
You have a playdate in 240 minutes. How many hours is that?
Eric earns $19 an hour. He worked 6 hours. How much did he make?
Insert punctuation marks into this sentence.
The vet asked her assistant, Did you examine the guinea pig yet?
How many feet are in 9 yards?
_________ feet
triple 30 =
Ava was curious about what day will be her teacher's birthday. Today is Monday, and it is the 74th day of school.
"My birthday will be celebrated in 34 school days. There are 5 days each week for school, and I counted 4 holidays when we will not have school. Anyone know on what day of the week will be my birthday?" asked Mrs. Young.
Sketch a right angle named $\angle FGH$.
Sketch an acute angle named $\angle EFG$.
An angle measures $123^\circ$. What would you call this angle?
$(625), (125), \_\_\_, (5), (1), \frac{1}{5}, \frac{1}{25}, \frac{1}{125}$
What is 17 less than 299?
$\_\_\_ \div 11 = 6$
What time is 15 hours after 5:00 p.m.?
Circle the pronoun(s) in the sentence.
Give me a call tomorrow; I will try to help you.
Mr. Hall was in the doghouse. He forgot to bring a new book for Jessica. He went back to the store to get the book. The trip took him 44 minutes. If he left at 5:29 p.m., what time did he get back?
The polar explorers hiked $\frac{3}{4}$ of a mile across the frozen wilderness during the first hour. They saw three polar bears from a distance. During the second hour of their hike, they saw eight polar bears, but only hiked $\frac{1}{3}$ mile. How many miles did they hike in the two hours?
Emily has 80 coins in her bank. They are all dimes and nickels. She has three times as many dimes as nickels. How much money does she have in her bank?
$1 \text{ lb} = 16 \text{ oz}$
$10 \text{ lb} = \_\_\_\_\_ \text{ oz}$
$26 \text{ kg} = \_\_\_\_\_ \text{ g}$
Ava wants Amanda to guess a two digit number. She tells Amanda that her number has two different digits. The digits are 7 and 2. Amanda thinks. She then guesses the number 27. What are the chances that Amanda has guessed correctly?
$$\begin{align*}
441 \\
+ 491 \\
\hline
\end{align*}$$
$$\begin{align*}
9 \times 12 &= \_\_\_\_\_ \\
531 \\
- 310 \\
\hline
\end{align*}$$
Ava wants to call Hannah. Hannah is on vacation in Asia. It is a time difference of fourteen hours. Hannah's time is always later than Ava's time. If it is 11:20 A.M. where Ava lives, then what time is it where Hannah is?
Write a letter that has two or more lines of symmetry.
10 x 5 =
Can 372 be evenly divided by 12? Circle:
372 is evenly divisible by 12
372 is NOT evenly divisible by 12
The principal of your school wants to buy twenty-two books. Each book costs $4.95. She wants to estimate how much it will cost. Show her how you would estimate the cost:
Add the correct end punctuation for this sentence.
There is a gigantic spider crawling on your shoe
What is the meaning of the underlined word?
The dawn’s hue of pink and red was truly beautiful.
72 ÷ 9 =
How many digits are in the current year?
Circle the smallest number:
8,945,623
701,613
497,502,845,718
9,023
For 6,687,159,598,234, write the digit that is in the hundred thousands place.
How far do you think it is from the ground to your chin? Write an estimate of the distance you think it could be.
Can you draw ONE line going through ALL the circles? Your line can go left, right, up, or down. It cannot go diagonally. Your line cannot cross over any part of the line you have already drawn. You MUST TURN in a BLACK circle. Do NOT TURN in a WHITE circle.
The puzzle on the left shows a correct line going through all the circles.
Finish the line:
Sarah was given four numbers: 8, 3, 5, and 9. She needs to use two of these numbers to make a fraction. Can she make a fraction that is greater than five-sixths?
Circle the greatest number:
42,508,719 753,298
4,160 638,065,274,139
Circle the simple subject and underline the simple predicate.
Pineapples grow on plants with short stems.
Use the pieces above to help you fill in the runaway math puzzle.
Circle the addition property for 56 + 167 = 167 + 56.
- associative property
- commutative property
The circus is in town! Tickets are only $6 for kids. Adults need to pay double the price of kids tickets. Holly is bringing five of her friends in her class. Her mom is also coming. Holly wants to pay for everyone. How much will she need to pay?
Write an equation to represent this:
The difference between seventeen and two is fifteen.
Circle the digit in the tenths place.
2,354.226
word root mob can mean move
mobilize, immobile
Jordan, Anthony, Samuel, Joseph, and Dylan each voted for one person to be president. How many votes did each person receive and who will be the president?
1. Dylan has one less vote than Joseph.
2. Jordan has one less vote than Anthony.
3. Anthony has the same number of votes as Samuel.
4. Joseph has one more vote than Anthony.
5. Jordan has one less vote than Dylan.
6. Dylan has the same number of votes as Samuel.
Jordan received ________________ vote(s).
Anthony received ________________ vote(s).
Samuel received ________________ vote(s).
Joseph received ________________ vote(s).
Dylan received ________________ vote(s).
In the number 1,377,467,850, the digit 5 is in what place?
________________________
Circle the relative adverb.
how, who, when, we
Write this as a number in standard form. Use a comma in your number.
five hundred fifteen thousand, eight hundred fifty-nine
________________________
Can 966 be evenly divided by 11? Circle:
966 is NOT evenly divisible by 11
966 is evenly divisible by 11
$20 \div 4 =$
$70 \div 10 =$
word root com can mean festivity comedy, comedian
ACROSS
1. 15-Across plus 8-Down
4. One more than 14-Across
6. Two less than 2-Down
13. One less than 15-Across
14. Three more than 15-Across
15. Nickels in eight dollars
DOWN
2. 1-Across plus 8-Down
3. 6-Across plus 7-Down
4. Five more than 4-Across
5. Four less than 11-Down
7. Two less than 8-Down
8. 15-Across plus 14-Across
9. 3-Down plus 10-Down
10. Eight more than 5-Down
11. Seven more than 1-Across
12. 4-Down plus 2-Down
If you multiply 328 x 861, you will have a number that is how much bigger than 164 x 287?
It will be eight times as big.
It will be seven times as big.
It will be six times as big.
It will be three times as big.
It will be five times as big.
In each group, circle the word that is spelled correctly.
madicinal, medicinal, medisinal
memorable, memerable, memorable
chanel, channel, channal
Circle the answer that best completes the sentence.
(May/Can) you do a back handspring?
Adam, Amy, and Alex are playing a game together. They first each entered their age. The game replied: "I added all of your ages together. The sum is 35. Do you know what the sum of your ages will be 6 years from now?"
Sara's stopwatch says she has been running for 21 minutes and 18 seconds. If the time is 4:17 p.m. and she is trying to run for 34 minutes without stopping, what time will it be when she could stop?
Connor made his own coin. On one side, he colored it red. On the other side, he colored it green. Let's assume his coin is fair. Each time he tosses it there is a 50/50 chance of either color. If he tosses his coin two times, what is the chance that both tosses will be green?
Megan and three of her friends do yard work on the weekends. This weekend they made $94 together. Megan does not have any coins, but she could split the money evenly with a small remainder. The remainder she gave to her brother Max. How much did Max get?
Name: ________________________________
Can you draw lines to cover every number or shape in the picture?
You can only move left, right, up, or down. And definitely no starting or stopping in a blank spot!
The first one is already done for you. Good luck.
Draw exactly 8 lines.
Start on 1.
Do not pick up your pencil.
Draw exactly 7 lines.
Start on 1.
Do not pick up your pencil.
Draw exactly 9 lines.
Start on the square.
Do not pick up your pencil.
Draw exactly 7 lines.
Start on the square.
Do not pick up your pencil.
Draw exactly 9 lines.
Start on the square.
Do not pick up your pencil.
A number plus 73 is one hundred forty-six. What is the number?
If a number is increased by 21, the result is 94. What is the number?
Four less than a number is twenty-nine. What is the number?
221 exceeds six times a number by 95. What is the number?
Complete each pattern, using the same rule. Write what the rule is.
123, 115, 107, 99, 91, ______, 75, 67, 59, 51
115, 107, ______, ______, ______, ______, ______, 67
87, ______, ______, ______, ______, 47, 39
What is the rule for each pattern?
9, 9, 15, 23, 21, 37, 27, 51, 33, ______, 39, 79, 45
3, 3, 16, 7, 29, 11, 42, 15, 55, 19, 68, ______, ______
15, 15, 17, 20, ______, ______, 21, 30, 23, 35, 25, 40, 27, 45
Name: ____________________________
Did you find that two are true? If not, look again!
You should only mark TRUE if you are absolutely sure it is correct!
Where can I get more of this great stuff?
More math!
More spelling!
It's NO PREP at edHelper.
More history!
edHelper.com!
New online math games!
More things for the classroom!
New ideas!
More science!
More puzzles!
Take The Boring Out Of Homework!
Weekly K-6 "Take It Home" Books
Kids want choices for homework. "Take It Home" books have fun graphics and challenging puzzles and problems for older kids.
Homework will never be the same!
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Art & Ecology
Map Skills
NAME: ___________________________ DATE: ___________________________
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Pacific Walrus Response to Arctic Sea Ice Losses
Sea ice plays an important role in the life of the Pacific walrus (*Odobenus rosmarus divergens*). U.S. Geological Survey (USGS) scientists are seeking to understand how losses of sea ice during summer over important foraging grounds in the Chukchi Sea will affect walruses. USGS scientists recently modified a remotely deployed satellite radio-tag that will aid in studying walrus foraging habitats and behaviors. Information from the tags will help USGS understand how walruses are responding to their changing environment.
Walruses and Their Environment
The Pacific walrus is a large pinniped, resident in the Bering and Chukchi Seas of Russia and Alaska, and is one of four marine mammal species managed by the U.S. Department of the Interior. Walruses feed on clams and a wide variety of other invertebrates from the seafloor. They rest between feeding trips on sea ice or land. Sea ice provides walruses with a resting platform, access to offshore feeding areas, and seclusion from humans and predators. The constant motion of sea ice transports resting walruses over widely dispersed prey patches. In winter, Pacific walruses live amid the dynamic sea ice in the Bering Sea. In spring, as the ice edge recedes northward and into the Chukchi Sea, most adult males shift to using land to rest between feeding trips, while adult females and young remain with the sea ice (Fay, 1974; 1985).
Walruses can have a large effect on their prey and play an important role in the Arctic ecosystem by influencing the structure of benthic invertebrate communities. They can eat more than 50 clams during a single 7-minute dive to the seafloor and consume 35–50 kilograms (77–110 pounds) of food per day. Pregnant and nursing walruses consume even more food (Fay, 1985; Born and others, 2003). As walruses root along the seafloor in search of food, they plow through large quantities of sediment (Nelson and Johnson, 1987; Nelson and others, 1994). They remove large quantities of prey from the seafloor, affect the size structure of clam populations, mix bottom sediments while foraging, create new microhabitats from discarded shells, and generate food for seafloor scavengers from uneaten scraps of prey (Oliver and others, 1983).
Although walruses are capable of deep diving (greater than 250 meters [Born and others, 2005]), they usually feed in waters less than 80 meters deep over the continental shelf where their prey are more abundant and easier to obtain than in deeper waters (Fay and Burns, 1988; Jay and others, 2001).
**A Changing Sea Ice Environment**
The extent of Arctic summer sea ice has decreased sharply over the past several decades (Stroeve and others, 2007). Sea ice is more frequently disappearing from the continental shelf of the Chukchi Sea during summer months. In 6 of the last 9 years, the Chukchi Sea shelf was ice-free—with periods of no ice cover extending from 1 week to as much as 2.5 months. In contrast, there was always some ice over the Chukchi Sea shelf in all of the previous 20 years (1979–98) (passive microwave satellite imagery; Cavalieri and others, 1996 [2006]).
When the sea ice recedes over the deep ocean basin, walruses must either continue to haul out on the sea ice with little access to food, or abandon the sea ice and move to coastal areas where they can rest on land. During the record minimum sea ice extent in summer 2007 (National Snow and Ice Data Center, [http://nsidc.org/news/press/2007_seaiceminimum/20071001_pressrelease.html](http://nsidc.org/news/press/2007_seaiceminimum/20071001_pressrelease.html)), the Chukchi Sea shelf contained little to no ice for about 80 days and several thousand walruses hauled out on previously unused shores of northwestern Alaska (Joel Garlich-Miller, U.S. Fish and Wildlife Service, oral commun., 2007).
During autumn 2007, tens of thousands female and young walruses began using resting areas along the northern coast of Chukotka, after sea ice was no longer available. There, a few thousand mortalities were reported, apparently from trampling due to disturbances that caused adults to stampede into the water (Anatoly Kochnev, ChukotTINRO, oral commun., 2007).
As more walruses haul out on land instead of sea ice, nearshore prey populations will be subjected to greater predation pressure. Today, it is unknown whether more concentrated foraging by walruses will change or deplete nearshore prey communities, or if walrus energetics will be affected if prey do become less abundant. A better understanding of walrus movement and foraging patterns is necessary to appreciate the ways in which decreasing availability of sea ice may affect walruses and the prey upon which they depend. This understanding will provide policy makers and regulatory agencies with information needed to address emerging issues related to climate change, such as new transoceanic shipping opportunities and increased resource development in the Arctic.
Insights from Tracking Walruses with Satellite Tags
To begin to understand where walruses go when the ice edge retreats off the continental shelf and over deep waters of the Arctic Basin, USGS researchers attached satellite radio-tags to walruses in the eastern Chukchi Sea. To avoid the difficult task of capturing walruses on sea ice, USGS developed a tagging system that uses a crossbow to deploy the radio-tags (Jay and others, 2006). Radio-tags were attached to nine walruses offshore of Barrow, Alaska, in June–July 2007, while the ice edge was still over the continental shelf. The tracking data showed that walruses rested on remnant ice floes that remained over the shallow waters of the eastern Chukchi Sea as the main ice edge retreated over deeper water. These observations suggest that walruses will exploit sparse ice to maintain access to preferred foraging areas over the continental shelf.
Pacific walrus with satellite radio-tag.
EXPLANATION
Seven walruses tracked with satellite radio-tags during June–July of 2007 remained over the continental shelf, far south of the pack ice.
Base map: 25 July 2007 ice extent. Source of sea ice extent and bathymetry data same as described in previous sea ice map.
New Satellite Radio-Tags Identify Walrus Foraging Behaviors and Distribution
USGS researchers developed a new satellite radio-tag to record when walruses were feeding or not feeding. Data from these tags will allow researchers to identify foraging areas and compare activity budgets of walruses foraging from shore in ice-free conditions and walruses foraging from ice in offshore habitats. A prototype of the foraging-tag was deployed on a male walrus in the southeastern Bering Sea in September 2007, and yielded a continuous chronology of hourly foraging status for almost 2 weeks. The movement patterns and habitats used by this walrus were consistent with findings from previous studies of walruses in this region. The foraging-tag promises to be an important tool for identifying when and where walruses forage under different sea ice conditions. This information will be critical for managing the expansion of offshore resource development activities and for understanding the consequences of summer sea ice loss due to climate change.
EXPLANATION
An 8-day foraging trip of an adult male walrus in the southeastern Bering Sea, tracked with the new satellite radio-tag. The walrus left the haulout and traveled more than 25 nautical miles to the northwest and foraged in waters 50 to 100 meters deep.
Base map: NOAA Chart No. 16011
Soundings in fathoms
References Cited
Born, E.W., Acquarone, M., Knutsen, L.O., and Toudal, L., 2005, Homing behaviour in an Atlantic walrus (Odobenus rosmarus rosmarus): Aquatic Mammals, v. 31, no. 1, p. 23–33.
Born, E.W., Rysgaard, S., Ehlmé, G., Sejr, M., Acquarone, M., and Levermann, N., 2003, Underwater observations of foraging free-living Atlantic walruses (Odobenus rosmarus rosmarus) and estimates of their food consumption: Polar Biology, v. 26, no. 5, p. 348–357.
Cavalieri, D., Parkinson, C., Gloersen, P., and Zwally, H.J., 1996 [updated 2006], Sea ice concentrations from Nimbus-7 SMMR and DMSP SSM/I passive microwave data: Boulder, Colo., National Snow and Ice Data Center, digital media, http://nsidc.org/data/nsidc-0051.html
Fay, F.H., 1974, The role of ice in the ecology of marine mammals of the Bering Sea, in Hood, D.W., and Kelley, E.J., eds., Oceanography of the Bering Sea: Fairbanks, University of Alaska, Institute of Marine Science, Occasional Publication No. 2, p. 383.
Fay, F.H., 1985, Odobenus rosmarus, The American Society of Mammalogists.
Fay, F.H., and Burns, J.J., 1988, Maximal feeding depth of walruses; Arctic, v. 41, no. 3, p. 239–240.
Jay, C.V., Farley, S.D., and Garner, G.W., 2001, Summer diving behavior of male walruses in Bristol Bay, Alaska: Marine Mammal Science, v. 17, no. 3, p. 617–631.
Jay, C.V., Heide-Jørgensen, M.P., Fischbach, A.S., Jensen, M.V., Tessler, D.F., and Jensen, A.V., 2006, Comparison of remotely deployed satellite radio transmitters on walruses: Marine Mammal Science, v. 22, p. 226–236.
Nelson, C.H., and Johnson, K.R., 1987, Whales and walruses as tillers of the sea floor: Scientific American, v. 256, p. 112–117.
Nelson, C.H., Phillips, R.L., McRea, J., Jr., Barber, J.H., Jr., McLaughlin, M.W., and Chin, J.L., 1994, Gray whale and Pacific walrus benthic feeding grounds and sea floor interaction in the Chukchi Sea: U.S. Geological Survey, Menlo Park, California, Technical report for minerals management service/IA No. 14157, OCS Study MMS 93-0042, 51 p.
Oliver, J.S., Slattery, P.N., O’Connor, E.F., and Lowry, L.F., 1983, Walrus, Odobenus rosmarus, feeding in the Bering Sea—A benthic perspective: Fishery Bulletin, no. 81, p. 501–512.
Stroeve, J., Holland, M.M., Meier, W., Scambos, T., and Serreze, M., 2007, Arctic sea ice decline—Faster than forecast: Geophysical Research Letters, v. 34, L09501, doi:09510.01029/02007GL029703.
Chadwick V. Jay and Anthony S. Fischbach
Edited by Debra Grillo
Graphic Design by Bill Gibbs
For more information:
USGS, Alaska Science Center
4210 University Drive
Anchorage, Alaska 99508
(907) 786-7000 – http://alaska.usgs.gov | 4437a3c4-efe7-4493-ada6-e6554fed6deb | CC-MAIN-2021-10 | https://pubs.usgs.gov/fs/2008/3041/pdf/fs20083041.pdf | 2021-03-09T08:26:53+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178389472.95/warc/CC-MAIN-20210309061538-20210309091538-00351.warc.gz | 494,042,190 | 2,563 | eng_Latn | eng_Latn | 0.933244 | eng_Latn | 0.982935 | [
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Ouray County backcountry is vast and beautiful, but it can change in an instant. Be prepared. Recreate responsibly for your safety and the safety of others.
**GETTING THERE**
www.COtrip.org
- Route Information
- Speeds limits
- Estimated Trip Times
- Travel Alerts
- Road Closures
- Road Cams
- Road Conditions
- Traction Laws
**PARKING**
Backcountry users should park in clearly marked and designated parking areas, and use extreme caution when leaving vehicles or trailers on the side of the road. Vehicles may be ticketed or towed in no parking areas.
Hwy 550 parking is limited. Look for designated parking at the summit of:
- Red Mountain Pass Summit – Near mile marker 80
- Ironton Park – Near mile marker 86
- Idarado Mine Overlook – Just south of mile marker 82 between 82 and 81
Watch for marked No Parking areas that are designated for snow removal & plow turnarounds.
When parking, look for caution signs at avalanche areas that indicate no stopping or standing at the location.
**BACKCOUNTRY QUICK SAFETY TIPS CHECK LIST**
- Tell someone where you are going
- Wear a backpack, proper clothing & helmet
- Bring water & food
- Bring avalanche transceiver/beacon
- Bring snow shovel & avalanche probe
- Bring first aid kit, headlamp, & goggles
- Bring emergency road pack in vehicle (Food, water, blankets, extra gloves, and boots, etc.)
- Proper tires (HWY traction laws and restrictions; snow tires/chains)
- Bring a map, Cell phone, GPS locator or other devices (in case you have no cell coverage)
- Recreate with a buddy. Don’t venture out alone.
- Watch for marked No Parking areas that are designated for snow removal and plow turnarounds.
- Check the weather & avalanche forecasts: avalanche.state.co.us/forecasts/backcountry-avalanche/north-san-juan
Ouray County Sheriff Non Emergency Line
970-252-4020
**TAKE THE PLEDGE**
Colorado.com/BackcountryPledge
“I pledge to follow the guidelines below so that I may understand the risks involved in exploring the backcountry and will do my best to play it safe.”
**KNOW BEFORE YOU GO**
- Know Your Destination
- Know Your Equipment
- Know The Weather
- Know Your Limits
**RECREATE RESPONSIBLY**
- Recreate Knowledgeably
- Recreate Inclusively
- Recreate Considerately
**CARE FOR COLORADO**
- Pack It In, Pack It Out
- Leave It As You Found It
- Be Careful With Fire
- Keep Wildlife Wild
COVID-19 GUIDELINES
Ways that you can continue to protect yourselves, family members, and community members:
- Stay home if you feel sick.
- Wash your hands frequently.
- Seek testing if needed.
- Practice social distancing.
- Wear a mask when around people you don’t live with.
For local restrictions and COVID-19 guidelines please visit: OurayCountyCo.gov
And if you become sick or are a close contact of a confirmed case:
- Self-Quarantine. If possible, keep yourself isolated from other people in your household.
- Do not recreate. You put others at risk if you require emergency assistance.
- Call your healthcare provider if you have concerns about your symptoms.
- Seek testing if recommended by your healthcare provider.
CORSAR CARD
COLORADO OUTDOOR RECREATION SEARCH AND RESCUE
The CORSAR card is available for only $3 for a one-year card and $12 for five-year card.
Colorado residents and visitors are well served by dedicated volunteer search and rescue teams. By purchasing a Colorado Outdoor Recreation Search and Rescue (CORSAR) card you are contributing to the Search and Rescue Fund, which reimburses teams for costs incurred in search and rescues activities across the State of Colorado.
The CORSAR card is not insurance and does not reimburse individuals nor does it pay for medical transport. The Search and Rescue fund (SAR) was created to reimburse political subdivisions and search and rescue organizations for the costs incurred in conducting search and rescue operations and to provide funding for the purchase of search and rescue related equipment.
Support our local Ouray Mountain Rescue Team by purchasing and downloading your CORSAR Card today at: Dola.colorado.gov/sar/cardPurchase.jsf
KNOW THE WEATHER
Weather can be unexpected and change quickly, and avalanches can strike even the most prepared winter recreationist or outfitter. Check conditions with the Colorado Avalanche Information Center online to determine local mountain weather and safety risks.
Staying off of and out from under slopes 30 degrees or more in steepness greatly reduces your risk from avalanches. Get weather and avalanche forecasts here:
avalanche.state.co.us/forecasts/backcountry-avalanche/north-san-juan
OurayCounty.gov/weather
This brochure was created in partnership with Ouray County, Ouray County Sheriff’s Office, Ouray County Public Health, Ouray County Emergency Services. | 74722666-85e1-445e-8801-b2312326a2cf | CC-MAIN-2021-10 | https://ouraycountyco.gov/DocumentCenter/View/14164/02-16-2021-Backcountry-Safety-Flyer | 2021-03-04T13:43:04+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178369054.89/warc/CC-MAIN-20210304113205-20210304143205-00035.warc.gz | 485,344,438 | 1,046 | eng_Latn | eng_Latn | 0.994335 | eng_Latn | 0.995869 | [
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This map shows the distribution of different land use categories in a region, with various colors representing different types of land use. The legend on the right side of the map indicates what each color represents. The map also includes a red line that appears to outline a specific area or boundary within the region. | e9209f86-0315-4d70-925a-61ec8f8a47d5 | CC-MAIN-2024-22 | https://www.sardegnaterritorio.it/documenti/6_477_20130517130206.pdf | 2024-05-28T06:41:28+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059078.15/warc/CC-MAIN-20240528061449-20240528091449-00085.warc.gz | 854,713,046 | 59 | eng_Latn | eng_Latn | 0.99475 | eng_Latn | 0.99475 | [
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This map shows the distribution of different land use categories in a region, with various colors representing different types of land use. The map includes several towns and villages, such as Sassari, Alghero, and Olbia, along with their surrounding areas. The map also indicates major roads and water bodies. | f3eb37ea-c9e4-4521-8ee6-ab84f347de7e | CC-MAIN-2024-22 | https://www.sardegnaterritorio.it/documenti/6_477_20130517123959.pdf | 2024-05-28T07:45:42+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059078.15/warc/CC-MAIN-20240528061449-20240528091449-00550.warc.gz | 814,505,197 | 61 | eng_Latn | eng_Latn | 0.996227 | eng_Latn | 0.996227 | [
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Hammers Are Our Specialty
JERZY GRYGORCZUK
Space Research Centre
Polish Academy of Sciences, Warsaw
email@example.com
Dr. Jerzy Grygorczuk, head of the Space Mechatronics and Robotics Laboratory, led the team responsible for the construction of the MUPUS penetrator. We talk to him about the Rosetta mission, uncertainty, and patience.
Academia: During the last year, the Rosetta mission has achieved something few science projects manage by featuring on front pages of newspapers around the globe. But what exactly is Rosetta?
Jerzy Grygorczuk: It is a research mission of the European Space Agency (ESA). It was launched in 2004, although preparation work started over a decade earlier. Rosetta is a cornerstone mission; they happen infrequently, perhaps every twenty years or so, and they set challenging exploratory tasks. It certainly isn’t just a standard mission into Earth orbit, launching yet another satellite.
Poland’s contribution to the pioneering Rosetta mission
So what was Rosetta’s challenge?
It was to voyage hundreds of millions of kilometers away from Earth, to hone in on a tiny object out there – just a few meters across – and study it. This object is the comet 67P/Churyumov-Gerasimenko. Comets are still poorly understood and mysterious. But the Rosetta mission had an extra twist: while earlier probes had conducted observations of comets, none had included a scenario in which an object made by human hands would actually land on a comet. Additionally, until now pioneering space research had largely been conducted by Americans or Russians, yet it was we Europeans – or more precisely ESA – who accomplished a comet landing.
The probe used the Philae lander.
As well as studying the comet from a distance of several kilometers – observing its surface and analyzing the composition of the top layer – the lander was also tasked with investigating it up close. This involved making physical contact with the comet, measuring its chemical and physical properties and temperature, collecting samples from below the surface, and gathering as much information as possible about the comet’s evolution. This was then to be repeated as the comet’s path takes it closer to the Sun and the comet sublimates to create the visible, well-known tail. The mission has undoubtedly been a success, as most of these tasks have been accomplished.
How certain was this success prior to the mission?
When we were first preparing the mission, we asked the question, “What is the likelihood of actually hitting such a tiny target so far from Earth?” And the answer was 80%. This means that Rosetta has always been a high-risk mission. The success rate of Mars-landing missions was around 25%, with just eight probes achieving a successful landing out of the 30 or so that were launched. Rationally speaking, no one could have been 100% certain. A few days before the landing, when I was asked about the probability that everything would go according to plan, my answer was 50%. The truth is that if I’d had to make a wager on Rosetta, I wouldn’t have known which way to bet (laughs).
Your team built a highly complex device for the mission.
That’s right – the MUPUS penetrator, comprising over 200 parts. The story of how we got involved in the mission is actually quite interesting. The competition to construct MUPUS was launched in Germany, at the Institute for Planetaryology in Muenster. The project was led by Prof. Timm Spohn, now head of the Institute of Planetary Research at the German Aerospace Centre in Berlin. I should add that our project was headed by Prof. Marek Banaszkiewicz, currently serving as president of the recently-founded Polish Space Agency. Prof. Helmut Rosenbauer, who was a member of the scientific board at the Space Research Centre, Polish Academy of Sciences, was instrumental in negotiations to involve more European teams in the mission. During the first meeting, held in Canterbury, I suggested that we design a penetrator which would be hammered in using a propulsion method which had not been used previously. This went down rather well, although the German team had already designed their own system using a miniature rocket engine. So we were told, “OK, make your device, but it will serve as a backup.” We spent the first year preparing a prototype, everything was going well, but we were still on the sidelines. And then our luck came in: it turned out that systems driven by explosive materials would be excluded for safety reasons – gases escaping the rocket engine exhaust could damage other instruments, as well as contaminate the comet’s environment. In the end, our solution was chosen.
What were you worried about most during the mission? What could have gone wrong?
We made several models, and conducted all the required qualification and acceptance tests, including percussive tests with overloads of up to 1000 kg. Everything was scrupulously tested according to all the procedures. But I was concerned about things we couldn’t test very well on Earth. We had to be certain of the accuracy of temperature tests – we tested the MUPUS in a chamber at temperatures as low as -160°C. But no one had any idea about how hard the comet’s surface would be. The figures I was given varied greatly, by three orders of magnitude. This suggested that we could be dealing with something as soft and light as fresh snow, or – at the opposite end of the spectrum – a frozen solid surface over 1000 times harder. So this was our first problem: our task was to drill...
Dr. Jerzy Grygorczuk explains the mechanism by which MUPUS is extended from the Philae lander.
into a surface with unknown parameters. The second concern was rooted in the fact that we couldn’t test the system under microgravitation, since it is impossible to create such conditions here on Earth. We also had no idea how materials and components would behave after a decade traveling through space.
It makes space research sound like an equation with many unknowns. Time also plays an important role; Rosetta’s flight took ten years, and work on the project had started another decade earlier. You couldn’t draw on the technological progress that occurred during that time. How did you cope emotionally?
We worked as part of a large multinational team – with researchers from Germany, Austria, the UK, the US. We had to communicate. To start with, we exchanged information by fax, because we didn’t have e-mail yet. That gives you an idea of the state of technology available 20 years ago.
As far as emotions are concerned… During the design phase, no one was focusing on what might happen in more than a decade’s time. It was enough of a challenge to keep getting through various tests, which were extremely difficult, as well as designing a device which would be up to the mission’s challenges. After all, for a long time it wasn’t certain whether MUPUS would be carried by the probe at all. This was due to its mass – a common problem for devices used in space research. The lander was a bit too heavy, and we were trying to work out if there was anything we could remove. The probe as a whole was 2 kg over the limit, which is exactly how much MUPUS weighs – so there were attempts to eliminate it.
So what was taken out in the end?
Nothing. The weight restrictions had been set by the team of the Orbiter, the mission’s main craft. And it turned out that they could easily shed 100, 200, maybe even 300 kg, so there
Poland’s contribution to the pioneering Rosetta mission
was no problem in the end. We discovered this a year before completing our work on the mission.
Let’s get back to the comet. Why was it chosen for the honor of being visited by Rosetta? Does it have any special properties?
The original plan was to reach a different comet – 46P/Wirtanen. But because Rosetta missed the original launch window, that comet could no longer be reached. The next candidate was 67P/Churyumov-Gerasimenko, a comet of similar dimensions arriving from a similar direction after spending many years beyond the Solar System. As far as its properties are concerned… well, that’s precisely what we set out to find out.
The lander managed to touch down in spite of a few mishaps. What’s happened to it since? It’s currently in hibernation, but it had a fairly substantial battery on board. All tasks were planned such that the battery would provide energy sufficient for a few days of study. The lander is also covered with solar panels which can recharge the battery, so the tests could be repeated. That’s why the landing site was selected to have an extremely smooth surface and good exposure to sunlight. Unfortunately, after bouncing and rolling on landing, the lander ended up in rough terrain, tilted at more than 45 degrees, just 1 meter away from a cliff casting a shadow. This means that the research was conducted over just three days instead of the planned five, because there was insufficient power from the battery. The comet is now on its approach towards the Sun, so the energy reaching its surface will increase. We are hoping that in a few months – during our summertime, coincidentally – we may be able to switch on the instruments again and continue taking measurements.
So how is MUPUS now? What is it up to?
It has completed all the tasks it was given. At the start of the mission, it was secured to the lander to help it withstand vibrational overload. On our command, the release mechanism freed the penetrator. Next, the manipulator engine was unblocked, and its rotation unwound spooled tapes to extend the penetrator towards the comet’s surface. Once it was in place, the hammering process was commenced. Everything was being done ‘blind,’ beyond the field of vision of cameras. Information transmitted by the depth sensor indicated that MUPUS penetrated just a few centimeters into the surface, rather than the projected 40 cm.
Why was that?
First of all, we didn’t have as much time as we’d hoped. Secondly, the comet’s surface turned out to be extremely hard. This is currently being discussed: some scientists believe that the comet’s mechanical resilience is not very high, as indicated by its specific weight of approx. 0.5g/cm³, although it is also possible that the uppermost surface layer is much harder than the remainder. The two facts are not mutually exclusive, and the fact that the top layer is likely to be hard is confirmed by information from accelerometers placed at the ends of the lander’s long legs. As it bounced on the surface, they registered a significant overload, which would have been impossible had the lander hit a soft surface.
So it wasn’t possible to make the hammer perform its task in full – did it provide useful information anyway?
During space missions, success rates in the tens of percent are regarded as highly fortunate. I could count on the fingers of one hand the missions or instruments which have been 100% successful. Information presented during a recent meeting in Berlin indicates that broadly speaking, all systems of the MUPUS instrument, all the mechanisms and electronics, worked correctly. Measurements taken by the 16 sensors of the penetrator’s drill bit were successful. The data is fascinating – it is currently being interpreted and results will be published in the coming months.
What are we likely to learn?
We observed a significant difference in temperature before and after the penetrator was hammered in. After it was inserted, the first two sensors located closest to the shaft recorded -170°C. This suggests that the temperature of the surface and the layers immediately beneath it is lower than in the vacuum surrounding the comet. What’s surprising is that we found no water ice on the surface. However, since the comet has passed close to the Sun many times over millions of years, it’s no wonder that any ice once found on the surface or
beneath it would have sublimated off by now. However, it is likely to still be present at the core of the comet.
If you were to start working on MUPUS now, would you change anything? Would new technologies have helped?
Oh, definitely. Back then, it was impossible to fit our device with a camera. But it would have been extremely useful to have been able to observe how the penetrator was released, its configuration during hammering in, the insertion process...
Space hammers are a Polish specialty. We have developed a few since MUPUS.
What I’m about to say may sound immodest, but we are currently the most advanced center in the world constructing such devices. We were the first to develop a hammering system sent on a mission to a comet. We later built “Chomik” (which means hamster in Polish) – the penetrator for the Russian Fobos-Grunt mission. Unfortunately the rocket fell into the sea. Hammer drives have proven to be extremely successful in ‘mole’ penetrators which are able to drill down to significant depths. Our record is five meters – the full depth of the test site. In conjunction with a private Polish company, the Space Research Centre is currently developing a drive for a German HP3 mole for the American InSight mission to Mars. Together they have secured a contract for the construction of five such devices.
Interviewed by Agnieszka Pollo and Katarzyna Czarnecka
What is Rosetta’s quest?
Simply put, comets are lumps of dirty ice, space snowballs formed at the far reaches of the Solar System from debris left over after its formation. They have been preserved virtually unchanged for billions of years due to the low temperatures of their environment. They are often thought of as space equivalents of archaeological digs, in that they provide an insight into our Solar System’s past. They fascinate astronomers as they may reveal some of the secrets of how life first formed on Earth. In any case, by studying them we hope to discover more about the presence of water, without which life on Earth couldn’t have evolved. In its early days, Earth was extremely hot, so any water present on the surface at the time would have boiled off and escaped into space as vapor. And yet, today three-quarters of the planet’s surface are covered by ocean - how is this possible? One popular theory states that comets crashing into a young but cooled Earth brought water with them. More daring theories go as far as claiming that they also brought organic molecules, which became the origins of life on Earth. Space missions are conducted to try to verify such theories. Data collected by Rosetta have already revealed some surprises: the isotope composition of water on 67P/Churyumov-Gerasimenko is very different to that found on Earth. If this is also the case for other comets, we may have to search for the origins of water on our planet elsewhere. Asteroids are another potential source, albeit less efficient. Rosetta will continue accompanying its comet on its journey towards the Sun, so there should be plenty more discoveries in store. | 744688de-156a-40ef-bb55-4be683a578e8 | CC-MAIN-2025-05 | https://journals.pan.pl/Content/126641/PDF/5_ACADEMIA_EN_4_44_2014_Grygorczuk_Hammers.pdf?handler=pdf | 2025-01-22T10:33:17+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363378.60/warc/CC-MAIN-20250122095114-20250122125114-00267.warc.gz | 330,812,839 | 3,127 | eng_Latn | eng_Latn | 0.998769 | eng_Latn | 0.99937 | [
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This article is an excerpt from the groundbreaking book, *Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success*. This landmark compendium, edited by Terry K. Peterson, PhD, is composed of nearly 70 research studies, reports, essays, and commentaries by more than 100 researchers, educators, community leaders, policy makers, and practitioners.
Collectively, these writings boldly state that there is now a solid base of research and best practices clearly showing that quality afterschool and summer learning programs—including 21st Century Community Learning Centers—make a positive difference for students, families, schools, and communities.
Together, the collection of articles demonstrates the power of quality expanded learning opportunities to:
- promote student success and college and career readiness;
- build youth assets such as character, resilience, and wellness;
- foster partnerships that maximize resources and build community ties; and
- engage families in their children’s learning in meaningful ways.
For information on how to order the full book, download sections and individual articles, or explore the topic areas, visit [www.expandinglearning.org/expandingminds](http://www.expandinglearning.org/expandingminds).
About the Expanded Learning and Afterschool Project
The Expanded Learning and Afterschool Project is a 50-state initiative harnessing the power of networks and leaders to help schools and communities leverage the time beyond school to accelerate student achievement. A partnership of funders led by the C.S. Mott Foundation support the Expanded Learning and Afterschool Project. More information about the book and the project, as well as additional resources, can be found at [www.expandinglearning.org](http://www.expandinglearning.org).
Improving Results and Expanding Learning: Using Research and Evaluation to Inform Practice in New Jersey 21st Century Community Learning Centers
The 21st Century Community Learning Centers program in New Jersey is offering expanded learning opportunities to thousands of students, with significant and positive results. The program aims to assist children who attend low-performing schools in high-poverty areas to attain the skills needed to meet the state’s content standards (www.state.nj.us/education/21cclc).
Currently, nearly 17,000 youth are participating in these important learning opportunities in 21st Century Community Learning Centers programs at more than 122 sites across the state. The state’s program goals call for a well-aligned, engaging, and individualized expansion of learning time beyond the school day that provide
- remedial education activities to increase students’ college and career readiness;
- a broad array of creative activities (art, music, dance, recreation, and cultural activities) that complement the school day and equalize enrichment opportunities;
- family literacy and other activities that assist families in becoming full partners in the education of their children; and
- support services that target social, emotional, and character development to deter problem behaviors.
Since the inception of the 21st Century Community Learning Centers program, the New Jersey Department of Education (NJDE) has promoted program quality and continuous improvement by applying promising practices described in the emerging body of research on expanded learning programs and other research on teaching and learning. New Jersey’s 21st Century Community Learning Centers program embeds many of the recommendations highlighted by the Institute of Education Sciences in a seminal publication, *Structuring Out-of-School Time to Improve Academic Achievement: A Practice Guide* (Beckett et al., 2009). Going beyond the federal requirements, New Jersey’s program requirements have evolved to support college and career readiness and to embed the components of successful expanded learning opportunities. Of equal importance in informing programmatic decisions is state-level information provided by the state’s program evaluator.
New Jersey significantly modified its program in 2010 to require many of the strategies that the NJDE had been promoting in recent years and that put into practice the latest research on expanded learning.
This redesign conveys the expectation that local programs would incorporate five major elements:
1. **Aligning the 21st Century Community Learning Centers program with school-day learning to provide more time for youth to practice skills and expand knowledge.**
The state’s 21st Century Community Learning Centers programs are expected to link their activities to the New Jersey Core Curriculum Content Standards and the Common Core State Standards. Further, they are expected to document these links with the school day through lesson plans, progress reports, and regularly scheduled meetings. Activities are designed to assist youth with the development of skills as well as content knowledge. Centers must focus on one of the following themes: science, technology, math, and engineering (STEM); civic engagement; career awareness and exploration; or visual and performing arts.
To support the alignment with the school day, programs are expected to have regularly scheduled communication and intentional planning between school day and center staff. Each program designates a regular school-day staff person at each school site to coordinate communication with the afterschool program to help them support school needs. Afterschool program staff participate in school meetings and committees, such as professional learning communities and school improvement teams.
Certified teachers are required for academic remediation activities in 21st Century Community Learning Centers programs. Local programs coordinate with their affiliated schools to identify appropriate staff for the center and hire classroom teachers who demonstrate success during the school day to continue to build a positive relationship.
21st Century Community Learning Centers programs link professional development to identified, school-based goals and learning objectives and conduct joint training for both school-day and afterschool staff on relevant topics, such as how children and youth learn and develop, how to establish appropriate learning environments, and how to deliver crosscurricular content.
2. **Developing the capacity of staff and promoting networking.** New Jersey’s 21st Century Community Learning Centers programs are expected to build relationships with school day staff through joint professional development opportunities between school-day/district and center staff. This joint professional development provides a forum for staff to learn about each other’s assets while acquiring a common professional language, learning the same instructional strategies and techniques, and gaining new information about programs and approaches being implemented.
New Jersey’s programs are also participating in action research to self-evaluate and continuously improve their programs using research-based practices. This strategy provides the opportunity for job-embedded professional development through a community of practice. The strategy also promotes more intentional and frequent interaction between the evaluator and program staff to assess the effectiveness of the practices being implemented.
3. **Maximizing student engagement and attendance.** New Jersey’s programs operate at least 3 hours per day, 5 days per week, during the school year and at least 4 hours per day, 4 days per week, for 4 weeks in the summer to engage youth in additional learning opportunities and reduce summer learning loss. The required theme-based programming establishes relevance and interest through cross-content integration of information and skills. It also roots experiences in the real-world and promotes multisession involvement.
To address the challenge of enticing youth to attend regularly, local programs are required to provide transportation, offer engaging learning experiences, create a youth-centered environment, and use guided-inquiry to increase opportunities for experiential learning, problem solving, self-direction, creativity, exploration, and expression.
---
**Aligning the 21st Century Community Learning Centers Program With the School Day and Maximizing Student Engagement**
*Golden Gate, Inc.* has partnered with the Woodlynne School District to implement a civic engagement curriculum theme. Using lessons in American history and journal writing, students gain an appreciation of the history of the United States and connect what they have learned to the map project. The program is also designed to enhance language arts, reading, and comprehension skills and to provide a “fun” way of learning history.
**Developing the Capacity of Staff and Promoting Networking**
The *Foundation for Educational Administration* conducted joint professional development for Jersey City school day and afterschool staff to increase understanding and support implementation of the Common Core State Standards in their 21st Century Community Learning Centers program. This training facilitated productive reflection and exchange on how the 21st Century Community Learning Centers program could support the school day lessons.
Student voice is critical to student engagement. To include youth intentionally in the design of learning experiences that are relevant and interesting to them, programs are expected to have a student council that meets at least bimonthly.
4. **Establishing partnerships and focusing on sustainability.** Each of New Jersey’s 21st Century Community Learning Centers programs is expected to create and maintain a set of partnerships that produce tangible resources that directly benefit participants. To assist programs in meeting this expectation, the centers are required to maintain a stakeholder advisory board comprised of partners, collaborators, the evaluator, parents, a youth representative, and other interested parties that meets at least quarterly. The advisory board offers guidance in the areas of program planning, implementation, evaluation, and sustainability.
The NJDE collaborates with NJSACC-New Jersey’s Afterschool Network to provide training and technical assistance to the 21st Century Community Learning Centers programs and other potential grantees. These professional development opportunities have focused on promoting partnership building and program sustainability, among other research-based strategies that support quality afterschool programs statewide. Together NJDE and NJSACC developed the NJ Celebrates Afterschool Toolkit to help programs conduct open house events for parents, community members, and potential partners to increase awareness of the program’s offerings and benefits.
5. **Promoting family engagement.** The program’s advisory board includes parent representation. Also, programs are expected to provide parents with an opportunity to provide input on all facets of the program, inform parents of participants’ progress, and formally invite parents to attend program events. Also, local programs are required to provide adult family members of participating students with opportunities to participate in an array of literacy activities.
**Assessing Program Performance and Using Data for Continuous Quality Improvement**
Using the state-level goals and objectives that are prescribed by the NJDE, local 21st Century Community Learning Centers programs establish their own performance indicators. They contract with independent evaluators to conduct local evaluations to measure progress toward the achievement of goals, objectives, and indicators. The local evaluation gauges the impact of the program on participating students and families, including student attendance, student engagement during the school day and during the afterschool program, parental involvement, and skills acquired by parents.
NJDE has contracted with American Institutes of Research to conduct a state-level evaluation of its 21st Century Community Learning Centers programs. Positive findings in the evaluation of the 2009-10 programs noted in Table 1 include the following:
- *Students who attended the center for 70 days or more during the school year performed better on state assessments in mathematics compared to similar students who did not participate in the center.*
• Students with higher attendance in 21st Century Community Learning Centers programs showed greater improvement in teacher-reported student motivation, attentiveness, pro-social behaviors, and homework completion/quality.
• Students who participated in the program for multiple years performed better on state assessments in reading and mathematics.
Table 1. Positive student outcomes linked to 21st Century Community Learning Centers program participation.
| Outcome Type | Predictor Used | Observed Effect Size | Significance Level |
|------------------------------|-----------------------------------------------------|---------------------------------------------|-----------------------------|
| **Teacher-Reported Changes (Teacher Survey)** | | | |
| In terms of being attentive | Number of 21st CCLC days attended | + .019* points (0-100 scale) per day | p < 0.1 |
| | | | (Significant) |
| In terms of behaving well | Number of 21st CCLC days attended | + .017* points (0-100 scale) per day | p < 0.05 |
| | | | (Significant) |
| In terms of improving homework| Number of 21st CCLC days attended | + .034* points (0-100 scale) per day | p < 0.05 |
| | | | (Significant) |
| **State Assessment Changes** | | | |
| Mathematics | Attending 21st CCLC at least 70 Days | + 6.32% SD*** | p < 0.01 |
| | | | (Significant) |
| Mathematics | Number of continuous years in the 21st CCLC program | + 12.7% SD | p < 0.01 |
| | | | (Significant) |
| Reading | Number of continuous years in the 21st CCLC program | + 10.7% SD | p < 0.01 |
| | | | (Significant) |
* Unstandardized coefficient
** To better assess outcomes, teacher survey items were converted to Rasch scale scores. Note that the observed correlation may not be linear.
*** “SD” stands for Standard Deviation.
Naftzger, N., Vinson, D., Manzeske, D., and Gibbs, C. (2011). *New Jersey 21st Century Community Learning Centers (21st CCLC) impact report 2009–10*. Naperville, IL: American Institutes for Research.
**Leading Indicator System to Make Further Advancements in Quality and Achievement**
One of the goals of the statewide evaluation is to provide 21st Century Community Learning Centers grantees with feedback about their performance in the areas of program design and delivery. NJDE is therefore working with American Institutes of Research on the development of a leading indicator system to enhance its understanding of the impact of the New Jersey 21st Century Community Learning Centers program.
The focus of the leading indicator system is on quality implementation that has potential to *lead to* positive youth outcomes, rather than just focusing on assessing the achievement of youth outcomes *after* the program year is completed. This system innovation will continue to keep New Jersey’s 21st Century Community Learning Centers programs and other interested afterschool and summer learning programs in the state moving forward.
**Conclusion**
The 21st Century Community Learning Centers in New Jersey are providing critical learning opportunities tied to important education goals to thousands of young people across the state. Independent evaluations of the impact of local programs show they are making a positive difference in student achievement and teacher-reported student motivation, attentiveness, pro-social behaviors, and homework completion/quality.
These improved student outcomes did not happen by accident. The NJDE, along with local school and statewide and community partners, have worked diligently on five improvement strategies. New efforts to make future advances are under way, utilizing the latest research on quality and outcome improvement.
---
**ABOUT THE AUTHOR**
Susan Martz directs the Office of Student Support Services at the New Jersey Department of Education. She has been the director for the 21st Century Community Learning Centers grant program for the past 10 years. Martz has over 30 years of experience in education as a teacher and administrator at both the state and local levels. She holds a master’s degree in education from Rutgers Graduate School of Education.
---
**REFERENCES**
Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). *Structuring out-of-school time to improve academic achievement: A practice guide* (NCEE #2009-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/www/publications/practiceguides
Naftzger, N., Vinson, D., Manzeske, D., and Gibbs, C. (2011). *New Jersey 21st Century Community Learning Centers (21st CCLC) impact report 2009–10*. Naperville, IL: American Institutes for Research. | <urn:uuid:fc7a60a2-3137-48ff-96b5-0554ce017244> | CC-MAIN-2019-18 | https://www.expandinglearning.org/sites/default/files/em_articles/3_improvingresults.pdf | 2019-04-26T03:58:37Z | crawl-data/CC-MAIN-2019-18/segments/1555578759182.92/warc/CC-MAIN-20190426033614-20190426055614-00191.warc.gz | 692,110,592 | 3,285 | eng_Latn | eng_Latn | 0.990492 | eng_Latn | 0.993274 | [
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Pool of Siloam
Jesus met a blind man on the road. He told the blind man, “I’m Jesus. Some people call me the light of the world. I’ll bring light to you for the first time by helping you see.”
“No, Jesus,” other people said. “This man must have done something wrong or he wouldn’t be blind.”
But Jesus knew the people were wrong. Jesus knew just what to do to heal the blind man. First, he took some dirt from the ground and added some of his own spit. He mixed it until he made mud. Finally, he pressed the mud over the blind man’s eyes.
Jesus told the man to go and wash his eyes in the pool of Siloam. Splash! Splash! The blind man washed the mud off his eyes.
The very first thing the man saw was water. The second thing he saw was his face in the water. The blind man remembered Jesus’ words, “I’ll give you light.”
Many people were shocked by what Jesus did. Some people were mad because Jesus could do what they could not do. So they asked the man who used to be blind many questions.
“How can you see?” they asked him.
“Jesus made me see,” he said.
“That’s not true!” they replied.
“Yes it is! Jesus is a holy man,” he said.
“Really?!”
“Really! Jesus could heal you too.”
Some people were afraid that Jesus could heal people. They closed their eyes and didn’t want to see any more about Jesus. “Go away!” they said to the man who could now see. He went away. Jesus heard about what happened and went to find the man. When Jesus found him, Jesus didn’t tell the man to go away. Jesus stayed with him. The man believed Jesus was the light of the world.
Close your eyes. Think of your favorite things to see. Open your eyes, thanking God for all you see. | 41c873c0-17a6-42e1-90fa-c0fb86453f75 | CC-MAIN-2023-14 | https://www.oldstandrews.org/_files/ugd/7c2ae5_320e0bd5387c4365ab699bb2977909d1.pdf | 2023-03-27T11:01:14+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948620.60/warc/CC-MAIN-20230327092225-20230327122225-00305.warc.gz | 1,016,416,682 | 399 | eng_Latn | eng_Latn | 0.997647 | eng_Latn | 0.997969 | [
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Michigan State Youth Soccer Association
“D” Supplemental Manual
Purpose of Manual
- To prepare coaches working with players U.10 - U.13 and above by expanding their knowledge and understanding of the technical and tactical demands of the game and the developmental process necessary for players of these ages.
- To provide an understanding of practical coaching methodology and the framework necessary to prepare players and a team for competition.
- To be a supplement to the USSF “D” Coaching Manual
US Soccer License(s)
- State “D” License: 2 weekends (includes 2 evenings), 40 hours – must attend all hours and complete Laws exam, oral exam, and field session.
- National “D” License: can attend National “C” course after 12 months
- State “D” License: must re-test (6 month wait) and pass for National “D” at course, then can attend “C” course after 12 months
- Failure: can re-test for State “D” license after 3 months (must attend 2 days of course)
- National “C” License: 9 day residency course – must attend all hours and complete/pass written assignments, oral exams and field session(s)
- Pass all areas: National “C” License, can attend National “B” course after 12 months
- Not Ready (in one or more areas): must attend re-testing center before earning license (free)
Evaluating Criteria
4 Evaluating Criteria:
- Teaching Ability
- Knowledge of the Game - are you clear and concise?
- Recognizes Moments to address decision making (Tactics)
- Recognizes Moments to address proper technique and its application.
National D License - must receive Pass in all 4 areas.
Why Coach?
1- Former Player
2- Parent getting Involved
3- Passion for Soccer
4- Default
WHICH ONE ARE YOU?
Role of the Coach
- Positive Role Model
- Treat all players with respect
- Treat each player as a unique individual
- Encourage players to ask questions and express feelings
- Have patience and understanding
- Demonstrate responsibility to the game, opponents, officials etc
- Empathy & Understanding
- Players participate for different reasons
- Age/Maturity differences
- Server as Facilitator
- Control conditions and environment for learning
- Enthusiastic, demanding, encouraging, positive
- Sandwich technique = PRAISE / CRITICISM / PRAISE
- Appropriate activities – skills, conditioning/fun
- Objective – passes, spacing, goals, movement etc
How Do Players Learn?
They receive information and process it in order of importance. (LISTEN)
They block out unnecessary cues – attend to the most important. (FOCUS)
They concentrate on the execution of decisions they have made. (DEBRIEF)
They initiate the execution of mechanics from that decision. (DO IT)
Coaches should talk to players in a language that players will understand.
INSTRUCTING
The communication of knowledge is the sole purpose of education.
Our method of translating knowledge needs to be effective and attuned to the PLAYER and the TEAM.
Psychology and Player Development
- Know your audience of players
- Cognitive Development
- Motor Development
- Physical Development
Characteristics
Characteristics of U9-U12 Players
- **Physical**
- Players are beginning to develop physically. Speed and strength will begin to become factors in development.
- This is the awkward stage. Players are constantly growing and finding their balance.
- Bone structure and muscle definition should begin to define their shape.
- **Psychological**
- Players begin to enjoy competition.
- Players are more sensitive to peer pressure and continually look for acceptance.
- Players begin stages of self-discovery: Where do I belong?
- Players are aware of praise and criticism. This becomes an issue of recognition or embarrassment.
---
Characteristics
- **Tactical**
- Players are beginning to solve problems on their own.
- Making decisions on the field and in training is developed.
- Players begin to read the game as a whole.
- Speed of play can be introduced.
- **Technical**
- Players must continue to improve their comfortableness on the ball.
- Players must begin to handle the ball on tight spaces.
- Controlling and serving balls over distance must be introduced.
- Receiving balls with appropriate body parts is introduced.
- Heading needs to be introduced.
---
Characteristics of U12 Soccer Players
Sixth & Seventh Grade
Physical Development
Mental Development
Social Development
Physical Development U12
- The average age for the beginning of pubescence in girls is 10 years with a range from 7-14; for boys, age 12 with a range from 9-16.
- Dynamic and rhythmic warm-up and cool-down exercises are key to prevention of injury.
Physical Development U12
- Overuse injuries, burnout, and high attrition rates are associated with high-intensity children’s programs that fail to stress skill development and learning enjoyment.
- Begin to develop abilities to sustain complex coordinated skill sequences.
Mental Development U12
- Begins to think in abstract terms and can address tactical situations.
- A systematic approach to problem solving appears at this stage; the game of soccer must present the ability to think creatively and solve problems while moving.
Social Development U12
- More TV, less unstructured play.
- Beginning to spend more time with friends and less time with parents.
- Popularity influences self-esteem.
Social Development U12
- Whether a child enters puberty early or late has important social and emotional implications.
- Learning appropriate sex role.
Social Development U12
- Most children seek peers that are most like them in age, race, sex, and socioeconomic status.
- Opportunity to introduce the value of cultural diversity.
- Developing a conscience, morality, and a scale of values.
INSTRUCTING
- Provide clearly defined goals (objectives, targets, rules, etc.).
- Overriding – Generalized or total application, i.e., the transition to a positive mentality towards shooting.
- Specific – Play of pressuring defender. When you win the ball can you play it forward immediately?
- Provide information in a logical progression.
- Concreteness – simple to complex – general to specific.
- Feedback about performance.
- Should be specific and address what is happening in game and in practice.
- Corrections – addressing the group as well as the individual.
The 4 Components of the Game
Technical Ability to consistently manipulate the ball successfully. What the player is able to do with the ball.
Physical
a) Speed.
b) Endurance.
c) Strength.
d) Flexibility.
e) Agility.
f) Aerobic – with oxygen.
g) Anaerobic – with oxygen.
Tactical Game Insight or Game Instinct. Decision-making.
a) Individual (1 v 1).
b) Group (2 v 2) or (7 v 7).
c) Team (8 v 8) or (11 v 11).
Psychological
a) Age specific.
b) Sex.
c) Training rhythm.
d) Motivation, enthusiasm, determination, ability to deal with set-backs, etc.
e) Individual vs. team.
Principles of Play
The game of soccer can be broken down into two (2) basic concepts:
- SPACE
- TIME
When in possession of the ball, WE want to create more space and time on the ball.
When not in possession, WE want to deny space and time on the ball for the opposition.
Three Moments of the Game
- When the team is in possession of the ball.
- When the opponent is in possession of the ball.
- Time of transition between these two moments.
TRANSITION
Principles of Play
When in Possession: Create more space and time!
- Look to score. Utilize combination play to maintain possession. Player movement is crucial. Be creative.
- Attacking principles for an attack-oriented style:
- Attack with Pace.
- Immediately after winning the ball, look forward first.
- Utilize possession to probe with quick accurate passing.
- Create 2 versus 1 situations, number up.
- Transition from defense to offense needs to be quick.
- Define player roles and objectives when in possession.
Principles of Play
When NOT in Possession:
Deny space and time for the opposition.
- Pressure the ball. Apply cover and mark according to the goal, opposition, and the ball.
- Defensive Principles in an attack-oriented style:
- Transition from attacking to defending needs to be quick.
- Pressurize opponent immediately.
- Defend up field.
- Deny space by keeping the field compact.
- Define the player roles and objectives when defending.
Principles of Play
Roles of Attackers:
- 1st Attacker: Player with the ball. Look to score first, then penetrate and create a dribble. Look to maintain possession.
- 2nd Attacker: Player(s) in immediate support of 1st Attacker. Look to combine with the 1st Attacker to help maintain possession.
- 3rd Attacker: Player(s) whom provide length and width. Their runs create space and opportunities for penetration.
Roles of Defenders:
- 1st Defender: Player whom applies specific pressure on the ball, closest to the ball.
- 2nd Defender: Player(s) whom provide space and depth for the 1st Defender. Position self at an appropriate angle to deny penetration on the dribble and by passing path.
- 3rd Defender: Player(s) who are providing balance across the field to deny penetration from long balls. Look to track players away from the ball.
SAFETY v RISK - Thirds of the field:
- Safety – decisions to insure safety is maintained (no changes)
- Risk – decisions allow for a degree of risk to gain an advantage
- Attacking 1/3 (More Risk – Less Safety)
Move Receive Finish
Middle 1/3 (Even Risk & Safety)
Build Connect Support
Defensive 1/3 (More Safety – Little Risk)
Deny Destroy Develop
Transition Attack → Defense
- Priorities:
- Apply pressure on the ball quickly if possible.
- Regain possession.
- Force the attacking team to play the ball back or sideways.
- If pressure can not be applied, then the team drops towards their own goal, “pinches” centrally, and reorganizes.
- Delays the opponents attack so that the defending team can get players behind the ball.
- Makes play predictable so that possession can be regained.
Transition Defense → Attack
- **Priorities:**
- Play the ball forward as quickly as possible, attempting to get behind the defense before they have a chance to get organized (counter attack).
- If the ball can not be played forward, look to maintain possession.
- Usually involves moving the ball out of the immediate area where it was won.
Using Small Sided Games to Teach
- Small-sided games encompass all components of the game, i.e., technique, tactics, fitness and psychology, and provide a highly economical way to train players.
- Small-sided games accentuate these areas of player development:
- Skill development – number of touches on the ball increased.
- Tactical development – decision making is expanded.
- Fun and enjoyment – amount of goal scoring chances increased.
- Game understanding – positional play is greatly expanded.
- Intuitive development – transitional play is increased and becomes automatic.
Coaching Points- Small Sided Games
- **3v3**
- **Attack:**
Shape- length, width
Support
Combination Play
- **Defense:**
Shape- compactness
Pressure Cover Balance
Delay v. Tackle
Coaching Points- Small Sided Games
- 4v4
**Attack:**
Shape- diamond (width and depth)
Support
Combination Play
**Defense:**
Team shape
Pressure Cover Balance
Delay v. Tackle
Individual v. Small Group Defending
- 6v6
**Attack:**
Shape- diamond (width and depth)
Support
Combination Play
Use of central player to establish rhythm, connection between width and depth
**Defense:**
Team shape
Pressure Cover Balance
Delay v. Tackle
Individual v. Small Group Defending
Collective organization
**Key Coaching Points**
- Attacking: Focus on Principles of Attack
1st Attacker- when to shoot, pass or dribble
2nd Attacker- supporting angle, distance, position in front/ behind/ lateral to ball
3rd Attacker- distance from play, behind defense, unbalancing defense
Key Coaching Points
- Defending: Focus on Principles of Defending
- 1v1: closing down, angle/speed of approach, body shape, control, channel, deny, tackle
- 2v2: same as above plus, distance of coverage, communication, angle of coverage, changing roles, intercept passes
- 3v3: same as above plus, distance and angle of balance, tracking players, group organization
Coaching Points- Small Sided Games
- Possession: Focus on individual and group possession opportunities, eg numbers up/even/or down
- Roles of players
- Angles/speed of support
- Visual/verbal cues
- Body position
- Decision making
- Group shape
- Ex. 1v1 > 5v5 with end lines/goals/targets
Coaching Points- Small Sided Games
- Goalkeeping: Focus on technique of shot stopping and distribution
- Handling, footwork, body shape, getting set
- Distribution with the hands v. feet- starting attacks
Coaching Points- Small Sided Games
- **Heading and Crossing:** Focus on techniques of heading and crossing along with the application of runs.
- **Heading:** Body mechanics, technique of heading, timing of jump, application of runs.
- **Crossing:** Body mechanics, technique of crossing, timing/pace of cross, choice of cross (loft/driven)
---
Coaching Points- Small Sided Games
- **Finishing:** Focus on the techniques for shooting within games to develop the applications of accurate finishing.
- Body mechanics, quality preparation, choice of surface, execution, accuracy, placement v power
---
Coaching Points- Small Sided Games
- **Receiving and Turning:** Focus on the techniques of air v. ground balls within games to apply the decisions to turn.
- Body mechanics, surface selection, field awareness, opposition awareness, fist touch, vision, speed of execution, turn v. shield
Methods
- Preview
- What are you going to coach?
- Why? Purpose?
- Time
- When? Frequency? Weekly/Seasonal?
- Explanation
- Explain why
- Explain rules/organization
- Paint a Picture = “Show it – Talk it – Do it”
- Elements of Practice
- Organization – size, space, numbers, equipment, realistic to game?
- Create a “Transition Zone!” – blocks distractions, fun, creates a positive tone for practice
Economical Training and SAID Principle
Economical Training: combining as many of the pillars of soccer in one activity as possible.
Specificity of Training
S – Specific
A – Adaptations
I – Imposed
D – Demands
- Soccer training must replicate the game – what is done in training must be what happens in the game.
- To be fit to play soccer, training must be specific to the needs and demands of actual competition.
Training Progression
- Technical warm-up.
- Small group activities – application of technique in controlled environment for maximum repetition (1v1, 2v1, 2v2, 3v2, 3v3).
- Expanded Small sided games (4v4) – can use neutrals, must be directional.
- Game (4v4/5v5 plus goalkeepers).
Making Corrections: The Coaches Toolkit
Every coach needs a variety of coaching methods to use as tools with his/her team. Here is a tool kit of 5 coaching methods and explanations of their use.
1. Coach within the flow of the game.
- provides on-the-spot instruction to individuals or small groups of players as the ball is moving
- Not an ongoing monologue but at a critical time to influence play
2. Coach the individual player as the game continues.
- stop individual player but not the activity
- his/her team plays down as they receive brief and concise instruction
3. Coach at natural stoppages.
- address groups of players when game is still (ball out of play, water break, etc)
- focus on a problem while it is fresh in the players' minds
Tool Kit Cont.
4. Allow the conditions of the activity to coach the theme.
- the conditions of the activity provide the problem for the players to solve.
- example: a 6 goal game to coach small group defending – must address pressure, cover and balance, or small group attacking – quickly changing the point of attack.
5. Coach using the “freeze” method.
- Game is “frozen” or stopped at coach’s command
- Used to paint a visual picture for players
- Use with caution – too much disrupts the game and frustrates the player
The Freeze Method
- A technical freeze
- allows the coach to correct incorrect technique and is coach directed.
- demonstrate proper technique and have the player rehearse the technique.
- A tactical freeze
- is often coach directed, but can benefit from guided questions as well e.g., “we are giving up ball by coming out of the back, how can we prevent that from happening?”
- “The tactical freeze should be reserved for “big picture” situations involving several players. Optimally, the play should be “frozen” just as it is about to happen itself, e.g., as the defenders should be “stepping” to the ball.”
- Technique should still be addressed when appropriate.
Phase Coaching
- First Phase
- Identify coaching moment
- Address technical breakdown or positive execution
- Demonstrate proper technique and have the player rehearse the technique
- Rehearse technique with player
- Re-Start
- Second Phase Coaching
- The second phase is reserved for “big picture” situations involving several players
- Address First Phase Evaluation
- Address Decision of individual players
- Demonstrate options, eg. position, field overlaps et al.
- Rehearse “big picture”
- Re-Start
Avoid the following:
1 - Excess coaching – “be brief but brilliant”
2 - Incorrect or inappropriate activities.
3 - Training sessions that don’t flow and are frustrating.
4 - Game and activities that are unrealistic.
Self-Evaluation of Coaching
- Does it make sense?
- Is it appropriate?
- Does it hit the topic?
- Is it soccer?
- Is it realistic?
- Helpful Testing Reminders on page 96
More Thoughts
1. Find ways to make things competitive.
2. Hold your players accountable for their decisions on the field.
3. Demand technical precision.
4. Keep the practice flowing – avoid over-coaching.
5. Give periods for rest and water.
6. Make it fun! It is a game!
Are today’s coaches empowering our players, or are they encouraging a coaching dependency?
Over-coaching is when your players look at you for every move.
Under-coaching is when your players can’t find you.
Dr. Ron Quinn
Fundamentals of Coaching Preparation
✓ Organization: Pre-planned.
What is the topic/ theme of the session?
How players are active?
How many balls, cones, vests, & field space?
What is the player setup?
What are the dimensions of the field?
Where is the best coaching position?
What are the roles of the exercise?
What are the coaching points of the session?
Fundamentals of Coaching Preparation
- When coaching we must:
- Plan
- Prepare
- Organize
- Coach
- Evaluate
This process needs to occur with long-term development as our goal. Two questions we need to ask ourselves, where are they now? Where do we want to take them?
The Coaching Cycle
Two Important Questions:
- Does the training have a positive impact on the players?
- Does training transfer to the game?
Practical Field Sessions
- **Technique**
In the “D” Courses, coaches are expected to observe and correct technique for the individual player within small group play, eg 1v1 to 6v6.
- **Tactics**
In the “D” Course, coaches are expected to observe and correct the application of the principles of play within small group games.
Potential Topics
- How and when to dribble, pass and receive
- Playing balls in the air
- How and when to shoot/ finish with accuracy
- Goalkeeping: stopping shots
- Principles of Defending in small groups
- Principles of Attack in small groups
- Transition
Reasons To Watch A Game
- Scout opposition
- Enjoyment
- Observing your own team
- Assesses coaching effectiveness
- Assesses player effectiveness
- Assesses group effectiveness
- Assesses team effectiveness
Is Control The Result Of?
- Tight marking?
- Loose marking?
- Physical domination?
- Specific players?
- Unforced errors?
- Poor technique?
Principles of Play?
- To what extent are the basic principles of play being ignored or exploited?
- Depth in defense?
- Variety in attack?
- Support?
- Regaining possession once lost?
- Pressure/cover/balance....
- Etc.
- Needs to be evaluated in light of certain strengths or weaknesses of the opposition.
Team Shape?
- Are supporting defenders supporting close enough?
- Are attackers failing to recover to support defensively?
- Are attackers running away from the ball instead of checking back for it when needed?
- Are defenders retreating too soon and too quickly?
- Is an attacker taking as much space forward of the ball as possible?
Work Rate?
- Are players working hard in the wrong place and at the wrong time?
- Are defenders over committing in the wrong place?
- Are attackers making runs when the ball is not ready or able to be served?
- Are certain players hiding, not wanting the ball?
What is the Team's Attacking Tactical Pattern?
- Who are the principal feeders?
- Where and how do these feeders get the ball?
- Who are the principal receivers?
From Where Does The Team Like to Penetrate?
- Crosses? Early or late?
- Through passes?
- Dribbling?
- Late runs from midfield as target attacker holds ball?
- Overlaps? etc.
What Are The Team's Defensive Tactics?
- Zone, man-to-man, combination?
- Where is the "line of confrontation" drawn? Where is the back line in relation to this?
- How do they defend in the air? . . . on the ground?
Team Rhythm and Effort?
- How can the rhythm be disturbed?
- Higher pressure?
- Higher off-sides line?
- More depth?
- More forechecking?
What Are The Strengths and Weaknesses of Individual Players?
- Are they being utilized correctly?
- Are they playing out of position?
Cautions
- This is not a means of humbling or belittling players. It *is* a means of determining where a team can improve.
- The way that a team plays at any given moment depends greatly on how their opposition is playing.
- Initial impressions may be superficial or deceiving.
- The effective coach does not evaluate in a hurried or emotional manner.
- If analysis is to be constructive, it must be both thorough and logical, with a specific plan to follow.
Game Management
- What is Game Management?
- risk management, first aid
- coach presence: appearance, voice, tone
- Analysis
- adjustments
- Pre-Game
- warm-up
- review goals/ objectives
- Motivate
- Play
Team Management – Care and Prevention
Consider the needs for your team and develop a plan for pre-season, competition and post-season periods.
1. **Pre-season**
- How long is pre-season?
- What rules are applicable? E.g., club, high school or college
- How many players will you have during the pre-season?
- How many practices will you schedule?
- What are your expectations?
Team Management – Care and Prevention
2. Competition
- Develop calendar to show game days, travel days, days off, tournament dates, play-offs, team functions, etc.
- Calendar is a guide only – coaches and families must be flexible
- Schedule individual training during the season
- You must consider the need for REGENERATION during the competition period as well as “peaking” at the appropriate time
Team Management – Care and Prevention
3. Post – Season
- Individual meetings with players/and parents
- Review Season
- Time off for players and staff
- Off season conditioning program to maintain fitness level
Game Day
- Pre-Game
- In-Game
- Half-Time
- Post-Game
Team Management – Care and Prevention
Pre-game
* Nutrition
* Time of arrival at game site
* Warm-up: start time, routine
* Role of Coaching Staff in warm-up
* Final pre-game talk
In-game
* Substitutions
* Instruction
* Adjustments: match-ups, conditions, score
Team Management – Care and Prevention
Half Time
* Allow players to collect themselves and replenish fluids at beginning of half time
* Main points: areas to improve and/or adjust
* Situational instruction: “if we’re up a goal, we’ll…”
* Consider which players to speak to privately
* Second half warm up
Post-Game
● Welfare of the players – cool down!
● Injuries
● Post game conversations should be brief
● Final instructions to players regarding next game or practice
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If folks don’t want to use chemicals that’s fine, but governments, such as McGuinty’s in Ontario should not ban quality-proven products that have an absolutely clean bill of health from the one agency with qualified scientists conducting the tests, Health Canada. The term “qualified scientists” cannot be applied virtually to any of the people working for a number of organizations (including the Canadian Cancer Society) which have ganged up to play on the public’s concerns about the environment.
With **ONTARIO** Premier Dalton McGuinty’s **STUPID COSMETIC PESTICIDE LAW** having an increasing effect on more and more aspects of plant growing (and the all-important jobs connected thereto), regularly now we are learning of additional problems that the law causes. For example, last month there was a report on the fact that **KUDZU** vine (*Pueraria montana*) — “the Cancer of the Plant World” has now spread into Canada.
If you have ever driven the highways and byways of the U.S. southern states, you surely cannot have missed it as it covers everything it gets near up as high as the tops of hydro and telephone posts.
It has been taking over fields, roadside signs, fences, trees, and even houses in the United States for years, but now, the **KUDZU** has been discovered in Ontario, on the shores of Lake Erie near the town of Leamington. A botanist working near the town recently spotted **KUDZU** growing along the shores of **LAKE ERIE**.
“We have been watching the kudzu vine move toward Canada for some time now, with great apprehension. Our colleagues in the south have been fighting a tough battle with this invader, so we need to take immediate action in Ontario to stop kudzu in its tracks,” says Rachel Gagnon, Coordinator of the **ONTARIO INVASIVE PLANT COUNCIL** (O.I.P.C.), a collective of organizations collaborating to address the spread of alien invasive plants in **ONTARIO**.
Fortunately, it's been found early, so unlike previous invaders, such as dog strangling vine, we have the potential to eradicate kudzu and protect Ontario's biodiversity. Controlling this menace is critical to maintaining our native plants and wildlife habitat. If we let kudzu become established, it will cause untold ecological and economic damage."
Scientists are analyzing the greenery, and deciding how to dispose of the patch, which stretches 120 metres along the shoreline, and is 50 metres deep. Rachel Gagnon has monitored the plant's march northward through the United States, but was surprised that it arrived in Canada this quickly. Studies show that temperatures below 20 degrees Celsius can kill the plant's roots. "If it survives the winter, then obviously it's going to keep growing next summer and continue to spread," she said.
As annual temperatures continue to creep higher, one expert says British Columbia and Quebec will eventually join Ontario in providing a favourable climate for a KUDZU invasion. "Quebec and Ontario are the big two," University of Toronto ecology professor Rowan Sage said.
Invasive species, such as the mountain pine beetle, that has taken a chunk out of Western Canada's forests, threaten native flora and fauna in ecosystems across the country. KUDZU is difficult to control and costly to remove. "It just has this extremely pervasive and aggressive growth that captures a landscape and converts it to KUDZU," Rowan Sage said. "We call them 'KUDZU-scapes'."
The KUDZU vine is a native of EASTERN ASIA, and was first brought to NORTH AMERICA from JAPAN in 1876 for a centennial exhibition. It was later used for erosion control and promoted as a forage crop. Eventually, it took over much of the southern states and despite attempts to stop it, has continued to spread northward. It is said that fully five million acres in the U.S. are already covered. The UNITED STATES spends an estimated US$500 million per year in its war against the leafy plant, which suffocates crops, damages power lines and blankets timber stands.
It has been found in OHIO, and SOUTHERN MICHIGAN, so having it skip over the border to the southern-most point in CANADA (LEAMINGTON) was predictable!
Like all other invasive species, when the vine takes to its new environment it spreads quickly at the expense of native species, including trees, which are girdled by the vine; broken by its weight; or killed by lack of light. The KUDZU grows at an astounding rate of 30 centimetres (one foot) per day, and in a single season can grow up 30 metres (90 feet) in length.
The thick coverage chokes food sources for wildlife. The plant also releases nitrogen into the air and water and can carry the soybean rust disease, which damages crops.
Control measures include hand cutting, mowing, controlled burns and herbicides such as ROUNDUP. Grazing animals, such as goats and pigs have also been effective at containing the spread of the vine over the long term.
But, ONTARIO and QUÉBEC (and quite possibly soon in other provinces, such as BRITISH COLUMBIA) the use of ROUNDUP has been PROHIBITED, even though it has been shown countless times to be safe, and breaks down into harmless ingredients as soon as it hits the soil. The other great chemical now banned is 2,4-D which has been subjected to more tests than any other substance, not only here in CANADA, but all over the World, and there is still nothing that can be held against it.
If folks don’t want to use chemicals that’s fine, but governments, such as McGuinty’s in ONTARIO should not ban quality-proven products that have an absolutely clean bill of health from the one agency with qualified scientists conducting the tests, HEALTH CANADA. The term “qualified scientists” cannot be applied virtually to any of the people working for a number of organizations (including the CANADIAN CANCER SOCIETY) which have ganged up to play on the public’s concerns about the environment.
Art Drysdale is one of Canada’s best-known horticulturists. For the past four decades he has been writing, and presenting radio and television broadcasts, with practical garden hints on stations such as CFRB, AM740 and CFCA. He also presented all of Canada’s Weather Network gardening vignettes, hourly from April to October annually for a decade; as well as being the spokesman for The Garden Claw across the country. A life-long resident of Toronto and a horticulturist well known all across Canada, Drysdale is now a resident of Parksville, British Columbia on Vancouver Island, just north of Nanaimo. He has renovated an old home and has a new garden there. His radio gardening vignettes are heard in south-western Ontario over two radio stations: Easy 101 FM out of Tillsonburg at 2 PM weekdays and CD98.9 FM out of Norfolk County at 11:40 AM weekdays.
As a speaker Drysdale has addressed amateur and professional groups all across Canada, as well as in the U.S., England, Holland, Switzerland, Australia, South Africa, and aboard cruise ships. Drysdale graduated from East York Collegiate in 1957, with the Ontario Secondary School Honour Graduation Diploma. He was active and held several executive positions in the East York Garden Club, 1955–69. He attended The Niagara Parks Commission School of Gardening (now NPC Botanical Garden and School of Horticulture), 1958–61, where he won all five awards presented at the graduation. He initiated/edited the school’s first yearbook.
From graduation in March 1961 until August 1962 Drysdale worked with the Shur-Gain Division of Canada Packers where he developed new consumer fertilizer products (Feed ‘n Weedaway, for example), wrote various consumer literature, and consulted with consumers and the turf industry. He was then employed with Sheridan Nurseries Limited, 1962–69. Drysdale was Chief Horticulturist and Advertising Manager, with full responsibility for their catalogues and botanical nomenclature. In December 1963, Drysdale began writing a feature column for a new magazine, Canadian Nurseryman, and continued to do so until March 1969. He was also a member of the founding committee. In 1964, he was appointed part-time Executive Director and Editor with the Canadian Parks/Recreation Association (CP/RA), with the office in his home. In 1969–70, he was employed full-time as CP/RA Executive Director, and Editor of Recreation Canada. He set up CP/RA’s first permanent office in Ottawa in early 1971. From 1971–1978, he free-lanced as a horticultural writer and published/edited Recreation Canada. In 1973, he was appointed Regional Director (Canada) of the Garden Writers Association of America (GWAA). During 1979–81 period he served as President of the Garden Writers Association, the first-ever Canadian to hold the office representing over 1,000 members, mostly in the U.S.A.
In March 1975, Dent Canada published his book *Gardening Off The Ground* that he wrote on the invitation of the publisher. It was the first Canadian book for balcony gardeners. In July 1996, he self-published a completely revised and enlarged version, including his own colour photos.
Art Drysdale also has his own website at http://www.artdrysdale.com
FORCE OF NATURE was launched for continuous transmission on the Internet on January 1st, 2009. It is a series of e-newsletters destined for the GREEN SPACE INDUSTRY, the ENVIRONMENTAL TERROR MOVEMENT, politicians, municipalities, and the media, nation-wide across Canada, and parts of the United States and Europe. Force of Nature is divided into two sections: First, a news service itself that reports on the current events affecting the future of the GREEN SPACE INDUSTRY. Second, Independent Perspective, which is a running commentary, sometimes technical in nature. Force of Nature is the WHOLE TRUTH from an INDEPENDENT PERSPECTIVE!
Force of Nature is the brainchild of William H. Gathercole and his entourage. Norah G is actually an acronym for the stable of writers that contribute to this e-newsletter. The opinions expressed in Force of Nature, even though from an INDEPENDENT PERSPECTIVE, may not reflect those of everyone in the GREEN SPACE INDUSTRY, or Mr. Gathercole's many associates. Be warned! Mr. Gathercole and Norah G may sometimes be very irreverent and fearless with these e-newsletters. DON'T THANK US. IT'S A PUBLIC SERVICE. AND WE ARE GLAD TO DO IT.
William H. Gathercole holds a degree in Horticulture from the UNIVERSITY OF GUELPH, and another pure and applied science degree from MCGILL UNIVERSITY. He has worked in virtually all aspects of the GREEN SPACE INDUSTRY, including public affairs, personal safety, and environmental issues. Mr. Gathercole has been a consultant and instructor for decades. He also been an agricultural agronomist. Mr. Gathercole has been following the evolution of ENVIRONMENTAL TERRORISM for over a quarter-century. His involvement in environmental issues reached a fevered pitch in the 1990s, when he orchestrated, with others, legal action against unethical and excessive municipal regulations restricting the use of pest control products. (i.e. the town of Hudson.) Although he can be accused of being ANTI-ENVIRONMENT-MOVEMENT, he is, in fact, simply a strong advocate FOR the GREEN SPACE INDUSTRY! How? This position has not prevented him from criticizing the Green Space Industry. Nonetheless, his vast knowledge of our long history with environmental issues is UNDENIABLE! Hopefully! For many years, Mr. Gathercole has been a contributing columnist for TURF & Recreation Magazine, Canada's Turf and Grounds Maintenance Authority.
All document excerpts and pictures contained in Force of Nature were found somewhere on the Internet. We believe that they are in the public domain, serving one of the following purposes: archive, education, promotion, publicity, or press release.
We believe that environmental terrorism can be BEATEN! Information presented in Force of Nature has been developed for the education and entertainment of the reader. The events, characters, companies, and organizations, depicted in this document are not always fictitious. Any similarity to actual persons, living or dead, may not be coincidental. The mission of Force of Nature is to respond to those statements and activities originating from culprits that conspire to prohibit FEDERALLY LEGAL, SCIENTIFICALLY SAFE, and TOTALLY IRREPLACEABLE conventional pest control products. Culprits are identified on the basis of their statements, activities, and actions when known. Even though each culprit is misguided, they each still deserve a fair hearing. The term 'culprit' is not an accusation of any legal wrong-doing. Force of Nature is simply holding culprits accountable for changes in public policy that have terrorized the Green Space Industry. Force of Nature believes that the prohibition policies of the ENVIRONMENTAL TERROR MOVEMENT will lead to UNEMPLOYMENT, BANKRUPTCY, BUSINESS FAILURE, DESPAIR, and DESTITUTION. The actions of the movement is viewed as a form of TERROR against the Green Space Industry.
The following titles are currently available. (Or, will be available in the near future.)
Alberta Prohibition • British Columbia Prohibition • Canadian Association of Physicians for the Environment • Canadian Environmental Law Association • Consequences • David Suzuki Foundation • DDT and Politicized Science • Death and the Environmental Movement • Golf and Landscape Trade Industries • June Irwin, The Clown of Junk Science • Kazimiera Jean Cottam • Kelowna BC Prohibition • New Brunswick Prohibition • Nova Scotia Prohibition • Ontario Prohibition • Organic Fertilizers • Pets and Lawn Care Chemicals • Prince Edward Island Prohibition • Quebec Prohibition • Rachel Carson, The Queen of Junk Science • Randy Fowler, The Next Premier of Ontario • Salinas Valley EC Prohibition • The State Of The Environmental Space Industry • The Truth About Integrated Pest Management • The Industry Strikes Back • The Misconceptions About Cancer • The Wisdom of Drysdale • The Wisdom of Homeland • The Wisdom of Manns • The Wisdom of the Solomons • Wisconsin Fertilizer Prohibition • ASK FOR A COPY OF ANY BACK ISSUE OF FORCE OF NATURE TODAY. READ ALL ABOUT ENVIRO-MANIACS AND THEIR ENVIRONMENTAL TERROR ORGANIZATIONS IN FORCE OF NATURE! THE WHOLE TRUTH FROM AN INDEPENDENT PERSPECTIVE!
The Wisdom of Drysdale!
Part 2
Read all about ENVIRO-MANIACS and their ENVIRONMENTAL TERROR ORGANIZATIONS in FORCE OF NATURE!
Pest control products are FEDERALLY LEGAL, SCIENTIFICALLY SAFE, and TOTALLY IRREPLACEABLE!
Environmental terrorism can be BEATEN!
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Junior Cycle Final Examination 2022
Mathematics
Higher Level
Friday 10 June Afternoon 1:30 - 3:30
270 marks
Examination Number
Day and Month of Birth
For example, 3rd February is entered as 0302
| For Superintendent | For Examiner |
|---------------------|--------------|
| Centre Stamp | Q. Ex. Adv. Ex. Q. Ex. Adv. Ex. |
| | 1 | | | 11 | | |
| | 2 | | | 12 | | |
| | 3 | | | | | |
| | 4 | | | | | |
| | 5 | | | | | |
| | 6 | | | | | |
| | 7 | | | | | |
| | 8 | | | | | |
| | 9 | | | | | |
| | 10 | | | Total | | |
Running total
Grade
Instructions
There are 12 questions on this examination paper. Answer all questions.
Questions do not necessarily carry equal marks. To help you manage your time during this examination, a maximum time for each question is suggested. If you remain within these times you should have about 10 minutes left to review your work.
Write your answers in the spaces provided in this booklet. You may lose marks if you do not do so. You may ask the superintendent for more paper. Label any extra work clearly with the question number and part.
The superintendent will give you a copy of the Formulae and Tables booklet. You must return it at the end of the examination. You are not allowed to bring your own copy into the examination.
You may lose marks if your solutions do not include supporting work.
You may lose marks if you do not include the appropriate units of measurement, where relevant.
You may lose marks if you do not give your answers in simplest form, where relevant.
Write the make and model of your calculator(s) here:
(a) Jane buys a laptop online for $699, plus a shipping cost of $30.
The exchange rate is $1 = €0.90.
Work out in euro the total cost to Jane of buying the laptop online.
(b) Jane has a gross annual income of €56 000.
Jane pays income tax on her gross income at a rate of 20% on the first €44 300, and 40% on the balance.
(i) Work out Jane’s annual income tax at each of these two rates (20% and 40%).
Income tax at 20% = €_____________ Income tax at 40% = €_____________
(ii) Jane has annual tax credits of €3300.
Work out Jane’s annual take-home pay.
(Suggested maximum time: 15 minutes)
When Maeve’s team play a match, they can win (W), draw (D), or lose (L).
(a) Fill in the table below to show the 9 possible outcomes when Maeve’s team play two matches. One is already done. W D means they win Match 1 and draw Match 2.
| Match 1 | Match 2 |
|---------|---------|
| | W | D | L |
| W | | | |
| D | | | |
| L | | | |
(b) Maeve thinks that each outcome in the table is equally likely. Based on this, find the probability that, when Maeve’s team play two matches, they win at least one match. Give your answer as a fraction.
(c) Maeve’s team play 5 matches in a competition. Work out the total number of different possible outcomes for Maeve’s team for these 5 matches. For example, one possible outcome would be W W L D W.
Maeve’s team plays 11 matches in a league. The table below shows the number of goals that Maeve’s team score in each of these 11 matches.
| 3 | 1 | 1 | 0 | 2 | 7 | 1 | 0 | 2 | 1 | 3 |
(d) Work out the **mean** number of goals that Maeve’s team score per match. Give your answer correct to 1 decimal place.
(e) Complete the **pie chart below**, to summarise the data above, showing the proportion of their games in which Maeve’s team scored 0 goals, 1 goal, and so on. Label each sector **and** the size of the angle clearly. Show any working out and construction lines.
The co-ordinate diagram below shows part of the N22 road in County Cork. Two points on the road, $P$ and $Q$, are marked on the diagram.
(a) The point $Q$ has co-ordinates (6, 2). Write down the co-ordinates of the point $P$.
$$P = \left( \quad , \quad \right)$$
(b) The equation of the line $PQ$ is:
$$x + 7y = 20$$
Using this, or otherwise, find the co-ordinates of the point where the line $PQ$ crosses the $y$-axis.
Answer = $\left( \quad , \quad \right)$
(c) A new road is being built through the point $Q (6, 2)$.
On the co-ordinate diagram, it will be a straight line segment which is **perpendicular** to $PQ$.
Work out the equation of this new road.
Give your answer in the form $ax + by + c = 0$, where $a, b, c \in \mathbb{R}$.
(d) The distance $|PQ|$ on the diagram is $7.1$ cm, correct to 1 decimal place.
5 mm on the diagram represents 100 m.
Use this to work out the **actual** distance from $P$ to $Q$. Give your answer in km.
The three triangles A, B, and C are shown below.
The given lengths of the sides of each triangle are in centimetres, where \( x, y \in \mathbb{N} \).
In this question, take “the perimeter” to mean “the length of the perimeter”.
| Triangle A | Triangle B | Triangle C |
|------------|------------|------------|
| 2 | 3 | 5 |
| 3.5 | 2x | \( y^2 + 3 \) |
| | 2x + 1 | \( y^2 \) |
(a) The perimeter of Triangle A is 8 cm.
Two of the sides have length 2 cm and 3.5 cm, respectively, as shown.
Work out the length of the third side of Triangle A.
(b) (i) Write down the perimeter of Triangle B, in terms of \( x \).
(ii) The perimeter of Triangle B is 24 cm.
Use this to work out the value of \( x \).
(c) The perimeters of the three triangles A, B, and C form a linear sequence. Triangle C has the largest perimeter.
(i) The perimeter of Triangle C is $k$ cm, where $k \in \mathbb{N}$. Find the value of $k$.
(ii) Hence work out the value of $y$, where $y \in \mathbb{N}$.
A balloon pump is made from a cylinder with an internal diameter of 6 cm and a height of 20 cm, as shown. Each time the pump is pumped, it passes one full cylinder of air into a balloon.
(a) Show that the volume of one full cylinder of air is $180\pi$ cm$^3$.
(b) Darragh is inflating a balloon in the shape of a sphere. When fully inflated, the balloon has a radius of 15 cm.
(i) Find the volume of Darragh’s balloon when it is fully inflated. Give your answer in cm$^3$, in terms of $\pi$.
Darragh pumps the pump once every second.
(ii) How many seconds will it take Darragh to fully inflate his balloon?
(c) Gustav is inflating a bigger balloon in the shape of a sphere. He also pumps the pump once every second. His balloon is fully inflated after 50 seconds. Find the radius of Gustav’s balloon when it is fully inflated. Give your answer correct to 1 decimal place.
80 students in a group were asked what they had done during their summer holidays.
Some of the students got a job ($J$), some went on holidays ($H$), some did both, and some did neither.
$\frac{1}{5}$ of the students in the group did neither.
25% of the students got a job.
Of those students who got a job, half also went on holidays.
Work out the total number of students in the group who went on holidays.
You may use the Venn diagram below to help answer the question.
Answer =
[Diagram]
(Suggested maximum time: 5 minutes)
(a) Amie and Joe are asked to pick values for the numbers $p, q,$ and $r$ so that the following is true for all $a \in \mathbb{R}$:
$$a^p \times a^q \times a^r = a^{12}$$
(i) Amie picked three values that were all the same, so $p = q = r$. Write down the values of $p, q,$ and $r$ that Amie picked.
$$p = \square \quad q = \square \quad r = \square$$
(ii) Joe picked three values that were all different. Write down possible values of $p, q,$ and $r$ that Joe might have picked.
$$p = \square \quad q = \square \quad r = \square$$
(b) Find the value of $m$ so that the following is true for all $b \in \mathbb{R}$:
$$\frac{b^m \times b^{-2}}{b} = b^{10}$$
The diagram below shows two vertical buildings, A and B (diagram not to scale).
Mary stands at the top of Building A. She is 220 m above the ground.
She wants to work out the distances marked $y$ and $z$ in the diagram – that is, the distance from the top of Building A to the bottom of Building B, and the height of Building B, respectively.
Mary measures the two angles that are marked $35^\circ$ and $20^\circ$ in the diagram, to the bottom of Building B and the top of Building B, respectively. The broken line is horizontal.
(a) Work out the size of the angle $C$.
(b) Mary works out that the horizontal distance between the two buildings is 154 m, correct to the nearest metre, as shown.
Use the **Theorem of Pythagoras** to work out the distance marked y on the diagram. Give your answer correct to the nearest metre.
(c) Use **trigonometry** to work out the value of z, the height of Building B. Give your answer correct to the nearest metre.
(a) \( k = 7 \) and \( m - k = 4 \). Work out the value of \( 9k - 6m \).
(b) Factorise fully \( 8ax - 14bx + 4ay - 7by \).
(c) Write the following as a single fraction in its simplest form:
\[
\frac{2}{2x+1} - \frac{3}{3x+5}
\]
(d) Solve the equation \(2x^2 - 7x - 3 = 0\).
Give each answer correct to 2 decimal places.
Ali and Jon took part in a triathlon.
In the triathlon they had to complete a 5 km kayak, then a 25 km cycle, and then a 10 km run.
The diagram below was drawn after both of them had finished the race.
It shows how many minutes more than Jon (or less than Jon) it took Ali to travel $d$ km in the triathlon, for $0 \leq d \leq 40$. For example, the point A shows that it took Ali 1 minute more than Jon to travel the first 10 km. In total, it took Ali 1 minute less than Jon to finish the triathlon.
(a) Did Ali finish the kayak section ahead of Jon, behind Jon, or at the same time as Jon?
(Tick one (√) box only.)
Ali finished the kayak section: ahead of Jon √ behind Jon at the same time as Jon
(b) Ali had to stop briefly during the triathlon. Jon did not stop.
State what distance Ali had travelled when he stopped, and for how long he was stopped.
Distance Ali had travelled (in km):
Length of time Ali was stopped (in minutes):
(c) What was happening Jon and Ali at the point marked B on the diagram?
(d) The table below shows the time it took Jon to complete each of the three sections in the triathlon, as well as his total time for the triathlon.
Using the diagram, fill in the four missing times for Ali.
| | Kayak | Cycle | Run | Total |
|----------------|-------|-------|------|-------|
| Jon’s time (minutes) | 32 | 38 | 36 | 106 |
| Ali’s time (minutes) | | | | |
(e) Jon and Ali also ran a 400 m race.
Jon’s average speed for the 400 m was 7.8 metres per second.
It took Ali 2 seconds more than Jon to run the 400 m.
Work out Ali’s average speed for the 400 m race.
Give your answer in metres per second, correct to 1 decimal place.
Question 11
The line $h$ has a slope of 4 and passes through the point (20, 12).
Find the co-ordinates of another point on the line $h$, other than the point (20, 12). Show your working out.
Answer = \[ \left( \quad , \quad \right) \]
Question 12
The diagram below shows the circle $k$ (not to scale).
The points $A$, $B$, and $C$ lie on the circle.
$[AB]$ is a diameter of the circle, and $|AC| = 8$ cm.
The area of the circle $k$ is $25\pi$ cm$^2$.
Work out the size of the smallest angle in the triangle $ABC$.
Page for extra work.
Label any extra work clearly with the question number and part.
Page for extra work.
Label any extra work clearly with the question number and part.
Acknowledgements
Image on page 3: www.lenovo.com. Altered.
Image on page 4: www.depositphotos.com. Altered.
Image on page 6: www.google.com/maps. Altered.
Image on pages 10 & 11: www.efavormart.com. Altered.
Image on page 12: www.theirishroadtrip.com. Altered.
Junior Cycle Final Examination – Higher Level
Mathematics
Friday 10 June
Afternoon 1:30 - 3:30
Copyright notice
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A Syllabus Adapted to the Teaching of English in the Eleventh Grade at Charlton-Pollard High School
Eloise L. Wells Briggs
Prairie View State College
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Recommended Citation
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A Syllabus Adapted to the Teaching of English in the Eleventh Grade at Charlton-Pollard High School
by
Eloise L. Wells Briggs
An Undergraduate Thesis Submitted to the Faculty of the School of Arts and Sciences of Prairie View State College Prairie View, Texas
In Partial Fulfillment of the Requirements of the Degree of Bachelor of Science In Education August 1, 1932
And Accepted on the Recommendation of Professor of Education
OUTLINE
A Syllabus Adapted to the Teaching of English
In the Eleventh Grade
at Charlton-Pollard High School
INTRODUCTION:
Part I - English Literature.
I. Purpose
A. Develop ability to read rapidly
B. Extensive and intensive reading.
C. To understand literary types.
D. To understand literary development of the drama.
E. To study trends of modern prose and poetry.
II. Scope:
A. Provides for different levels of ability
B. "C" group requirements.
C. Minimum essentials
III. Procedure
A. Early Literature
1. Anglo-Saxon or Old English Period
2. Specimens of the Language
3. The Epic Beowulf.
4. Anglo-Saxon Songs.
5. Metrical Romances
B. Chaucerian Literature.
1. Geoffrey Chaucer
2. Contemporaries and successors of Chaucer
3. Ballads.
C. Elizabethan Literature.
1. Historical Background.
2. Outburst of Lyric Poetry.
3. The Rise of the Drama.
D. Puritan and Restoration Literature.
1. Historical Outline of Period.
2. Three Typical Writers
(a) Milton; (b) Bunyan; (c) Dryden.
E. Eighteenth-Century Literature (Second Quarter)
1. History of Period
2. Meaning of Classicism in Literature
3. Study works of Pope, Swift, Addison, Steele
4. Historical Writings in the Eighteenth Century.
F. Romantic and Victorian Poetry.
1. Historical outline of each
(Written and Spoken English)
2. Study of Wordsworth, Coleridge, Keats,
Byron, etc.
I. Purpose:
3. The Victorian poets: Tennyson, Browning
A. To find weaknesses in mechanics of English
Arnold, Dickens, George Eliot, etc.
B. To understand the value of conversation
G. Development of the Essay:
C. To increase accuracy in letter forms
1. Typical writers.
D. To read newspapers intelligently.
H. Development of the Novel:
F. 1. The first novels. 1 style of ordinary
2. The modern Novels: story and the drama.
II. Section I. Modern Trends in Literature
A. 1. Rudyard Kipling
B. 2. Modern Novelists: or, average, and "C" group
C. 3. The realists.
III. Procedure.
A. Mechanics of English
1. Drills in grammar, punctuation, etc.
B. Conversation
1. Value of good conversation.
C. Letter writing
1. Social letters
2. Business letters.
D. Public speaking
Part Two
Written and Spoken English
I. Purpose:
A. To find weaknesses in mechanics of English
B. To understand the value of conversation
C. To increase accuracy in letter forms
D. To read newspapers intelligently.
E. To investigate vocations
F. To study structure and style of ordinary poetry, the short story and the drama.
II. Scope:
A. Organization of thought
B. Meets needs of superior, average, and "C" groups.
C. Minimum essentials.
III. Procedure.
A. Mechanics of English
1. Drills in grammar, punctuation, etc.
B. Conversation
1. Value of good conversation.
C. Letter writing
1. Social letters
2. Business letters.
D. Public speaking
1. Technique of speech
2. Debates.
E. Journalism
1. News: What is it?
2. Where does it come from?
3. Editing the school paper.
F. Term theme on Vocation (Second quarter)
1. How and when to choose a vocation
G. Structure of Drama
1. Action
2. Plot
H. Structure of Poetry
1. Rhythms
2. Figures of Speech
3. Scansion
I. Structure of the Short Story
1. Characters
2. Plot
3. Background
Conclusion
Bibliography
Introduction
This course aims to make the study of representative selections of prose and poetry in the English course for the eleventh grade in Charlton-Pollard High School, Beaumont, Texas more intelligible to the student. Merely telling a student to take certain selections leaves him at sea regarding what to look for or to think about. The result is a careless or mechanical perusal of the assignment, with no distinct impression of its meaning or appeal.
As a means of focusing attention and stimulating thought in reading, nothing is so valuable an aid to young persons as suggestive questions. It is the writer's intention that this course serve as a nucleus around which the teacher might arrange her own material. The questions are intended to be stimulating rather than exhaustive. They leave much that may be developed in the recitation by both student and teacher.
The general objectives of this course, including English and English literature, are to help pupils acquire the habit of using clear, correct, and forceful expression in both oral and written composition; to discover and develop special creative abilities; to teach the pupils to learn to read rapidly and understandingly ordinary English material; to help them develop a sense
of discrimination between good and bad reading and to develop enjoyment of the good; and lastly, through reading, to attain higher ethical standards, to gain a better understanding of the world, and to have a broader outlook on life.
The course is broad enough to take care of the pupils having superior intelligence. In the case of the retarded children, certain parts may be omitted. The slow pupils will do the same quality of work, but not the same quantity. If the teacher wishes additional she may find means of securing same in the bibliography. This course allows for projects and ample pupil participation.
TO THE TEACHER: Have students keep a loose-leaf note book, which will contain the following: table of contents, glossary, themes, class reports, names of the chief writers, their works and the characteristics of the age in which each wrote.
I. PURPOSE: The purpose of this course may be stated as follows: (1) to develop ability to read rapidly and understand clearly materials of increasing difficulty of form and content. (2) To gain familiarity with a wide body of literature by extensive reading of such a few master pieces.
Part One
A Course for Teaching English Literature
Text
Outline of English Literature
by
William J. Long
II. SCOPE: This course provides materials for the different levels of ability. Generally the work in this course is designed for average students of "B" ratings. However, for "A" classes may be increased from the wealth of English Literature available in anthologies and elsewhere. Some profit will be gleaned to each student. "C" groups may omit such work as the comparison of books with other essays; reading miscellaneous selections on the same subject; reading "The Poet," and all poems except those in Part I.
I. PURPOSE: The purpose of this course may be stated thus: to develop ability to read rapidly and understandingly materials of increasing difficulty of form and content. (2) to gain familiarity with a wide body of literature by extensive reading and with a few master pieces by intensive study; (3) to understand literary history biography, and types in so far as they explain the literature itself; (4) to understand such literary, developments as that of the drama in the Elizabethan Age, that of prose in the Eighteenth Century; and that of the novel from its beginnings to the present time; (5) To notice trends of modern prose and poetry, and to form a basis of discrimination for current reading; and (5) to acquire a quotable body of memorized passages from worthwhile selections.
II. SCOPE: This course provides materials for the different levels of ability. Ordinarily the works in this course is designed for average students of "B" rating. Materials for "A" classes may be increased from the wealth of English literature available in anthologies and elsewhere. Extra credit will be given to such students. "C" groups may omit such work as the comparison of Beowulf with other epics; reading miscellaneous selections as Cynewulf's Riddles, "The Pearl," and all prose except Bede's "Story Coedmon."
In the study of Chaucerian literature, the "C" group need not be required to give reports on additional Canterbury Tales and other works of Chaucer. In all instances, reading of miscellaneous selections may be omitted.
The minimum essentials of the course may be summed up as follows: (1) ability to pass a test on selections indicated in the course, not including selections omitted for "C" groups; (2) Ability to do successful outside reading to earn twenty-five points of credit on four required books; (3) ability to write or repeat 100 lines of poetry or prose, required memory work; (4) understanding shown in written themes (eight themes or their equivalent in notebook work) and in oral reports (six) of the most significant facts about English literature, including development, form, and subject matter.
1. What is an epic? 2. Describe each of the three main adventures of the hero. 3. Which of these is the most interesting? 4. what details about his hero's earlier life are found in the poem? 5. What are some of his leading traits of character? 6. Most information from the poem gives regarding the life of Britain in the
III. PROCEDURE:
First Week
Early Literature.
First Lesson:
A. 1. What do you consider a good definition for English Literature? 2. Account for the various changes in the English language from its infancy until now. 3. Assignment: Written reports on: (a) Paradise Lost (religious epic), (b) Rape of the Lock (mock epic); (c) Sohrab and Rustum (fragment of epic); (d) Hiawatha (near epic) (e) The Iliad and The Odessey (Greece) (f) The cid (Spain) (g) The Song of Roland (France) - Have reports ready for Friday. Explain to pupil what is done.
Second Lesson:
A. Beowulf
1. What is an epic? 2. Describe each of the three main adventures of the hero. 3. Which of these is the most interesting? 4. What details about the hero's earlier life are found in the poem? 5. What are some of his leading traits of character? 5. What information does the poem give regarding the life of England in that early period - position of women, social customs, powers of the king, has relation to his followers, religion, etc.
7. Is the setting of the poem English or continental?
8. What aspects of nature are most vividly presented?
9. What appears to be the Anglo-Saxon attitude toward Nature? Point out passages that show a combination of pagan and Christian elements. Account for this mixing.
Third Lesson:
A. The Seafarer:
1. What hardships of a mariner's life in primal days are described?
2. What is the old seafarer's attitude toward the joys of life on land?
3. It has been suggested that this poem may be a dialogue between an old mariner and a young man who longed to go to sea. Does such a theory make the poem more interesting? Why?
B. The Wanderer:
1. What contrast is there between the dream of the exiled minstrel and the actual conditions of his life?
2. What attitude does he take toward the passing of earth's joys and love lines?
(Assignment for next day - to be written-Report on Anglo-Saxon Chronicle)
C. Dear's Lament:
1. What misfortune has happened to the old court singer?
2. In what spirit does he face adversity?
Fourth Lesson:
A. Wideseth:
1. What is said of the minstrel Wideseth in the beginning of the poem?
2. What lands and kings had he visited?
3. Is the poem of his toric and legendary interest rather than esthetic?
B. Caedmon. (Hymn)
1. With what attributes of God is the poet impressed?
C. Cynewulf (Elene)
1. How does Elene come to be sent to the Holy Land and for what purpose? How does she discover the true cross among the three?
D. Report on Anglo-Saxon Chronicle
Fifth Lesson:
A. Cuckoo Song:
1. What is the subject of this lyric?
2. What is its mood?
B. Bede's History:
1. What account does Bede give of the coming of the English to Britian? What does he say about the arrival of the first Christian missionaries?
3. Relate his account of Caedmon's becoming a poet.
C. Have pupils read their reports on the outside reading of epics.
Second Week.
Early Literature (Continued)
First Lesson:
A. Continuation of reports on other epics.
B. Sir Gawain and the Green Knight.
1. Does the interest in the poem center chiefly in the characters or in the incident? 2. Is Gawain convincingly portrayed? 3. Which of the other characters make an appeal to the reader. 4. Does the description in the poem appeal to the reader? 5. Does the story seem to have any allegorical significance? 6. Look up the characteristics of the metrical romances that were popular in the Middle Ages and show how this poem illustrate them. 7. Point out differences between a metrical romance like this and an epic like Beowulf.
Second Lesson:
A. The Pearl.
1. What type of poem is "The Pearl"? 2. Where is the poet when the dream comes to him? 3. Where does he go in his dream? Are the nature descriptions of the scenes real or imaginary? What do they represent?
B. Ballads:
1. Review characteristics of types, significance as early literature. (Use victrola records)
2. **Sir Patrick Spens**: What situation is unfolded in the ballad? How does the ballad end? 3. What qualities give the ballad its power as a piece of dramatic narrative?
3. **Kemp Owyne**: What did the wicked step-mother do? 2. What prophecy did she make. 3. How was the prophecy fulfilled when Kemp Owyne came to Craigys sea?
3. **Robin Hood's Death and Burial**: How did Robin come by his death? 2. How was Little John notified that his master was dying? 3. What was the boon requested by Little John? Was it granted? 4. What were the directions given by Robin for his burial?
4. **Nut Brown Maid**:
1. What is the subject of discussion between the two speakers in the opening dialogue? 2. What hardships of the greenwood life does the one speaker successively present and what are the other speaker's replies? 3. Is there a steady rise in the expression of faithfulness in love?
**Third Lesson:**
Write a summary of the beginnings of English Literature using approximately 250 words. Turn in at end of period. Observe form
Fourth Lesson:
Paraphrase the story of Beowulf. Turn in at end of class period.
Fifth Lesson:
A written test covering this unit work. Have mimeographed copies of questions so as to facilitate the work of the pupil.
Third Week
Chaucerian Literature
First Lesson:
The Prologue: (From the Canterbury Tales)
1. Why did the pilgrims go to Canterbuty?
2. In what season of the year was it?
3. From where did they start?
4. How many characters were there in the company?
5. Which of the characters are most favorably presented?
6. Which most unfavorably?
7. How severe is the poet in his treatment of these last?
8. Was he justified so far as we know from a study of the social conditions of his time?
9. Which characters are most vividly presented?
10. What are some of the means by which Chaucer gives vividness to his character sketches.
Second Lesson:
The Prologue (continued)
1. Chaucer has been called the most liberal of poets. Does he portray life accurately? 2. Are the persons he described types or individuals? 3. How does Chaucer's treatment of them differ from a portrait painter's? 4. Group the pilgrims according to ranks in society. 5. How completely do they stand for all ranks of English society in the fourteenth century? What agreement did the pilgrims enter into regarding the telling of tales? 7. What does this show regarding Chaucer's plan for The Canterbury Tales? 8. How completely was it carried out? 9. Give reasons why the Prologue, though written five hundred years ago, should still hold the attention of readers?
Third Lesson: (Chaucer's Life)
Learn something about the life of Chaucer and see wherein his experience tended to fit him to paint such a picture as this. Use specific examples, as found in some of his other works. Recite the lines describing a pilgrim in the Prologue that you like best.
Fourth Lesson:
The Nun's Priest's Tale.
1. What is the central idea of the story? 2. Does Chaucer in telling the story succeed in holding the reader's interest? 3. Is everything in the story necessary to lead
up to the conclusion? 4. What seems to have been the character of Chaucer's learning and reading? 5. Oral report on, The Pardoner's Tale, as told in Heydrick's Gateway to English Literature. (b) Let pupils do research work for other tales. 6. Is it necessary to draw any "moralities" from the story? Why?
Fifth Lesson:
Review. Give three reasons why we read "The Canterbury Tales." 2. After reading "The Canterbury Tales" Prologue, what do you think was Chaucer's outlook on life? 3. What were the outstanding characteristics of the literature prior to Chaucer's time? 4. Spell - Prologue; Canterbury; Pardoner, squire, yeoman, etc. 5. Make a brief outline of the Prologue to the "Canterbury Tales."
Fourth Week.
Chaucerian Literature (Continued)
First Lesson:
Piers the Plowman: Note the writer's observations of every day life. To what does he refer? 2. What is the poet's opinion of pilgrimages? On what is this opinion based? Explain in your own words the Prologues as given in your own text. What is the significance of the poem? Sketch the story in picture form.
Assignment to be brought in for tomorrow, Story of Printing Press.
Second Lesson:
A. Discussion of Wyclif's Bible, (b) Mandeville's Travels and (c) More's Utopia.
B. Caxton: (1) Who was Caxton? (2) How was he led to undertake the printing of *Le Morte d'Arthur*? 3. For what two significant reasons do we remember Caxton? 4. Reading and discussion of the "Early Printing Press." and "The Modern Printing Press." 5. Notebook work covering reference on development of art of printing of invention; its relation to the revival of learning.
Third Lesson:
A mock pilgrimage. Representation of pilgrims; each student selects one pilgrim to interpret in any way he chooses. Let other students guess whom they represent. Others may make posters.
Fourth Lesson:
Write in your own words a description of one of the characters in the "Canterbury Tales." Why does the character impress you? Compare him with a modern character of about the same type.
Fifth Lesson:
General review of chapters I, II, and III. Questions will be mimeographed and passed to each pupil so as to allow the pupil to utilize all the period in real thinking.
Fifth Week
Elizabethan Literature.
First Lesson:
The Sonnet.
1. Discuss the sonnet as to meaning and types. Find specific examples of each type. (See Literature and Life, Bk IV pages 106 - 107. (2) Read Shakespeare's Sonnets, XXIX; XXX; LXXIII noticing both form and content. (3) How does he console himself when in disgrace with fortune (XXIX)? (4) In what way does he forget old woes? (XXX) Contrast the thought structure of this sonnet with XXIX. (5) To what does he compare the decay of his life in each quatrains? Which is the most beautiful?
Second Lesson:
The Lyric.
Discussion of lyric poetry (a) its meaning; (b) themes and moods of lyric poetry - as romantic love, religious feeling, love of country, love of nature, love of art; (c) the forms of lyric poetry - metrical foot, rime, stanzaic form. Here, the teacher will give work to be put in the note books.
B. Development of the drama:
1. Trace the development of drama from its beginning of miracle plays, morality plays, and interludes, through the Shakesperian drama, to the decline of the drama and the closing of the theater.
Third Lesson:
Everyman.
A. Read and discuss the pre-Shakesperian drama "Everyman."
1. How is the type character Everyman made to seem a real person? 2. Do you imagine him as young or old? 3. What kind of life has he led? 4. What development is there in his character as the play proceeds? 5. How is it shown that Death is no respecter of persons? 6. Can the lengthy dialogue between Fellowship and Everyman be justified? 7. Is Fellowship a clearly drawn character? 8. What are his traits?
B.
1. Point out differences between Goods and the other abstractions. 2. What is the effect of his words on Everyman? Account for this. 3. Why are Discretion, Strength, Five Wits, and Beauty ready to go with him? 4. How far can they go? 5. How does knowledge differ from the others? 6. Which abstraction is Everyman's truest friend? Has Everyman recognized this before Death summons him? 8. What is the moral in the story?
Fourth Lesson:
1. Discussion of Shakespeare's life and works. 2. Classify Shakespeare's works. Problem: After having studied intensively the life and works of Shakespeare,
do you consider him as being handicapped? Give proofs for your answer.
Fifth Lesson:
Macbeth.
1. Study, first the Drammatics Personal.
2. Scene 1. - For what purpose do you thing the witches are "to meet with "Macbeth", (b) How do they know he will survive the battle? (c) Quote a line to prove their evil nature. (d) If you were presenting the play, how would you set this scene? (e) What differences are there between a modern stage setting and those used in Shakespeare's time?
3. Scent II. - From this scene what do you learn of Macbeth's characteriestis? Point out specific lines that reveal his character. Why is Duncan not in the battle with his troops? Do you think Shakespeare had any definite reason for having Duncan stay in the rear while Macbeth takes such a courageous part in the battle? Give your reason. As a result of this scene, what is your relative opinion of the two men?
Why has Shakespeare withheld showing us Macbeth through these two scenes? What is the effect of this delay on you? How does this scene develop the story?
If you were staging the play, how would you have the sergeant brought in - on a stretcher or supported between two soldiers? Why?
First Lesson:
Scene III - How do the witches show their evil nature here? What is the exact meaning of weird (line 32)? What supernatural powers have the witches? Which of the men addresses them first. Whom do they answer? Why? Why do they vanish in the midst of Macbeth's eager questioning?
What does Macbeth mean by his opening words? What connection do they reveal with the witches? Is Macbeth sincere in all he says in this scene, or does he seem to be acting a part in certain lines? Support your answer by specific quotations. Is Macbeth resolute and decisive in character or inclined toward hesitation and balancing? Prove. What final decision does Macbeth reach as to the manner in which the crown will come to him? Quote to prove.
Which one of Banquo's speeches in this scene do you think gives the meaning of the whole play? Has he an imaginary or a matter of fact mind?
Cite specific hints in this scene of the future course of events in the play. How would you represent a "blasted heath" on the stage? Why is such a place appropriate for a scene like this? What action would you give the witches just before the entrance of Macbeth? How would you group the characters in lines 127 - 147?
In lines 152 - 155?
Second Lesson:
Scene IV.- What is the dramatic effect of having Macbeth enter just as Duncan finishes speaking of his "absolute trust." What irony is there in "O worthiest cousin" (line 14?) Does Macbeth overact his loyalty to Duncan? Quote lines in support of your view. In what sense will his wife be joyful at the King's approach? What may be his motives in desiring to arrive at the castle before the King? Does this scene add anything to your conception of Duncan's character. What further complication is thrown in Macbeth's way in this scene?
Scene V.- Why is only this part of the letter read aloud? What discussion does Lady Macbeth instantly make? Name qualities in Macbeth which she fears will keep him from decided action. Find any previous words or actions of Macbeth that seem to bear out his wife's analysis of his character.
Why should Lady Macbeth be startled at the messenger's announcement of the King's coming? How does she cover up her agitation? Is she naturally cruel, or does she have to struggle to smother her instincts and conscience? Quote prove your answer. What does she try to do in her first words to Macbeth? What is the significance of Macbeth's "as he proposes"?
Is there any sign of Macbeth's faltering? What does Lady Macbeth read in her husband's countenance? What part does she immediately take in the affair? Have Macbeth and his wife ever talked of the possibility of murder before? What is the tensest moment of the scene? What points of contrast do you find between Macbeth and Lady Macbeth?
Third Lesson:
Scene VI - Why does not Macbeth welcome Duncan in person? How do Duncan's and Banquo's speeches increase the tenseness of the dramatic situations? Does Lady Macbeth overdo her hypocritical welcome? What is there in Duncan's nature that increases the horror of the coming murder? Does he appeal to you any more than he has in previous scenes?
Scene VII - Why has Macbeth left the banquet hall? Name specific factors that are restraining him from the crime. What is the one thing that urges him on? What is his opinion of the worth of that one impelling motive? Does Macbeth name any really great moral reason which should prevent him? Does he fear punishment in this world or in the next? What reason does he give, Lady Macbeth for flagging in his purpose. Is it the true one?
To what phase of Macbeth's nature does Lady Macbeth's first appeal in her effort to restore him this purpose?
Name all the emotions on which she plays in her effort to brace him up. Quote lines to support your answer. Do lines 47 - 51 refer to the letter or to some conversation before the beginning of the play? Do you think "Nefail" should be spoken with contempt, with indignant emphases on "we" or in a tone of resigned finality. Which would best suit Lady Macbeth's character?
Which of the two characters has the more imagination? Which has the stronger or more intense nature? Which has the firmer grasp of the situation? Which the keener sense of the wickedness of the plot? Quote passages to answer these.
Do you think Lady Macbeth has reason to feel so absolutely certain that they will not be suspected. Why? What would be methods of detecting crime?
Fourth Lesson
Acts II & III.
Act II. Scene I - Why is Banquo restless? Does any speech of Banquo's lead you to believe that he may distrust Macbeth's motives? What change comes over the dagger while Macbeth gazes at it?
Scene II - How has Lady Macbeth rouses her courage? Why can Macbeth commit the crime and yet become unnerved immediately? Other questions will grow out of this.
Scene III - What part of the porter's speech seems most humorous to you? Why does Macbeth add, "he did appoint
so." (line 41)? Does Lady Macbeth faint, or merely feign to faint? Whom do Malcolm and Donalbain suspect? If these had not fled, what do you suppose would have been the outcome?
Scene IV - What purpose does the old man serve? Is his story of the falcon merely the evidence of a superstition, or as something deeper? Is this scene necessary? Does Macduff in his speech indicate his fears for his own future?
Act. III. Scene 1. What evidence is there that Banquo suspects Macbeth? Why does Macbeth fear Banquo? What chance makes a favorable opportunity for the murder? What kind of men does Macbeth find to commit the crime? What is his real reason for wanting to destroy Banquo and Fleance?
Scene II- What has been the effect of the crime on Lady Macbeth's peace of mind? What evidence do you find that Macbeth has become morbid, brooding over his situation? Several of the speeches in this scene are among the most imaginative and beautiful in the whole play. Select the one you like best, deliver it to the class, and try to explain whether you like it best for its thought, its imagery, or its language and rhythm.
Scene III - Who was the third murderer? Why, in letting Fleance escape, have the murderers lost the "best half" of the affair?
Scene IV - How does Macbeth receive the announcement of Banquo's death? In what phrase does Lady Macbeth first attempt to restore her husband's courage? What is the occasion of the return of the ghost? What is Macbeth's chief fear after the guests leave?
Scene V - What is the relation of Hecate to the other witches? Of what does Hecate accuse Macbeth?
Scene VI - What similar scene occurred in Act II? What is the purpose? Is there sarcasm in Lennox's first speech? Draw up a list of grievances which the country had against Macbeth. What retribution seems to be in preparation.
Scene XII - On what is Macbeth now reflecting entirely. Pick out the two passages of their impressive moralizing.
Fifth Lesson:
Act IV and V.
Scene I - What effect on you do the loathsome ingredients of the caldron and the witches' spells have? Do the witches here seem more evil than in Act. 1, or less? What is Macbeth's purpose in visiting the witches? How should Macbeth talk and act when he sees the show of Kings? Intensive study lines 144 - 156.
Scene II - Does Macbeth commit this crime here to defy the fate prophesized by the witches to terrorize his enemies in Scotland, or to punish Macduff for his disloyalty? Might there be other reasons. Is Lady Macduff's charge that her husband does not love her just? What particular lines make the scene especially pathetic?
What feeling have you toward Macbeth as a result of this scene?
Scene III - Why is Malcolm so wary of Macduff's offers. How does he test Macduff's patriotism? Does this scene have much dramatic value? Is Malcolm a strong character? What is Ross's purpose in putting of the news about Macduff's family?
Act V, Scene I - Has anything in the earlier actions of Lady Macbeth prepared you for this tragic condition of her mind? Scene II - Are there previous lines of Macbeth in the play that bear out the truth of lines 20-22? Scene III - On what is Macbeth now resting his hopes almost entirely? Pick out the two passages that are famous because of their impressive moralizing. Scene IV - Does Malcom's reason for cutting the boughs seem to you a good one? Scene V - Do lines 9 - 15 really indicate a hard and cruel nature or a state of deepest desolation and utter despair? Are the prophecies really bearing him up now or does he in his deeper consciousness realize that the end is near? Scene VI. What part of the prophecies is fulfilled in this scene? Scene VII - What effect does Macbeth's success in slaying young Siward have upon him? What is it in human nature that makes him still pin his faith to the words of the witches? Scene VIII - Does Macbeth act in a brave or a cowardly fashion in this scene? How does this scene fulfill the remaining prophecies of the witches?
Where did Macbeth give the deepest expression of his despair? Are you most interested in Malcolm's good fortune or Macbeth's downfall? Why?
Seventh Week
First Lesson:
Comedy.
A. - Review story of Macbeth as a whole.
B. Comparison of Goldsmith's "She stoops to Conquer with Macbeth."
C. Reciting at least two lines from one of the above.
Second Lesson:
Comedy.
1. Have class reports on: (a) Merchant of Venice; (b) Mid-summer Night's dream; (c) The Tempest. 2. Reciting memorized passages - Two lines required. Spelling test. Note book work.
Third Lesson:
1. Assignment: Essay - The meaning of Friendship to be turned in Friday.
2. Bacon's Essays. Read and discuss Bacon's essay (a) Of studies; (b) of Friendship; (c) of Riches; (d) of Travel. Write out familiar quotations from each, put in notebooks.
Fourth Lesson:
Compare Bacon's ideas on friendship with those of
Emerson, Thoreau, Holmes, etc. Note notable examples of friendship as that between David and Jonathan.
Fifth Lesson:
General review over work covering this period. Use mimeographed copies so as to facilitate the student's progress.
Eighth Week
Puritan and Restoration Literature
First Lesson:
1. Cavalier lyrics - Read for the tone and mood rather than for analysis. 2. Distinguish the Puritan from the cavalier poets.
Herbert: "The Pulley" What did God withhold from man and why?
"Love": Why was he reluctant to be Love's guest? How was he persuaded?
Herrick: "To the Virgins" - What is the poet's warning? Where else have we met this theme?
Lovelace: "To Lucasta -- War - "What kind of inconstancy is he guilty of?
"To Althea" - Under what conditions does he know liberty? To what does he claim superior liberty in each case? What is the conditions of his liberty in prison?
Second Lesson:
Lyrics.
Suckling: "The constant Lover" - In what respect is the lover constant? "Why So Pale and Wan"? - Why is this a saucy lyric?
Crashair: "In the Holy Nativity" - To whom is the chorus of shepherds addressed and what do they request of Tityrus and Thyrsis? What sights do these shepherds behold?
Cowley: "The Swallow" - Why does he up-braid the bird? "The Wish" - What does he long for? What is his only fear?
Doone: "Death" - By what argument does he negate Death's power to kill? In what sense shall Death die?
Johnson: "To Celia" - What is the speaker's argument?
Third Lesson:
Study Milton's companion Lyrics.
L'Alleluro and Il Penseroso - Each of the poems describe a period of about twelve hours. Compare them in this respect, pointing out the stages covered by each. What kinds of pleasure are balanced against one another in the two poems? Point out some of the descriptions of nature in both poems? Which of the two poems affords the deeper and truer insight into the soul of the man, Milton? Why? Read life of Milton.
Fourth Lesson:
Outline, in class under direction of the teacher, L'Allegro. Ask pupils to bring in as many pictures as are found in the poem, if possible, so the class can make a poster representing the poem.
Fifth Lesson:
Complete outline of L'Allegro. Use the remaining time to make the poster.
First Lesson:
Outline, in class under direction of the teacher, Il Penseroso. See Literature and Life, Bk, IV. As the work is more familiar, now two poems should be completed.
Lycidas: What occasion called forth this poem. What passage refers to Milton's companionship with Lycidas at College? Does the poem seem an expression of deep personal grief or merely a tribute of respect. What qualities does the poem have to make it so generally admired?
Second Lesson:
From Areopagitica
Look up an explanation of the title. Note that Milton's purpose was not an oration, but a printed address for the attention of Parliament. With what general subject was he dealing? What does Milton say of England's
destiny? How satisfactory is the law already passed in regard to the publication of books?
Compare Milton's ideas on freedom of the press with those of modern writers. Book report on "Paradise Lost."
Third Lesson:
Bunyan's "Pilgrim's Progress."
What is an allegory? Give several examples. Who were the three Shining Ones? What discouragements did Christian have before he reached the Palace Beautiful? Who entertained him in the palace? What are the main characteristics of Bunyan's manner of writing? Does The Pilgrim's Progress now make its chief appeal to the religious sense or to literary appreciation? Connect Bunyan's life with the story.
Fourth Lesson:
Dryden's "Alexander's Feast" - What is the theme of the poem? How is praise of music turned to praise of St. Cecilia? For each stanza, note (a) the kind of music Timotheus plays, (b) the effect of the music on Alexander, (c) the way in which the sound and movement of the verse fit and really create the proper mood.
2. Turn in Monday: "How I Spent the Week-end."
Fifth Lesson:
In review of quarters work, have students make a chart of selections studied giving title, author, type, and period. Use mimeographed copies of test if available.
Tenth Week,
(Second Quarter)
Eighteenth Century Literature
First Lesson:
Understand thoroughly the historic background of the period. Look up a good definition for "classicism". Name classical writers.
Pope: "Pope of the Lock" - Upon what incident was this poem based? Give a summary of the main plot of the story. Describe the hero and the heroine. What other human characters are there in the story? Are the characters true to life? Explain meaning of term "heroic-comical poem" and show how this name is appropriate to this poem. Point out several familiar quotations.
B. "Essay on Criticism" - What does Pope allege are some of the characteristics of the poor critics of his time? What does he say is the basis of sound criticism? What causes are enumerated in Part II as hindering a true judgement in criticism. Does Pope speak more of thought or of expression? What does he mean by the term "Nature", "order," "wit"? Could his ideas regarding literary criticism have been expressed to equal advantage in prose? Point out several familiar quotations. Is his philosophy of life expressed in his writings?
Assignment: Have pupils secure Gulliver's travels from the library and one pupil will read "A Voyage to Lalliput", "A Voyage to the Country", "Tale of the Tub."
Students will make oral reports in class from notes.
Read: "Vision of Mirza" by Addison
Second Lesson:
Students will make oral reports on the following: "A Voyage to Lilliput", "A Voyage to the Country of the Honyhnms" and "A Tale of the Tub." Read the "A Village Witch" by Addison, pages 114 - 118. Questions on blackboard to be answered. Questions on "Vision of Mirza" taken from Literature and Life, Bk. IV page 304.
Assignment: "Life of Samuel Johnson" pages 324-49 by Macaulay's in Literature and Life Bk. IV. Answer questions on pages 349-50.
Third Lesson:
Questions on pages 349-50 on the "Life of Samuel Johnson". Assignment: From "The Life of Samuel Johnson" by Boswell, pages 351 - 362; questions page 362 in Literature and Life, Bk. IV.
Fourth Lesson:
Questions on Boswell's "Life of Samuel Johnson." Compare Johnson with Franklin, Assignment: Book report on the "Vicar of Wakefield" (To be turned in when called for by the teacher) "Deserted Village" by Goldsmith. Questions - Give Boswell's account of his introduction to Dr. Johnson. What idea do you get regarding Dr. Johnson's personal appearance and dress? His habits and
tricks of manner? His friends? His attitude toward other literary men? What are your impressions of the personality of Boswell?
Fifth Lesson:
Students will read for appreciation, expression and comprehension in class, the "Deserted Village" by Goldsmith page 130-131; see all Literature and Life, Bk IV. Questions: What causes have produced the changes in the village of Auburn? Is Goldsmith right or wrong in his economic theories? What does he think of emigration? Is he right or wrong in his view? What light on the social conditions of the England of Goldsmith's time does the poem give? What details of village life are presented? In the portrayal of village characters, which one interested you most and why? Do you value the poem, as a whole, for its political economy or its value as an historical document or its descriptions of village life and character? What qualities in the poem show the influence of the romantic movement? What is the influence of the classical school?
Eleventh Week.
First Lesson:
Students will take notes on Burke's speech "On Conciliation" as directed by teacher. Brief discussion of Gibbons, the historian and of Collins. Questions: Collin's Ode (text page 125) Consult a history of England to find out what important battles occurred in 1745 and determine which might have been the occasion for this poem. In what way is the poem suited to its purpose? Are the personifications, - Spring, Fancy, Honor, Freedom, - vivid and pleasing?
Assignment: "Elegy Written in a country Churchyard." by Thomas Gray, pages 126-130.
Second Lesson:
Discussion of "Elegy Written in a Country Churchyard" by Gray. Have pupils sketch pictures or bring in pictures which will help make clear the poem. Memorize the 1, 2, 3, 4, 11, and 14 stanzas. Assignment: "On Receipt of My Mother's Picture", "The Castaway", by Cowper; "To A Louse", "Auld Lang Syne", "Contented wi' Little" by Burns.
Third Lesson:
Questions: "The Castaway" - What does this poem show regarding Cowper's own melancholy condition? "On Receipt of my Mother's Picture" - What circumstances gave rise to this poem? How old was Cowper when it was written? What was his age when his mother died? What details of the poet's life are introduced? Would the poem have been better without them? Why? What characteristics of his mother does he recall? Explain: "Life has passed with me roughly", etc. In what ways
does the poem show Cowper's religious tendencies?
Assignment: "Read selections by Burns in Class and give the theme of each. (Teacher will designate the selections.
Fourth Lesson:
Students will read the following selections from Burns in class and write a paraphrase of each: "Sweet Afton", "A Red, Red, Rose." "Auld Lang Syne", "O' Wert Thou in the Cauld Blast", "A Man's a Man for a That", "A Fond Kiss"; "Bonie Doon". Students will sing songs that are familiar to them softly. Victrola records may also be used. Assignment: Book report on "Tam O'Shanter". Be able to answer the questions given by the teacher. "Cotter's Saturday Night."
Fifth Lesson:
Class will discuss these questions on the "Cotter's Saturday Night" - What is the setting of the poem as to time and as to place? Who tells the story? Summarize the action of the story. Discuss the poem as a reflection of the scenery, customs, and people of Burns's country. How has Burns succeeded in making an interesting story out of events entirely commonplace? Name the characters mentioned as making up the family circle. What connection does this poem bear to Goldsmith's The Deserted Village. Students will read their reports then turn in to teacher to be corrected, after which they will be handed back for revision, then best copy
is put in notebook. Assignment: 25 minute quiz on chapter VI. Trace the romantic movement in its social, political, and intellectual aspects and note characteristics of its literature.
Thirteenth Week
The Early Nineteenth Century.
First Lesson:
A 25 minute quiz on Chapter VI. Trace the romantic movement in its social, political, and intellectual aspects and note characteristics of its literature.
Assignment: The following selections by Wordsworth: "We are Seven", "I Wondered Lonely as a Cloud", To a Sky Lark", "The Solitary Reaper," "She was a Phantom of Delight." Read to grasp the thought.
Second Lesson:
Students will read the selections previously assigned and answer the following questions: "We are Seven" - What problem does the first stanza present? How does the incident related answer this problem? "To a Sky Lark" (Ethereal minstrel," etc - What is the lesson which the poet draws from the sight of the skylark?
"I Wondered Lonely as a Cloud" - What scene does the poet describe? Note the paucity of detail given in regard to the scene. What is the effect of this scene upon him? Explain how this poem illustrates Wordsworth's
idea that "poetry is emotion recollection in tranquillity". "The Solitary Reaper" - What scene is described? What was the character of the song sung by the girl? To what bird voices does the poet compare the girl's song? What effect did the incident have upon the poet? How does this poem show Wordsworth's power to see the poetic side of the simple things of life? Give reasons why this poem should of all his short poems, have the most admirers.
"She Was a Phantom of Delight": Note that this is a tribute to the poet's wife. Describe her as first seen. Describe her on nearer view. Which view predominates in the final estimate. What qualities of the ideal woman are suggested? Assignment: Wordsworth's Character of the Happy Warrior", "Compose upon Westminster Bridge", "The World is too Much with Us." "My Heart Heaps up."
Third Lesson:
Students will answer questions on the poems already assigned. "The World is Too Much With Us" - Against what tendencies of his time does remonstrete? Does the present generation need to heed to such protest? The thought of the last two lines is frequently misunderstood. Determine exactly what the poet means to say. "My Heart Leaps Up" - This poem has been called Wordsworth's poetic creed. Point out the elements of that creed. What is
by, "The child is father of the man". "The Happy Warrior" - This poem has been called "a manual of greatness", Specify the qualities of the ideal hero described. How far do they correspond to your own ideals of the military hero? How suitable are they as ideals for every man? This poem was written in 1806. One of England's great heroes died in 1805. Who was it? Look up the relation this poem may have had to him. "Westminster Bridge" - (Earth has not anything to show etc") At what time of the day does the poet look at the city? What general impression does he bring out? What details does he select to do this? Compare this, a poet's selection, with what a painter would have used. Assignment: "Christabel", Kubla Khan.
Fourth Lesson:
(Socialized recitation)
Questions on "Kubla Khan" and "Christabel".
Kubla Kahn - Look up the circumstances surrounding the composition of this poem and explain why it was never completed. Has enough been written for one to determine what was to be the meaning of the poem, or is it best to regard it as a fine specimen of word music? Kipling thinks that three of its lines are among the most melodious and imaginative in all English poetry. To which lines would you give this distinction?
"Christabel" - Does the portion of the poem finished give any clues to what the conclusion would have been? What are the chief traits of Christabel? What details seem to indicate that Geraldine was a witch? Was she really a witch or did she only seem so to Christabel? Does it seem that the poem was what Coleridge called it, "a common fairy tale," or does it suggest a deeper meaning? In what respects does this poem show characteristics similar to The Ancient Mariner?
Assignment: General questions to be answered and brought in. Questions on Byron and Shelley to be discussed in class.
Questions to be turned in answered - Does Wordsworth's poetry fulfil his intentions to be a teacher or nothing? What is his theory in regard to the moral influence of nature? What do you consider Wardsworth's distinctive excellencies? His defects? Do you think Wordsworth will ever be a popular poet? Why? What can you discover in regard to Coleridge's attitude toward nature? Is it the same as Wordsworth's cite instances of Coleridge's musical versification.
Fifth Lesson:
Students will discuss the following questions pointing out specific instances in the poems when possible:
Byron: What aspects of nature does Byron delight in? For what reason does he enjoy these aspects? Is he sincere in this attitude? In his descriptions does
Byron appeal to the eye only, or to other senses? What is Byron's attitude towards tyranny and oppression? What traits of character in Byron are revealed in his poems? What seems to be Byron's chief message? What temporary elements tended to make the poetry of Byron immediately popular? What permanent elements of interest does his poetry have?
Shelley: Is the tone of sadness in Shelley's poetry depressing or misanthropic as it is in Byron's? What scenes or aspects of nature does Shelley best describe? Does he write of ordinary people or of ordinary experiences? Give instances to show the richness and beauty of his smiles. What else necessary to great poetry does Shelley lack?
Assignment: Memorize first lines of "Proem to Endymion". "When I Have Fears." To Autumn", "An the Sea". Literary background of Victorian poetry.
Fourteenth Week.
First Lesson:
Reciting first lines of "Proem to Endymion". Questions on poems previously assigned: "When I Have Fears": How does this poem express the poet's longing for fame and love? Explain the meaning of line 6. Point out the ways in which this sonnet resembles those of Shakespeare.
"To Autumn": What characteristics of the autumn season does Keats set forth in the personification in the first two stanzas? Why does the poet in the last stanza say he has a preference for autumn over spring? Is such a preference general among poets? What feelings in regard to autumn does the poem leave with the reader - joy or sorrow?
"On the Sea": What contrasts are made in the aspects of the sea? Of what value may the sight of the sea be to man? How does Keats' interpretation of nature differ from that of Wordsworth or Shelley? What justification is there in Keat's work for the general belief that had he lived he would have become one of the greatest poets?
B. Discussion of literary background of Victorian poetry, Assignment: Contrast this period with the romantic period bringing out differences between romanticism and realism. "Wages". "Ulysses" Charge of Light Brigade" "The Higher Pantheism". Commit last 15 lines in "Ulysses"
Second Lesson:
(Victorian Poetry)
Students will contrast this period with the romantic period bringing out differences between romanticism and realism.
"Wages": What does the poet say are the rewards of the warrior, the orator, and the poet? How is the reward of virtue contrasted with the reward of these?
What is the thought of the second stanza?
_Ulysses:_ Who is the speaker? Under what circumstances does he speak? To whom are his words addressed? What has been the character of his past life? What does he propose to do now? Why? Of what spirit may this poem be said to be the embodiment? Is there anything symbolical in the character of Ulysses? Find out the circumstances in Tennyson's life that gave rise to the writing of this poem.
_CHARGE OF LIGHT BRIGADE:_ What incident does the poem commemorate? To what emotions besides that of patriotism does it appeal? Why should this be one of the best known of Tennyson's poems?
_The Higher Pantheism:_ What does the poet say in lines 1 - 8 about the nature of reality - is it mind or matter? What does he say in lines 11 - 12 about man's personal relationship to God? What interpretation of God's nature are criticised in lines 13 - 18. What is pantheism? Why has Tennyson called this poem the higher pantheism? Assignment: "In Memoriam (Proem)" "Crossing the Bar", General questions on Tennyson and his works.
Third Lesson:
_In Memoriam_ (Proem)- To whom does the poet make his prayer? Is the "Immortal Love" to be identified with Christ? What argument for immortality is given in the
third stanza? What statement is made about the freedom of the well in the fourth stanza? In the fifth, sixth and seventh stanzas, what contrast is made between faith and knowledge? For what does the poet ask forgiveness in the remaining stanzas?
"Crossing the Bar" What kind of death does Tennyson long for? Find out whether the circumstances of Tennyson's death were such as he might have desired? What is his hope regarding what will come after death? For what reasons has this been regarded as the most perfect of Tennyson's shorter poems? Why should the poet have requested his son to put it at the end of all editions of his poems, although it was not his last poem?
Can you make a tie-up between your life and Tennyson's in any way? Does his work as a whole show diversity of subject matter? Give proofs of his sensitiveness to the scientific social, and religious tendencies of his time? Does his best poetry show a blending of the human and the nature elements? Is the pleasure in reading Tennyson due chiefly to the thought or to the melody of expression? Write out the ideas that seem to be parts of Tennyson's message. What impressions of Tennyson's character are given by his poems?
Assignment: "My Lost Duchess", "The Lost Leader" "My Star", "Home Thoughts from Abroad", by Browning.
Fourth Lesson:
Class discussion - by answering questions - on poems previously assigned: "My Lost Duchess" - Determine the elements in the dramatic situation, i.e., the speaker, the person addressed. What has brought them together? What does the speaker reveal in regard to the character of the duchess? Does he prize the picture of his wife as a work of art or as a memory of the duchess? What faults did he find in her? What did he wish her to be? What did he have done to her? Give your idea of the precise meaning of "I gave commands; Then all smiles stopped." What does the duke reveal in regard to his own character?
"The Lost Leader" - Describe the person who is speaking throughout this poem. What does he tell about the "lost leader" -his character and the act? What conception of heaven is given in the last of the poem?
"My Star":- What does the figure of the star signify? Why cannot his friends see the poet's star?
"Home Thoughts from Abroad:" - What aspects of nature in England are mentioned? What contrast with Italian scenery is suggested in the last line? How much of the mood of the poem seems to be due to love of native land and how much to love of nature? Point out well-chosen descriptive phrases. Assignment: - "Rabbi Ben Ezra", (Commit stanzas 6 and the last one; "Up at the Villa" (Evelyn Hope", and Tra Lippo Lippi" - extra credit)
General questions to be turned in.
Fifth Lesson:
General questions to be answered and turned in at beginning of the class: - Does Browning seem to have been more interested in tracing the development of character or in revealing it through action at some crucial moment? Are the types of character selected for portrayal usual or unusual? Are they distinctively individualized? What are some of the chief causes of difficulty in understanding Browning? What impressions of Browning's character do you have from his poetry? Enumerate his chief characteristics as a poet. Compare him with Tennyson, both as a poet and as a man.
Rabbi Ben Ezra:- Recite memory passages. Who is speaker? To whom does he speak? Why does the speaker claim that old age has the advantage over youth? What does he say are the pleasures and employments of old age? Is what is said about old age substantiated by life's experiences? What cares "agitate" youth? Why is it "better so"? What plea is made for the "value and significance of flesh"? By what is man and his works to be judged? This poem has been called Browning's "Psalm of Life", Why?
"Up at the Villa," etc:- Who is the speaker? Why is he compelled to live in the country? What details of the country life does he find tiresome? What features
of city life does he long for? Toward which, city or country life, does the poem incline you?
"Evelyn Hope":- Who is speaking? Is he speaking wholly to himself or to somebody else? Where is he? Describe Evelyn Hope from the references to her. What was the relation between the speaker and her? Why is the speaker resigned and confident? Give in a few words the chief thought of the poem.
Tra Lippo Lippi: What is the dramatic situation? What is revealed of Lippi's previous life, such as his career as a painter, his association with the monks, his ideals as an artist, etc? Study in detail, as a wonderful interpretation of art lines 175-325.
Assignment: Characteristics of essay; other essayists; Lamb: "Dream Children"; A dissertation upon Roast Pig".
Fifteenth Week
Development of the Essay.
First Lesson:
Review the characteristics the essay and the influence of Bacon Addison, and Steele's essays. Lives of essayists wherever their lives explain their work. Class discussion of Lamb's "Dream Children" and "Dissertation upon Roast Pig." (Note book work on essay and essayists)
"Dream Children: A Reverie": What are the chief characteristics of the children's great-grand-mother Field? Of their Uncle John L -- ? Of their mother? What real persons are thinly disguised in these portraits? What parts of the story are drawn from Lamb's memory and what parts from his imaginations? Is the tone of this essay different from that of others read? Do the circumstances under which it was written account for this fact? What aspects of Lamb's nature are revealed in this essay?
A Dissertation Upon Roast Pig: What is the alleged origin of the delicacy, roast pig? By what means does Lamb give the appearance of truthfulness to his burlesque account? What are some of the means by which he produces his humorous effects? What characteristics of the writer may be deduced from this essay?
Assignment: "Confessions of An English Opium Eaten", DeQuincy; Written report on: "The Site of a University" (Chap. III), Newman.
Second Lesson:
"The site of a University - Note the elaborate description of Athens at the first of the chapter. What point in regard to the fitting site for a university does Newman intend to show by means of it? What other institutions of learning are mentioned as having noble sites? How do the English colleges compare in this respect with others?"
"Confessions of an English Opium Eater": What does DeQuincey say regarding the circumstances that led to his taking opium? Was he in your opinion justified in its use? To what extent did he become a victim of the habit? What does DeQuincey say regarding his early life and vagabondage? What impressions of his life does the account of his happiest year give? Describe his home and his pleasures. What references does the writer make to his personal appearance? With what fields of knowledge does he seem familiar?
Assignment: "Sartor Resartus: The Everlasting yea" Chapter IX; "Preliminary", Chap. I. "Reward", Chap. XII. Written report to be turned in: Resume': Heroes & Hero Worship: "The Hero as a Man of Letters".
Third Lesson:
The Everlasting Yea" - What stage of spiritual experience does the hero reach in this chapter? Consider carefully what Carlyle means to say here regarding happiness and the way to seek it?
"The Preliminary" Chap. I. - What does this chapter disclose in regard to the subject of the book? What does it pretend is the source and authorship of the clothes' philosophy?
"Reward" What does Carlyle mean by the saying "Work is Worship?" In what terms does he condemn idleness? Can one hope for complete reward for his work
in this world? Who, in Carlyle's opinion, is the truly brave man? What does Carlyle say about the close affinity between wisdom and insanity?
Take up papers on written report.
Assignment: "Cultura and Anarchy", by Arnold, text 281; "Stones of Venice" by Ruskin, Chap. IV, text page 350 - 356.
Fourth Lesson:
Class discussion on: "Stones of Venice" - Is the writer's purpose to fix definite ideas and pictures or to arouse certain feelings and create a certain impression? What is the artistic value of the contrast between St. Mark's and a typical English cathedral? What details of St. Mark's are especially emphasized? Point out some of the things in Ruskin's style that are distinctively poetic, such as work-painting, bold figures, alliteration, rhythm, etc.
(b) What are your impressions of Ruskin's descriptive power? What are the leading qualities and chief elements of Ruskin's style?
"Culture and Anarchy":- What motive does Arnold assign to culture as a contradiction of the prevalent idea that its motive is curiosity? What is his idea of the relation of culture to religion? What does Arnold mean by "Machinery?" What does he think is the real value
of this "machinery"? What does he mean by "sweetness and light"? What does he think is the ideal of poetry? What relation is there between poetry and religion? What faults does he find with the English people in their attitude towards culture? Why, according to Arnold, has Oxford been the home of so many lost causes? How does he think culture works for equality? Assignment: Stevenson's "El Dorado, text, 332 - 5. Review of unit, written lesson.
Fifth Lesson:
Twenty minute quiz on entire unit. Use mimeographed copies.
"El Dorado": Explain the significance of the title. What is the central idea of this essay? In what way does the essay sum illustrated by the fact of Stevenson's life? Point out a passage that has a very notable rhythm. Assignment: Paper due Friday - "My Study of the Novel" or "My Study of a Novelist." Reports on the beginning of the English novel. The prose romance. More's Utopia (by teacher); prose allegory, "Pilgrims Progress."
Sixteenth Week
Development of the Novel.
First Lesson:
Students will read and discuss the reports on the beginning of the English novel. More's "Utopia" as prose
romance. The prose allegory - Pilgrim's Progress.
Assignment: Report on development of the modern novel. Hand in to teacher after class discussion; the work of the first novelist - Richardson and Fielding.
Second Lesson:
Pupils will read and discuss the development of the modern novel, then hand papers to teacher to be corrected and returned later. Put corrected essay in notebook. Discussion of Richardson's and Fielding's novels; tale of adventure or experience, Robinson Crusoe may be discussed if class has time.
Assignment: Written report on: "Scott as a Novelist".
B. Also "Jane Austen as a Novelist". Review of Goldsmith's Vicar of Wakefield.
Third Lesson:
Pupils will read their reports on Scott, Jane Austen and Goldsmith as novelists according to the previous assignment. Try to secure moving picture for "Vanity Fair".
Assignment: Report on a novel from anyone of the following novelists: Dickens, George Eliot, Hardy, Meredith.
Fourth Lesson:
Pupils will read their reports in the class and allow time for class discussion of each, then turn in
to the teacher so that each may be corrected, then re-written and put in note-book. Assignment: Oral reports on a 20th century novelist - Galsworthy, Bennett, Wells, Barrie. State Characteristics of the modern English Novel.
Fifth Lesson:
Pupil will report on the novelist selected by him. Class will be permitted to ask questions concerning the novel or the novelist. Collect themes on "My Study of a Novel" or "My Study of a Novelist."
Assignment: Explain how poetry has evolved, how ideals of heroism have been altered and enriched since days of Beowulf Kipling's "If" (Memorize your favorite stanza or stanzas," "Recessional"
Sixteenth Week
Modern Trends in Literature.
First Lesson:
Pupils will explain how poetry has evolved, how ideals of heroism have been altered and enriched since the days of Beowulf. Use specific examples where convenient, Study Kipling's "Recessional". - What was the occasion of the poem? Does the poem preach the mere reliance upon force which has sometimes appeared to be the heart of Kipling's thought?
Assignment: Noyes:- "The Barrel Organ", questions
in Literature and Life, Bk IV; "Song from Drake", in text, 332. Bring in poems, written by present day writers, found in newspapers and magazines.
Second Lesson:
Reading of poetry supplemented by socialized recitation on Noyes' The Barrel Organ", "Song from Drake," and the poems brought in that have been clipped from newspapers and magazines. Make a scrap-book of present day poems. If possible, put the photo of each author in the scrap-book.
Assignment: Program using victrola records, and reading on "War". Ask pupils to bring victrola records of war songs.
Third Lesson:
Program of war songs and war poetry. Use available victrola records. Have several pupils read "poems on war". "The World War" is the war to be considered.
Assignment: Program of Masefield's works. Use magazines to find late material.
Fourth Lesson:
Recite Kipling's "If"
A student program of Masefield's works, poetry and prose will be given. Masefield is the present poet-laureate of England. Here, the pupil has an opportunity
to use magazines in finding works of Masefield.
Assignment: Yeats and Henley's poetry. (Memorize "Invictus". Look up other modern writers and bring in examples of the work of each.
Fifth Lesson:
Socialized recitation of Yeats, Henley and other modern writers. Yeates' "The Lake Isle of Innisfree - Define the mood of this beautiful lyric. Analyze the effect of the rhythm in helping to create this particular mood. Invictus - Contrast this poem with Browning's Rabbi Ben Ezra. In what manner is death contemplated in the two poems? Does Henley suggest a frightened man in the dark whistling to keep up his courage? Assignment: Poetry of Wells, Conrad, Galsworthy, Shaw. Here another opportunity to use magazines may be utilized by pupils.
Seventeenth Week.
First Lesson:
Socialized recitation of the works of Wells, Conrad, Galesworthy, and Shaw. Pupils will present information gained by doing extra reading.
Assignment: Poems of Chesterton, Bennett, James Stephens and any other present day writers of prose or poetry.
Second Lesson:
Socialized recitation. Pupils will discuss some
works of Wells, Conrad, Galsworthy, Bennett, Chesterton and Stephens. Memorize favorite passage from each writer.
Assignment: Modern women writers and their works.
Third Lesson:
Socialized recitation. Pupils will read and discuss the life and works of some modern women writers. Books in library and magazines may be used.
Assignment:
Negro writers of modern poetry. Magazines and books concerning Negro authors may be secured in the school library.
Fourth Lesson:
Socialized recitation. Pupils will discuss the works of present day Negroes who write poetry. Associate the poems - when possible - with the life of the author. Read poems of particular interest in class for pleasure.
Assignment: Negro writers of prose. Magazines and books of Negro authors may be secured in the school library.
Review of unit.
Fifth Lesson:
Socialized recitation: Pupils will discuss the works of present day Negroes who write prose. Tell of particular prose writings read by you. Oral review of unit.
Assignment: General review of quarters work.
Eighteenth Week
Pupils will recite their favorite passage from one.
General Review
First Lesson:
General review of the "Eighteenth Century Literature." Let each pupil be prepared to ask at least 2 questions which he does not have clear in mind. Review works of Major writers. Assignment: Review "Early Nineteenth Century" literature. Pupils will prepare at least 2 questions each.
Second Lesson:
General review of the "Early Nineteenth Century" literature by having the class answer questions brought in and read in class by the pupils. Review works of major writers. Assignment: The Victorian Age. Pupils will prepare at least 2 questions on the Victorian Age. The class will discuss them.
Third Lesson:
General review of the "Victorian Age" by asking questions that the pupils bring in. These may be supplemented by the teacher. Discuss works and qualities of the major writers. Assignment: "Recent Literature" Recite memory passages. Contrast the modern trend of writing with the earlier trend.
Fourth Lesson:
General review of the "Modern trends in literature."
Pupils will recite their favorite passage from some modern writer. Relate the difference between the modern trend of writing literature and the earlier trends.
Assignment: Quarterly examination.
Fifth Lesson:
Pupils will be given the quarterly examination. Use mimeographed copies so as to save time.
Part II
Teaching Written and Spoken English
In The Eleventh Grade
Text
Written and Spoken English Book II
by
Clippinger
Supplement
M. O. S. Book IV
by
C. H. Ward
I. Purpose:
The teacher of English should have some definite purpose or objectives by means of which she can facilitate her teaching technique. The purpose of this course is centered around the following: (1) by surveying minimum essentials of previous grades, to find individual weakness in mechanics of English and by constant drill, to master fundamentals; (2) to understand the value of conversation and the correct methods of conversing; (3) to increase accuracy in letter forms and effectiveness in letter content; (4) to learn to read newspapers with some degree of discrimination and to do ordinary types of journalistic writing; (5) to investigate vocations from both logical and individual standpoints; to do research work on a chosen vocation and to organize acquired material into a long theme.
II. Scope:
This course in English is outlined in such a way as to enable one after having studied it to organize his thoughts, and to so communicate them effectively to others. Much of the composition work in this course deals with community interests and community English and thus teaches the pupil how to organize his thoughts about the business and pleasure of his life and that of his community.
The work is well planned and must be taught to the pupils according to their learning levels. It is broad enough to take care of the very smart student, but it may be narrowed down to meet the needs of the retarded
children. The teacher will use her own judgment as to what to give and what to leave out. In such a case, the quality of work would be the same, and the only essential difference would be in the quantity of work done. The bibliography contains many helpful suggestions of books, and standardized tests that may be used to further the course in English.
The work is so arranged that the "C" groups may do the same quality of work, but not the same quantity; still the group will be held to the minimum essentials which are: (1) ability to pass a test demonstrating mastery in the mechanics of English included as minimum essentials of previous composition courses; (2) ability to average a passing grade on the subject matter units included in the course; (3) ability to speak before the class with reasonable ease in (a) looking at the audience, (b) standing evenly on both feet, (c) enunciating clearly, (d) using sentences not linked together or punctuated by colloquialisms, and (e) mastery of fundamentals of written expression: ability to write legibly with enough accuracy in spelling, punctuation, grammar and composition to make the meaning clear.
III Procedure:
Written and Spoken English
First Week
First Lesson:
Grammar Review, Leaf 1, page, 45, M. O. S. Book IV.
Take just five sentences. List all nouns in one column and all pronouns in another. Sentences: Some people are never satisfied with their half of the profit, but want practically all of it. (2) Whose apples do you think these are? (3) The explanation of that first mystery would also give a clue to the second one. (4) Both of them heard this and tried to save themselves from being crushed by its weight.
Conversation: Class discussion on "What makes a pleasant voice?", "the sarcastic person," "the prosy person", other kinds of person you don't want to be.
Assignment: Oral reports on conversations heard; test on 5 sentences in grammar for nouns and pronouns.
Second Lesson:
Grammar Review, Leaf 1, page 45-6, M. O. S. Book IV. List all nouns in one column and all pronouns in another: (1) At that thought he was conscious of a sinking feeling at the pit of his stomach and a distant sense of bitterness at this exhibition of the fickleness and frailty of the woman. (2) The roads must stand up, with
small cost, not only against heavy traffic, but also against the summer rainfall and tropical climatic conditions. (3) What did she say, and whom did she name? How many of us have a mark of A? (4) If that had been in its proper place, she never would have seen any of my rubbish. (5) The cloud - in a moment it seemed - swept up and covered the sky, and a sudden heavy plunge of rain fell on the land and the bay and the decks of boats.
Conversation:
Oral reports on interesting conversations heard and the qualities that make them interesting. Return papers. Assignment: List from observation the common kinds, occasions and topics of conversation. Characteristics of good conversation as discussed in reference books designated by the teacher. Grammar review-written.
Third Lesson:
Grammar review, Leaf 1, M. O. S. Bk. IV, page 46.
1. Which of yours do you think is as strong as mine?
(2) The first impression of San Francisco, when I saw it in the early darkness from an Oakland ferryboat, was of a dramatic and strange beauty; it lay in a glittering band of light against a low cloud more purple than black; and above the city and the cloud the sky, clear and cool and pure, was so brightly green that the stars were in determinate. (3) Some tried to draw comic strips; others merely wrote news items about those who were trying out
for teams. (4) The water of the bay was black and lustrous, with reflections like solidly inlaid colored materials, and the steep silhouettes of islands bore a rich illumination of signals on their unexpected peaks.
**Conversation:**
Class discussion of the common kinds, occasions, and topics of conversation heard recently. What are the characteristics of good conversation? List in notebook. Return test papers; have sentences corrected, if necessary. Assignment: Conversation: Who is a bore? Who is rude? How may one ask questions courteously? How may one correct errors? How may a bashful person be drawn into the conversation?
**Fourth Lesson:**
Grammar review test. (1) I think that the most remarkable characteristic of Abraham Lincoln was his ability to consider a question impartially, under all circumstances. (2) We wish to finish this conversation without having to argue any political questions. (3) I am inclined to think that opera singers do not devote themselves entirely to enjoying life. (4) I could see her lips move, then I knew it was time to be going. (5) The kidney is a bean-shaped organ; there are two of them, situated close to the backbone.
Conversation: Socialized recitation on the questions already given. Return papers.
Assignment: Plan a line of activity that will improve standards of conversation. Divide class into groups. Test on nouns and pronouns.
Fifth Lesson:
Grammar test: (1) You should be sure that your composition is free from the most common faults in the uses of words. (2) A few of these are of high literary or scientific worth. (3) They tell of the progress of the world and relate interesting stories that make readers more sympathetic. (4) Although a student must not expect to create masterpieces, the first day, he could endeavor to construct simple forms of discourse that will be artistic. (5) This would ruin your peace of mind.
Conversation: Discussion of a line - or several lines of activity that will improve standards of conversation. Let chairman of each group make an oral report. Assignment: Grammar review, verbs; Leaf II, page 47, M. O. S. Bk. IV; 5 sentences. Individual discussions in conversational style. (a) Topics already familiar, (b) Topics which have been investigated, (c) unfinished leaf stories.
Second Week.
Conversation Continued-
First Lesson:
Grammar review verbs. 1. Write in one column the verbs and in another column the subject of that verb as
found in the sentence: (1) I am monarch of all I survey. (2) Through the broken gateway poured the whole herd of goats. (3) Who has given me this salad-spoon? (4) There are seven doors opening from the hall. (5) Way out at the end of the pier, will be placed a tall flagpole.
Conversation: Individual discussions in conversation and style. (a) Topics already familiar; topics which have been investigated; unfinished lead stories. Return papers. Have corrections made. Assignment: Written conversation: (a) Bring in sentences that would be tactful conversational leads into a familiar subject. (b) Conversation that a high school student would have with various types of people - an old person, a teacher, a child. Grammar test on verbs.
Second Lesson:
Grammar review - verbs. (1) Two of the children have been ill, but they are better now. (2) To be perfectly frank with you, at the bottom of the basket are some very small berries. (3) Over the placid lake beamed a full moon. (4) Is it raining very hard: (5) What could such a place offer to a girl like Ellen to offset the discomforts she would have to endure?
Conversation: Have pupils read and discuss the forms of conversational leads. Conversations high school pupils may engage. Assignment: Grammar review. Dramatized conversation - informal group discussions of current topics - a football game, motion picture, assembly talk, show etc.
Third Lesson:
Grammar review verbs, M. O. S. Bk. IV, page 47.
Pick out verbs; in front of each verb write its subject.
(1) Two of the children have been ill, but they are better now. (2) To be perfectly frank with you, at the bottom of the basket are some very small berries. (3) Over the placid lake beamed a full moon. (4) What could such a place offer to a girl like Helen to offset the discomforts she would have to endure. (5) Is it raining very hard?
Conversation: Students will enter upon in formal discussions of such current topics as: a football game, an assembly talk, a moving picture show, etc. Return papers; have errors corrected and papers turned in again
Assignment: Grammar review (verbs) M.O.S. Bk. IV. page 47-8. Conversation: Appoint groups to dramatize conversations written by groups or by individuals.
Fourth Lesson:
Grammar review (verbs). Underline verbs in front of each verb write its subject. (1) Just inside the door stood a statue of Diana. (2) There has been an announcement of another increase in fares. (3) The ship, with all her passengers and crew has been lost. (4) "Be careful" said Mr. Shepley; "there are other dangers to think
of". (5) Roger Stannard, after his twenty miles of pushing through the brush in the full heat of the day, dived joyfully into the little pool.
Conversation: Groups that have already designated will dramatize conversations written by groups or by individuals. Return papers. Assignment: Reports on outside reading of a modern novel containing good conversation. (Stress conversation technique rather than the story). Grammar review (verbs) M. O. 5, Bk. IV P. 48.
Fifth Lesson:
Grammar review test (verbs) Pick out each verb; in front of each verb write the subject: (1) Neatness and carefulness were virtues that Chauncey never paid any attention to (2) The eyes of every person in the audience were riveted upon Mr. Jones. (3) From these chimneys pours the smoke of a million tons of coal every month. (4) In the corner of the picture was a police-dog, hastily sketched by the artist without any particular purpose. (5) Imagine my dear sir, the feelings of a sixteen-year-old girl in the midst of these wax models of microscopic animals. Conversation: Students will report on outside reading of a modern novel containing good conversation; technique in conversation rather than the story will be stressed. List kinds, occasions, and topics of conversation in the book read. Summarize conversations that develop character, begin the action mark the climax, furnish the conclusion. Assignment: Letter writing; grammar review (adjectives) M. O. S. Bk IV. Page 49
Third Week.
Letter Writing
First Lesson:
A written test on adjectives. Write out the adjectives and after each write the work which it modifies. Do not write the articles. (1) There was a large assortment of clocks in plain and luminous dials, of various sizes at many prices. (2) His new clothes gave him an air of refinement and the graceful ease of a faultless appearance. (3) The glittering jewel looked specially beautiful against the green background. (4) "It is not she who is crying," answered the manager regretfully; "it is Mary, the girl who was employed yesterday." (5) Jim was a pale, fat man, timid and fussy, who had no sympathy for the poor little wanderer.
Letter writing: Without previous notice, have students write in class a letter to a friend who has moved to another town. Keep corrected letters for future comparison. Have each pupil draw up a style of his own; adopt one style and use it consistently. Return papers.
Assignment: Report on books of letters; grammar review (adjectives) M. O. S. Bk. IV, page 49.
Second Lesson:
Grammar test (adjectives) Write out the adjectives,
and after each write the word it modifies; do not write the articles. (1) I am sorry to tell you that during the summer months we shall have to make our office force smaller. (2) No money would be sent to her for three months, and she could not live during that time on these few ten-dollar bills. (3) The real reason for not accepting such an idea is that it hardly seems practical. (4) The quickest way to gain more credit is to act as if you were confident. (5) The geese, instead of walking in their ordinary, dignified, single file, were swaying strangely from side to side of the path. Letter writing: Class discussion on outside reading of book of letters. A program on interesting letters may be had. Return papers. Assignment: Look up the characteristics of a good social letter; grammar review (adjectives) M. O.S. Bk. IV page 50.
Third Lesson:
Grammar review (adjectives) Write out each adjective and after each write the word it modifies. (1) The sooty chimneys showed out against the blue sky like ungainly giants from another world. (2) He felt very warm and cozy; he had become forgetful of all those people who had to struggle with the pitiless storm. (3) The good luck came to me in a small, but busy and prosperous, Western city to which I had gone after several years of bitter experience in a stuffy Bostonion office.
(4) William cut the lawn in a slovenly fashion, leaving tufts of grass here and there and neglecting to use the shears around the beds and in the corners where the lawnmower would not reach. (5) He was more careful now than he had been in his previous visit.
Letter Writing: Socialized recitation - the characteristics of a good social letter. Consider: courtesy - interest in and consideration for the recipient; informality-light familiar tone and diction; humor - sympathetic smiling at weaknesses in human nature, etc. Expression of opinions, attitudes, ideals; tone of cheerfulness and optimism (in keeping with courtesy and good taste)
Return papers. Assignment: writing social letters; grammar review (prepositions) M. O. S. Bk IV, page 51. (These prepositions form adjective phrases.
Fourth Lesson:
Write out the prepositions which form adjective phrases. After each of these write its object, and in front of it write the work which the phrase modifies. Underline the preposition. (1) The steps before the door were made of a special kind of hard brick. (2) A ship in dry-dock is very different-looking from the graceful craft upon the waves. (3) The muffler about his neck had not been tucked securely on the ends. (4) The Man without a Country has probably been read by fifty millions of people. (5) Anyone with a willingness for work can
find a job to his liking.
Letter Writing: Pupils will write one of the following friendly letters: letter to a classmate who is ill; letter to a high school graduate who is attending college; letter to a former teacher; letter to a younger friend explaining why he should remain in school. Put corrected letters in notebook. Return papers. Assignment: writing special letters; grammar review (prepositions) M. O. S Bk. IV, page 51-2.
Fifth lesson:
Students will write one of the following letters: Note of thanks to an older friend for a gift; note of congratulation; note of condolence; of regret; of apology. Put corrected letters in notebook.
Grammar review (prepositions): Write out prepositions which form adjective phrases; after each of these prepositions write its object, and in front of it write the word which the phrase modifies. (1) Beyond the ruins, we caught a glimpse of a tower of red stone. (2) The hill beyond this one will be within sight in a few minutes. (3) The clock above the mantel had never ticked since the night of grandfather's death. (4) The view from the balcony on top is a scene of bewildering beauty. (5) A good rule for comfort throughout the spring is not to let your furnace go out till the middle of May. Return papers. Assignment: Grammar review (prepositions) M. O. S Bk. IV. page 52. Letter writing - Other special letters.
Fourth Week.
First Lesson:
Grammar review (Prepositions) Write out each preposition which forms an adjective phrase; after each preposition write its object, and in front of each preposition write the word it modifies. (1) All these ugly shops about the beach are closed during the winter. (2) An officer on half pay has to struggle against every desire for little indulgencies. (3) All the books by English authors are on the shelf beneath this one. (4) A peep into the nursery will give an idea of the children's life. (5) A morning among the trees, beneath their calm shade, will give you feelings of a more tranquil sort.
Letter writing: Pupils will write in class one of these letters: letter explaining popular American holidays or telling about heroes; popular American sports, describing a typical school day; describing the hobbies of high school students, etc. Return papers. Put corrected letters in note-book. Assignment: Grammar review (adverbs) M. O. S. Bk. IV. page 53. Letter writing: Look up characteristics of a good business letter - courtesy clearness, the "you" interest, originality of phrase, directions brevity, one purpose, good organization.
Second Lesson:
Grammar review test (adverbs) Write out and underline the adverbs; after each adverb put the work that
it modifies. (1) Indoors we were shivering, while outside the air was warm and balmy. (2) She was lonely and sorely needed comfort; still she kept cheerful. (3) A key turned slowly in the door up the hall; then he heard faintly the creaking of the bed, proving that the tired worker had lain down without closing the door. (4) I wish that I had not been so reckless; indeed I am sorry for causing you so much distress. (5) He reads aloud very well, it seems to me; surely you must think so too. Letter writing: Class discussion of the characteristics of a good business letter. Write a business letter to an athletic manager asking for a game. Return papers. Put corrected letter in note book. Assignment: Business letter; grammar review test (adverbs) M. O. S Bk. IV. page 53.
Third Lesson:
Grammar review (adverbs) Directions same as above. (1) By looking closely I could see that the corner had been turned down. (2) I am somewhat better now, thank you. (3) We looked again more carefully; there was the ring in plain sight. (4) By the flickering little gas-jet she saw that his muffler was not clean. (5) He wants us to think that he can't play well; accordingly flattered some of the high notes.
Letter writing: Pupils will write a business letter soliciting advertisements for the school paper; letter of complaint about street car service during rush hours.
Put corrected letters in notebook. Return papers.
Assignment: Grammar test (adverbs) M. O. S. Bk. IV, page 53. Other business letters.
Fourth Lesson:
Grammar test. Directions as above. (1) How far south have you ever been? (2) The word good can never be an adverb; finally, if I repeat this to you sufficiently often, you may possibly learn it. (3) He can dance the old dances pretty well, but is rather awkward with the new ones. (4) Mark went to the nearest lunch-stand, drank three cups of strong coffee, and, to prove that he had the digestion of an ostrich, ate two slabs of pie. (5) Run along now; your father is coming in, and he wants the room to be quite still for a while.
Letter writing: Pupils will write one of the following letters: a letter of resignation from a school office; letter asking about transportation or hotel facilities; other letters.
Assignment: Grammar Review (Prepositions that form adverb phrases) M. O. S. Bk IV. pp. 55; Letter of application. And clippinger Bk II pp. 45-6
Fifth Lesson:
Grammar Test. Write and underline the prepositions which form adverb phrases. After each preposition write its object, and in front of it put the word which the phrase modifies. (1) We were looking for a shovel that
was fitted with a longer handle. (2) Between whiles, he glanced anxiously at the clock. (3) Before sundown you will hear the boom of the sunset gun on Mt. Pisgah. (4) Underneath the door came a draft from the cold kitchen. (5) I was thinking of that very thing before you spoke.
Letter writing: Each student will write in class a letter of application. Put corrected letter in notebook.
Return papers.
Assignment: Grammar test (prepositions) Ibid. p. 55-6.
Public Speaking: Oral reports on voice, enunciation, pronunciation etc.
Fifth Week.
Public Speaking
First Lesson:
Grammar test: Directions same as above. (1) While we were suffering in the shade, they were at work in the broiling sun. (2) Upon second thought, I believe I will ask him to step in. (3) Across the narrow strait stood some flimsy summer cottages. (4) For a nickel, I would throw my essay into the fire and not try for the prize. (5) Among all his trinkets, though he searched through them for an hour, he could find no hook that would do.
Students will make oral reports on technique of speech: the voice, enunciation, pronunciation, pitch, inflection, emphasis, rate, phrasing, force, volume,
quality. Criticise students who have made speeches in the room or in the assembly.
Assignment: Test on prepositions which form adverb phrases. M. O. S. Bk IV p. 56. Public Speaking - dread of speaking in public; overcoming causes of dread. Pick out one in class to talk three minutes.
Second Lesson:
Grammar review: Directions same as above (1) Till I am sure about a new supply of coal, I had better use gas. (2) Till sunset he paced back and forth on his gravel walk. (3) At last we have enough water. (4) At least you might have looked after her better. (5) At all events, there are no more cobwebs above the picture-molding.
Public speaking: Class discussion on dread of speaking in public. Overcoming causes of dread, i.e., stage-fright, misconception of the speaker's task, poor preparation. Use specific examples by referring to some student who spoke in assembly.
Assignment: Grammar test ibid page 56; Functions of the parts of a speech
Third Lesson:
Grammar test: Directions same as above. (1) Down the banister he slid, on the flat, polished surface where his father and grandfather had slid in the olden days before him. (2) Uncle Israel's fields are piled like
snowdrifts with fluffy cotton that will be sold at twenty cents a pound. (3) The dealer beamed jovially on him and assured him that the rickety chair would be a splendid gift to take home to Mary. (4) During the next week he was often seen with the boy among the fruit-stands and along the water-front. (5) At his own suggestion, he had donned overalls and gone into the basement for a kit of tools.
**Public Speaking:** Class discussion of the "Functions of the parts of a speech" - introductions; development or body, conclusion.
**Functions of introduction:** gaining attention, arousing interest, presenting main theme, transition to the development. (b) **Functions of the development:** emphasizing the main theme; Producing conviction, Establishing distinct salient points; holding listener's interest and sympathy. (c) **Functions of the conclusion:** Rounding out the speech, clinching the central idea; arousing enthusiasm and exhorting to action.
Assignment: Grammar review M. O. S. Bk. IV. P. 57 "Preparation for a Speech."
Fourth Lesson:
Grammar review: by using the following abbreviations mark each subject of a verb, each predicate nominative, each direct object of a verb and each indirect object: sub; p. n. obj. ind. obj. (1) There comes a message from the adjutant, reading thus: "No orders have been sent" (2) I sold her a hat and a rose-colored sweater. (3)
John worked his way up until he finally became the first assistant in the Recorder's office. (4) Miss Seeley had never been one who cared about the equality of women. (5) From the top of the pole was suspended a large bunch of daisies.
**Public Speaking:** Class discussion on "Preparation for a speech", - General preparation, specific preparation - investigation (making bibliography, reading and note taking, adjusting the notes.) and outing. Let class prepare for a particular speech.
Assignment: Grammar test. Ibid P. 57. Personality of the speaker. Discuss the personality of some student who has already been on program in the assembly.
Fifth Lesson:
Grammar test: directions same as above. (1) There will be other tramps here before long; give them food if they ask for work. (2) Every man in the huge stadium, when that foolish play was made, wished that the coach had kept still. (3) So dangerous had been the rotten bough that we cut it off. (4) The use of the regular calisthenics for a quarter of an hour became his daily duty. (5) The large stick worm in the nose by some savages seems to us a strange ornament.
**Public Speaking:** Class discussion on the "personality of the speaker." Consider the following: self-confidence -
basis of self-confidence; means of developing self-confidence; (2) sincerity: (3) charm-modesty, Geniality, tact, criticize the personality of some students who have already appeared on program in assembly. Return papers
Assignment: Grammar test. Ibid, page 58. The Speaker's attitude toward his subject.
Sixth Week.
First lesson:
Grammar test: Direction same as above. (1) She appeared a very pleasant and genuine sort of woman. (2) Mr. Solomon believed that a rabbit's foot carried on his watch-chain would bring him luck. (3) Here stands a redwood tree older than the city of London. (4) a drink of ice-cold ginger-ale at that moment would have been a blessed thing. (5) On our steamer was a coffee merchant from Brazil.
Public speaking: Students will discuss the speaker's attitude toward his subject." Consider the speaker's familiarity with his subject; spirit of fairness; whether he has a marked degree of interest. Criticize the attitude of a speaker whom you've recently listened to. Return papers.
Assignment: Grammar test Ibid. page 58. The speaker's attitude toward his audience.
Second Lesson:
Grammar test. Directions same as above. (1) In the house next to ours lives a noted surgeon. (2) The way of reaching the kitchen by going upstairs and down again always remained a mystery to Rover. (3) If you don't like my plan, show me a better one. (4) Factoring was always considered by the class a peculiarly difficult subject. (5) Beneath the chiffonier was a rather thick layer of dust.
Public speaking: class discussion of the speaker's attitude toward his audience. Is he familiar with his subject? Has he a marked degree of interest? Have you ever listened to any one who did not, according to your idea, have the right attitude toward his audience? What, apparently, was the cause? Return papers.
Assignment: Grammar test Ibid. page 58. Conclusion and brief resume of entire discussion on public speaking.
Third Lesson:
Grammar test. Directions same as above. (1) On a strip of moss overlying a slab of rock was a telltale footprint. (2) Mr. Singer was elected alderman by a very narrow margin. (3) Over the jagged peaks of the Sangre de Cristo Range could be seen the glowing clouds of sunset. (4) By this time you must owe Mary quite a sum of money. (5) At the very foot of the row stood Johnnie.
Public speaking: Class discussion concluding the study of theory of public speaking. List in note books main points in conclusion. Things to remember (1) Speak at every opportunity - good practice. (2) Talk on relatively easy subjects at first - e.g. personal experiences, pictures, scenes, etc. (3) Do not try to follow all the advice of public speaking at once - work first for a clear purpose, definite points, fairness of attitude; then for unity, coherence, etc.; next for attractiveness in composition, and then for flexibility of response to the reactions of the audience. Have pupils write in class from notes a resume' of the discussion on "public speaking". Return paper.
Assignment: Grammar Test. (Verbals) M. O. S. Bk IV. p. 61. Conduct a meeting (Read Clippinger p. 148.
Fourth Lesson:
Grammar Test. (Verbals) Write the verbals. Explain the construction of each infinitive and gerund; after each participle write the word it modifies. (1) I think I shall refuse to do it. (2) It was undignified to shout so loudly. (3) Benkus stopped now and then to listen for two or three seconds and seemed to be very uneasy. (4) The liberty-lovers, being in much larger force had set up the pole without being opposed. (5) He flipped the word of folded paper in the air, hoping it might attract notice.
Public Speaking: Class will conduct a meeting according to parliamentary procedure. Return papers.
Assignment: Grammar review. Ibid. Page 61. Look up declamation and debate technique. (Read: Clippinger, page 157 - 161.) Debate: It is advisable for two students to study together.
Fifth Lesson:
Grammar test. Directions same as above (1) The village seemed almost glad to be rid of him. (2) Listen to the creaking of the wheels and the shouting of the plowmen in their effort to hurry up the oxen. (3) Did you see him dart around the corner, or were you too slow to notice? (4) Being the strongest man in the world is no proof that he can make people respect him. (5) Below the falls the river is like a slippery floor of marble, marked by veins of dirty white made out of scum.
PUBLIC SPEAKING: Socialized recitation: declamation and debate technique. Debate according to groups assigned, on the following: "It is advisable for two students to study together." Return papers. Assignment: Grammar test. Ibid. page 62. Study Burke's speech on "Conciliation" as an example of good speech organization. Copy representative parts in notebook.
Seventh Week.
First Lesson:
Grammar review. Directions same as above. (1) Thinking he had failed to receive my telegram, I supposed there was nothing to do but wait.
(2) He began calling me "Bill", to indicate that we were becoming close friends. (3) To be sure, there has been some idling, but most of the girls have been taught to work very industriously. (4) Never having seen a lighthouse in a play, I was afraid to try to put one into my tragedy. (5) Just to think of it! People used to laugh at a drunken man as if he were something funny to see.
**Public Speaking:** Class will make a special study of Burke's "On Conciliation." (Give each pupil a mimeographed outline, if possible). Stress the form of the speech i.e. not the following: transition devices; topic sentences; use of oratory and emotional appeal; repetition of words, structure and ideas; choice of words. Return papers.
**Assignment:** Grammar review (Relative clauses)
M. O. S. Bk. IV, page 63, Class debate: Lady Macbeth was responsible for Macbeth's downfall. (Read, Glippinger pp. 161-7.
**Second Lesson:**
Grammar review. Underline each relative clause. Draw two lines under the word it modifies. Write the relative pronouns, including those that are understood, and very briefly give the constructions. (1) Alice was soon to meet an officer for whom she had very little liking. (2) Those who had not tasted food for days, began to feel the pangs of hunger. (3) Now at last he
was engaged in some work that he liked immensely.
(4) The splendid mansion made a deep impression on this son of a Boston soap-maker, whose knowledge of high society was very small. (5) Jack told of the kind of house he hopes to own some day.
**Public Speaking:** Class debate: Lady Macbeth was responsible for Macbeth's downfall. Select judges from another section. Return papers. Assignment: Grammar review *Ibid*, page 64. Debate: Letter postage should be reduced to two cents.
**Third Lesson:** Grammar test: Directions same as above.
(1) Here and there a rock close to the surface is marked by a white wave that faces backward and seems to be rushing madly up stream. (2) There is one literary trait in which I am unable to name any writer who surpasses O. Henry. (3) Well, it was I who was teasing him. (4) Who can be fond of a man whose only knowledge of conversation is to repeat, "I'll say so"? (5) This is a passage which he has read aloud to me dozens of times.
**Public Speaking:** Class will listen to a debate given by a selected few in the class. Proposition: Letter postage should be reduced to two cents. Select judges from other sections. Assignment: Grammar *Ibid*. p. 64. Debate: A boy should learn a profession instead of a trade.
Assignment: Grammar review (adjective clauses M. O. S Bk. IV p. 65, Written theme giving a resume' of the discussions on speaking in public.
Fifth Lesson:
Grammar review: Underline each adjective clause; draw two lines under the word which the clause modifies. Study each clause carefully before making a decision. Most of the adjective clauses are formed by relative pronouns; write the construction of each relative pronoun, including those that are understood. (1) It was raining when I waked up in the stuffy room they had assigned me under the eaves. (2) There has been no comfort in our flat since the gentleman overhead began to take lessons on the trombone. (3) There are bound to be quarrels between those who receive wages and those who pay wages. (4) The painting hung over a place in the wall where the plaster had been softened by a leaking pipe. (5) There was a twinkle in his eye which indicated how well he understood our little story.
Theme writing: Pupils will write in class a brief resume' of the discussions given on speaking in public. The teacher will take them up and correct them, then return each one to be corrected and placed in notebook.
Assignment: Grammar review, Ibid. p. 65; Journalism. Principles of News Writing (b) The modern Newspaper, text page 11 - 18, Reporting for Beginners, Ch. I & II.
Eighth Week
A study in Journalism.
First Lesson:
Grammar review. Directions same as above. (1) I am inclosing in this letter a snap-shop I took of you the day before you left. (2) There has not been one cloudy hour since the day when you said goodbye in a soaking rain. (3) One woman, seated on the ground beside a great drum was furnishing the music for the four dancers swinging and circling about her. (4) The fireman that interested me most was a fellow who had lost his helmet and wasn't allowed to go up to the windows where the smoke was pouring out. (5) Those seconds while the starter is saying, "ON your mark! " "Get set!" are nerve-racking for some sprinters.
Journalism: Class will have a socialized recitation on "Principles of Newswriting. "The Modern Newspaper." Consider the "potential reporter", "the requisites of a reporter", "the newspaper as a business", editorial department, etc."
Assignment: Grammar review Ibid. p. 66;
Journalism: The course of an item of News.
Second Lesson:
Grammar review. Directions same as above. (1)
The weeks since Mary left us have seemed longer than the
years did when she lived with us. (2) The applause after the first act was over-come as a most cheering reassurance to us nervous ameteurs. (3) Mr. Richardson told us a story of a time in his childhood when corn was used for fuel and eggs sold for five cents a dozen. (4) Through her long illness, during which she had been perfectly patient and resigned, there was never a day when she did not expect that she would recover. (5) Even Janet the girl David was engaged to, could not help him to become acquainted with the people in town whom he most wanted to know.
**Journalism:** Socialized recitation: "The course of an item of news." Arrange a visit to a printing plant, if possible.
Assignment: Grammar review (noun clauses) Ibid. p. 67; Journalism - "News: What is it?" text page 11; other references.
Third Lesson:
Grammar review: underline each noun clause. In the space below the sentence, briefly explain the construction of each noun clause. (1) Tell your mother I am here. (2) King Arthur asked them where the red-sleeved knight was. (3) You have probably wished that you lived long ago instead of in the humdrum present. (4) I assured him he would accomplish more than ever
was done in Texas by John. (5) Our interpreter told them what sort of people we were.
Journalism: Class discussion of News: What it is; its values; the reader's interest etc. Use newspapers to determine what may be news.
Assignment; Grammar review, Ibid. page 67.
Journalism - Where Do News come from?
Fourth Lesson:
Grammar review. Directions same as above (1) When I am asked if I like oatmeal, I have a feeling that I am not a true Scotchman. (2) The housewife explained why the cakes were burned and how the unpleasant taste could be removed. (3) Then I recalled that he used to be a member of this brotherhood, and wondered whether I had offended him. (4) Please try to find out for me when is the best time to cut and roll the turf. (5) She carefully explained to me whose violin she was using and how she happened to have it.
Journalism: Class discussion: "Where do news come from?" consider- reporters, city news bureaus, press associations, syndicates, other sources. (b) Where do you get the news for your school paper? List sources of news in note-books.
Assignment: Grammar review. Ibid. p. 68; Journalism; Structure of the News Story - text page 19 - 22; other sources. Bring in news stories for class analysis
Fifth Lesson:
Grammar review: Directions same as above. (1)
It surprised me to see the small openings through which so much water poured during the storm. (2) We were astonished to see how the tides were at a place so far south of Tundy. (3) History tells us what deeds men performed; literature tells us why they performed the deeds. (4) Before 1800 it was generally believed that the earth was immovable and that the sun went around it. (5) It seems they were never told that I was in town.
Journalism: Socialized recitation: "Structure of the News Story". Consider - the pyramid form, reasons for this form; the lead; qualities of a good lead; the body. Analyse news stories brought in. Assignment: Grammar review (adverb clauses) M. O. S. Bk Iv. p. 63; Journalism: Playing of the Feature Story. Bring in a feature story.
Ninth Week
First Lesson:
Grammar review. Underline each adverb clause. Draw two lines under the word it modifies. (1) She had almost drowned before I went to the rescue. (2) You may go now if you care to. (3) The music ceased when the waiter's came in with the first course. (4) When the newly-elected officers came in, the band struck up "Hail, Hail! the gangs all Here". (5) Before you take any further steps in such a delicate business, let me offer you a word of advice.
Journalism: Socialized recitation: "Playing up the Feature Story." Analyze a feature story brought in by a pupil. Put a feature story in your notebook. Consider - the 5 W's and the H; picking the feature; rhetorical devices; etc. Assignment: Grammar review. Ibid, page 69. Journalism: Making Story attractive. Note the different kinds of leads. Try to find examples of each lead.
Second Lesson:
Grammar review; Directions same as above. (1) If you wish, I will go to see her. (2) There is another favorite Broadway player who is reputed to be making a million dollars a year, although he emphatically denies this. (3) Since the negative had been kept loose in a drawer among other trinkets, you can guess that it was not in perfect condition. (4) She had been here too, perhaps, and had watched, as I did, the silhouette of the palms against the eastern dawn. (5) Now, as we came up even with him, he saluted gravely, and I saw why he had hesitated after I signaled.
Journalism: Class will discuss ways of making a story attractive. Note the different kinds of leads; how may they be used to make a story attractive? Present examples of the leads as you have found them. Put these clippings in notebook.
Assignment: Grammar review, ibid. p. 69; Journalism: Newspaper English.
Summarize how to make a story attractive; turn in tomorrow. Individual book report on Authority in the News: Libel (see Reporting for Beginners Ch. X - MacDougall.
Third Lesson:
Grammar review. Directions same as above. (1)
While I was idly turning the leaves, I wondered where she had bought the book. (2) Those who volunteer for the work will find themselves in the best of company, because training scouts is the sort of job that attracts high-class people. (3) Unless I am very much mistaken, this table has been reserved for a longer time than you suppose. (4) Don't move, no matter what happens. (5) Whatever you do, try to keep calm.
Journalism: Collect summaries. Class will discuss "Newspaper English", giving consideration to the sentence, the paragraph; superfluous works, clauses; conciseness, editorial opinion, passive and active voice; "Fine" writing; correct usage. Students will take notes in the book report given by a student on: "Authority in the News: Libel. Put information in note-book.
Assignment: Grammar Review, Ibid. p. 69;
Journalism - "Identification in the News: The Follow-up", a book report to be given by one student; "Rewriting the News: News Leads" for class discussion.
Fourth Lesson:
Grammar review: Directions already stated elsewhere. (1) She acts just as if she owned the place. (2)
Turn your head a little more to the right, so that there will not be so deep a shadow in the picture. (3) Where there's life, there's hope. (4) I'm not so young as I once was. (5) You never miss the water till the well runs dry.
**Journalism:** Return summaries to be corrected and put in notebook. Students will take notes on book report. Class discussion on "Rewriting the News: News Leads."
Assignment: Grammar review, Ibid, page 70. Journalism: Reporting and writing special kinds of news (1) Brevities and personals, (2) Society. Assign groups to work out a project on news writing and reporting to be presented in the assembly. Book report on "Sports"
**Fifth Lesson:**
Grammar review. Directions already stated. (1) I don't know when it began to dawn on men that there was something peculiar about Dan Roberts. (2) Until I know whether we are allowed to park here at this hour, I am afraid to leave the car. (3) Wherever a drop of acid touches your apron, some of the threads are eaten in two, and before many days a hole will appear. (4) So strong was this impression of a swaying motion in the jungle that I felt almost dizzy as I watched it. (5) As none of us could see the point of the joke, we decided to ask Bill when he came home.
**Journalism:** Socialized recitation on Reporting and writing special kinds of news. Consider "brevities
and personals" and "society news." Students will take notes on book review. Put notes in notebook.
Assignment: Summarize discussion of interesting information gained from work on the unit as a whole. A study of Vocations - Oral discussions on kinds of vocations; when and how to choose one; vocations locally available.
Grammatical decency, M. O. S. Bk. IV page 73.
Tenth Week
A Study of Vacations
First Lesson:
Grammatical decency: Write very brief descriptions of what is wrong grammatically with each sentence. (1) After the chairman had spoke for several minutes, we took a vote on whom should represent us at the convention. (2) All the very poor people which had requested help were now led into the auditorium, where they listened to the conceited address of a rich man who they didn't feel much respect for. (3) The pieces of paper lay all over the field that had been tore up by the students, which was a curious way to celebrate such a narrow victory. (4) Do you mean to say you saw me rubbering through that window? Why didn't you let me know you were there? (5) My father trained me to pitch horse shoes by placing a dozen eggs in a circle two feet from the peg; whenever I broke an egg, I got a beating.
Vocations: the class will make oral reports on information gained through reference readings on vocations. Consider meaning of vocations; kinds of vocations; when and how to choose a vocation; vocations locally available. List all vocations that are over crowded; list others that are not; are there any new fields? Assignment: Grammar review Ibid. p. 73. Vocation - Individual, aptitude for a vocation. (Use references in school library).
Second Lesson:
Grammar review. Directions already stated above.
(1) In one of the caskets a picture of Portia was laying; she was to become the bride of whomever chose that casket. (2) A news-boy sung out to Mary and I that we had chosen the wrong paper. (3) John argued in favor of a subsidy by which all the laborers in the ship-building yards would be benefited by. (4) The letter I had wrote to him had laid right there all those weeks, which was one of the worst disappointments that has ever come into my life. (5) He may be stronger than me, but in that fearful undertow - he would have been drowned surely.
Vocation: Class discussion on "individual aptitude for a vocation." Consider inheritance, education, talent, health and physique, moral qualities, social efficiency. Pupils will take notes on class discussion.
Assignment: If possible, secure a speaker to talk to the entire class on vocations and how to choose them.
Adoption of form for writing term themes. Grammar review.
M. O. S. Bk IV. P. 74
Third Lesson:
Grammar review. Directions stated above. (1)
At Houston we were woken up by a fearful bump when the diner was added to the train. (2) After the pilot had flew around the tower a few times, he asked Nell and I if we wanted to go higher. (3) Jessie, when I saw her an hour later, seemed altogether happy, which she hadn't before the letter came. (4) Oh, well, if I had have been as ignorant as him, I dare say I should have talked in just the same foolish way. (5) After eating such a big lunch in the cool shade, we were glad to lay on the warm rocks in the sun and have a good snooze.
Vocation:- If speaker has been secured, arrange to have him lecture to the classes. The teacher will explain the form to be used in writing the term themes on vocation. Consider outline by stressing uniformity in method of numbering; method of indenting; in structure of phrases, clauses, sentences; have at least one sub-head to correspond to every paragraph in the theme.
Assignment: Grammar review (errors) M. O. S. Bk. IV. p. 75. Vocation - Begin writing themes. Write in pencil first. Make a bibliography of references used. The teacher will supervise each student's work in each stage.
Fourth Lesson:
Grammar review. Write brief statements to describe the grammatical errors. Underline the words you refer to. (1) A penitentiary don't electrocute a man at a certain hour every day; they don't have any set time or custom about their executions. (2) Right here let me state, as emphatic as possible, that the account published in the Sunrise was one of those kind of attacks that are a disgrace to journalism. (3) Lucy married when she was 16; but then my grandmother married when she was so young as that, and nobody thought anything about it. (4) That is all right; I am not so easily shocked; and besides, I want to help you out. (5) Everybody was on their toes except myself, which was curious, considering how much was at stake for me.
Vocation:- Students will begin writing the first draft of their themes on vocation. Let each student go at his own rate of progress. Assignment: Grammar review Ibid. P. 75, continued work on term themes.
Fifth Lesson:
Grammar review- Directions stated above. (1) Next I had to buy two spare tires and a tail-light and a mat for the running-board, and several other things; it cost me $162 altogether. (2) If each person in this town would actually give a tenth of their income to charity, you wouldn't hardly be able to find any suffering here.
(3) You can't tell till you've smashed 'em up - really ground 'em up into fine powder. (4) The reason for all such rules and regulations are not hard to see; without them the traffic would be very illy managed. (5) The Colonel gave his magnificent black-breasted fighting-cock to Nora and myself, but neither of us were very much pleased with the fight.
Vocation-Class will continue to work on term themes. (Allow 2 more weeks on term themes) Grammar reviews will be given each day.
Eleventh Week.
First Lesson:
Grammar review (grammatical errors) M. O. S. Bk. IV, p. 76. Directions stated above. (1) Around their necks these sailors wore big wreaths of something that in the dim photograph, you couldn't exactly make out what it was. (2) Either gold or silver are necessary for treasury of a country if the currency is to be stable. (3) There are a good many other dangers also, but which I will not take time to describe, because anyone can read about it for themselves. (4) The people along this street which had iron fences in front of the houses were the ones whom we thought would be most likely to contribute. (5) The din of all the trolley-groups and elevated whistles and automobile horns were perfectly deafening.
Vocation - continue theme writing on vocation.
Second Lesson:
Grammatical errors. Underline each grammatical error. Write the correct form. (M. O. S. Bk. Iv. P. 78)
(1) These roses, with the heavy daw still clinging to them, smelt very sweetly. (2) Coming out suddenly on a hilltop in that way, after riding so long under thick trees, the view seemed specially beautiful. (3) Broad-cast-ed is a verb-form that still sounds wrong to many older people and also some teachers call it bad English. (4) We should all have liked to have seen him work more. (5) After I waited for him nearly an hour beyond the appointed time, I began to feel very peevishly.
Vocation - Continue theme writing.
Third Lesson:
Grammar review, Igid. P. 78. Directions already stated. (1) John felt perfectly sure that even if his niece did not know what was wrong, that she would never tell anybody. (2) Neither would I like to have seen him starved nor receive a sound thrashing. (3) There was another side-show which it would have been pleasant to have seen, and also it would really have taught us something. (4) By the time I got home for supper, not only was the honey all eaten, but they finished the biscuits, too. (5) Replying to your letter of yesterday, the young man we recommended has never, so far as we know, belonged to any secret society.
Fourth Lesson:
Grammar review (Comma Blunder) M. O. S. Bk. IV p. 79. Some of the sentences are wrong because the comma is used to separate independent clauses or groups of words used like independent clauses. In front of each sentence write "correct" or "wrong" and give briefly the reason for your judgement.
(1) We never thought of the mouse coming through the knot-hole, it seemed so small.
(2) First we heard a soft thump, then there were a couple of squeaks.
(3) There was a soft thump; then pretty soon we heard an outburst of excited voices.
(4) It isn't very cold, still I suppose it's safe to take overcoats.
(5) Many agents earn as high as twenty or twenty-five dollars a day, some earn as much as forty.
Vocation: Continue writing term themes.
Fifth Lesson:
Grammar review (comma blunder) M. O. S. Bk. IV p. 79-80. Directions given above.
(1) The faucets were all examined and repaired only a week ago, they can't be out of order now.
(2) Mr. Hackett was very much perplexed, not knowing whether she was making fun of him or trying to encourage him.
(3) Guy was now sure he had found the right road, he recognized the zinc mail-box under the oak.
(4) Priscilla laid down the gold-headed cane and took it up and laid it down again, finally she decided to buy it.
(5) The bag of walnuts was not much
of a present after all, many of them being moldy.
Vocation - Continue term themes on vocation.
Twelfth Week
First Lesson:
Grammar review (Comma blunder) M. O. S. Book IV. P 80. (1) For forty-eight hours he lay in the college hospital, his life hanging in the balance. (2) At first it seemed strange to us that our popular motion pictures should be at the Mexican Theaters, however, we soon got used to them. (3) We had two of these cups originally, one was broken by a careless man. (4) One of the horse's front feet was white, the other three feet were all dark-colored. (5) He didn't mean to be boorish when he entered without knocking, of course we understood that.
Vocation:- All students should be ready to copy themes in ink. Copy outline and then begin copying theme.
Second Lesson:
Grammar review (Punctuation) M. O. S. Bk. IVp.89. Punctuate the following sentences. State the rule used. (1) I tell you it will never go in it's too long. (2) At first he felt insulted then he realized how comical the situation was. (3) We must do everything in our power and trust the Lord for the result. (4) A match was struck its pale light showed a girl standing in the door of the cabin and a bent figure of a white-haired man
tottering away from the mantel. (5) Within two months he had become somewhat of a social lion he was initiated into the exclusive society of "The Eagles".
Vocation: Continue copying term themes in ink.
Third Lesson:
Grammar review (Punctuation) M. O. S. Bk. IV P. 89. Use the correct punctuation marks in these sentences. State the rules used. (1) Where is the extinguisher why did you take it away. (2) He asked me if I had ever been on Pennsylvania Avenue. (3) She's calling us don't you hear her. (4) Won't he be irritated he may not understand. (5) Haven't you ever been south of the Neches River
Vocation - Complete term themes. Put into booklet form; turn in.
Fourth Lesson:
Grammar review. General review of work covered in grammar test to date. Use mimeographed copies or one of the standard test.
Fifth Lesson:
General quiz over work covered. Begin with the work given in the 10th week.
Thirteenth Week
Structure of Drama.
First Lesson:
Grammar Review. Begin to give reviews on weak points
of the students according to their scores made. Deal with general weaknesses first.
Drama: Oral reports on the structure of drama. Several references are in the school library. Note taking.
Second Lesson:
Grammar review as above. Use M. O. S. Bk. IV or other exercise books.
Drama: Oral reports on the characteristics of drama. Summarize the discussion on drama - both today and yesterday's work.
Third Lesson:
Grammar review (sentence recognition) Use Barrett-Ryan Test. Mimeograph the groups of expressions to be studied.
Drama - Students will write in class a theme on the structure of drama as it has been discussed in class. Take up themes.
Assignment: Read a one-act play and be prepared to report on same at your next recitation.
Fourth Lesson:
Grammar review (sentence recognition) Use material in M. O. S. Bk. IV page 175.
Drama:- Oral reports on one-act plays read. Those not reported orally because of time will be reported on
in writing. In all reports emphasize structure not content.
Fifth Lesson:
Grammar review (sentence recognition. M. O. S. Bk. IV. p. 176.
Drama-Analyze the structure of Macbeth. Put information in note books. Other one-act plays may be analyzed also.
Fourteenth Week.
First Lesson:
Grammar review (use of pronouns) Clippinger, Written and Spoken English, Bk Iv. P. 243. Open books and correct the first five sentences.
Drama: Students will arrange in class suitable stories to be dramatized at a later date. Divide class into four groups. Group one tomorrow.
Second Lesson:
Grammar review (use of pronouns) Ibid. Take five sentences beginning with the sixth. Correct the error in each.
Drama: Group one will dramatize the story which it arranged. It may be original. Other students will criticize the dramatization afterwards.
Third Lesson:
Grammar review (Use of pronouns) Ibid. Page 244.
Students will correct the errors in the use of pronouns given in the sentences on page 244. Begin with the eleventh. Take five in all.
Drama - Group two will dramatize its story or play.
Fourth Lesson:
Grammar review: Case form of pronouns. Sentences for review may be taken from any good text. Woolley's Handbook of composition is suggested. Determine the case form in five sentences.
Drama: Dramatization by group three. Class criticisms afterward.
Fifth lesson:
Grammar review. Case form of pronouns. Use any good text or part of a standard test as Barrett-Ryan Test: Form I or Clapp - English Test Form A.
Drama: Group four will dramatize its play or story. Class criticisms as to method of presentation, characters, etc.
Fifteenth Week.
Structure of poetry.
First Lesson:
Grammar review (choice of verbs.) Use Ward's sentence and Theme. Mimeograph copies containing five sentences having to do with the choice of verbs.
Structure of poetry: Discuss first the rhythm in every day life in nature, in groups of people etc. Show pictures of sculpture etc., illustrating rhythm. Listen for rhythm in children's play, a prayer, a mother crooning. Be sure the student understands the meaning of rhythm. Read text, page 170-1.
Second Lesson:
Grammar review (choice of verbs) Directions same as above.
Structure of poetry - The four common kinds of rhythms. Socialized recitation. Look in your literatures, magazines etc to find examples of the four common kinds of rhythm. Write original examples of these 4 kinds of rhythm. See "Lands of Dee." Text P. 52.
Third Lesson:
Grammar review same as above.
Structure of poetry - Bring in verses of various lengths for class discussion. What is alliteration? Free Verse? A Stanza? A sonnet? Find examples of each.
Fourth Lesson:
Grammar review; choice of verbs. Directions same as above.
Structure of poetry: Figures of speech and rime patterns in stanzas and poems. What are the most commonly used figures of speech? (See text, p. 178 - 182.
Classify the figures of speech in the last stanza of the poem "Lincoln the Man of the people." (See chap. 2, sec. 4, p. 55 in text).
Fifth Lesson:
Grammar review: Same as above.
Structure of poetry - Study in class, the poem "The Antiquity of Freedom", which is printed in the text, p. 53, sec. 2, of chapter 2. In what rhyme and meter is the poem written? Where does the caesural pause occur in each verse? Write the scansion of the first five verses.
Sixteenth Week
First Lesson:
Grammar review (Capitalization) Take the first five sentences in the text, p. 189. Put capitals where needed.
Structure of poetry - Write a short poem upon a subject of your own choosing.
Second Lesson:
Grammar review Ibid. take sentences 6 - 10 inc.
Structure of poetry: Write an original poem using personification. Which one did you use? Put poems in notebook.
Third Lesson: Grammar review, Ibid. Take sentences 11-15 inclusive. Use the text.
Structure of poetry: Write a short original poem
using metaphors and similes. Put in note book.
Fourth Lesson:
Grammar review: Capitalization. Use Ward's Sentence & Theme. Write five sentences dealing with correct capitalization on blackboard for students to copy and correct, then turn in.
Structure of poetry - Write an original poem pertaining to the season of the year. Put in notebook.
Fifth Lesson:
Grammar review: Capitalization. Ibid. as above. Give students 5 sentences only. Structure of Poetry. Write a brief summary of the structure of poetry as given in class. (Teacher will ask for a duplicate of the best original poems. Put in to one booklet for reference.
Seventeenth Week.
Structure of a Short Story
First Lesson:
Allow first 15 minutes for pupils to ask questions on any phase of grammar not clear to them. The teacher will explain them or a student may do so.
Structure of short story: Review elements of a short story. Bring in newspaper clippings suggesting plots, ideas, phrases, etc. Note observations of all
sorts - color, sound, taste, movement, human expressions, mannerisms, etc. Put clippings in note books.
Second Lesson:
Grammar review, same as above.
Structure of short story: Study the plot structure. (Teacher will also give notes on the plot structure). Tell anecdotes and incidents which have no plots. Compare anecdote with a tale and the tale with the short story.
Third Lesson:
Grammar review, same as above.
Structure of short story: Analyze familiar stories as to essentials of plot structure, introduction, inciting moment, rising action, obstacle, denouement. Put analysis in note book.
Fourth Lesson:
Structure of short story: Bring to class and read and discuss from familiar stories; two beginning sentences; two sentences of setting; two sentences that carry forward the action; two sentences that explain the characters.
Fifth Lesson:
Other notes on the structure of the short story will be given by the teacher.
Short Story: Bring in a modern short story and be
prepared to discuss its merits - both good and bad, if any.
Eighteenth Week
Structure of the Short Story.
First Lesson:
Write an original short story. Create an important incident. Compose effective beginning sentences, sentences of setting or description. (If originality is impossible, the students may use the plot ideas suggested in text or elsewhere.)
Second Lesson:
Students will read their short stories, then the class will criticize each as to the merits of the story. Put in notebooks. The teacher will ask for a duplicate of the best short stories.
Third Lesson:
Students will be divided into groups and each group will compose a dialogue between two characters.
Fourth Lesson:
Let other groups or the same group dramatize the dialogue as written. Note the action. Were the characters well selected?
Fifth Lesson:
Write a theme on "My Study of the Short Story" or "Why I like the Short Story". Turn in at end of period.
Nineteenth Week.
The first four days in this week will be given over to general reviews and completion of work which may have to be done over. A final check up on note books will be had. Friday a test on the entire course will be given.
Note: The various forms of the Barret-Ryan English Test or others will be given at intervals during the course. These serve as a means of finding the weaknesses of the individual student and of the class as a whole. It, however, chiefly, aims to encourage the student to form his own judgment, independent of historians or critics. The result should not only be to familiarize us to each other acquaintance with our older authors, but also to enable us to choose from among the many of our own day the few who by spreading in use and influence have or may soon bear minister to our literature and thought.
So, the course adapts itself easily to projects and the contract plan. For example, new things may be taught each way. A wide selection of reading material is given. These may be brought to the classroom for supervised reference work as well as the library room. Pictures, maps, wireless records, and readings will be useful to help stimulate interest among the students.
The writer in compiling this course in English has centered her attention on the pupil realizing that there are individual differences in pupils. It is hoped that this method of presenting a course in English will create the love of reading and the habit of it, and the love of good speech in oral and written composition.
This course is virtually complete in itself, and the range of material is wide, although other material may be used if necessary. These selections have been selected with a double motive, - to let each author speak for himself, however briefly, and to encourage the student to form his own judgement, independent of historians or critics. The result should be not only to inspire us to seek a better acquaintance with our elder writers, but also to enable us to choose from among the many of our own day the few who by appealing to our particular taste or humor can best minister to our pleasure in reading.
Too, the course adapts itself easily to projects and the contract plan. For variety, some units may be taught each way. A wide selection of available references is given. These may be brought to the class-room for supervised reference work or used in the library room. Pictures, maps, victrola records, and magazines will be useful to help stimulate interest among the students.
Since there is no one best technique or method of teaching, this course may prove to be well adapted to the teaching of English in the eleventh grade after it has been thoroughly tested.
BIBLIOGRAPHY
English Literature
Ayres, Harry M., ------ The Modern Student's Book of English Literature, Scribners, 1924.
Brawley, Benjamin,------ Short History of the English Drama, Harcourt, Brace and Co., New York, 1921.
Brenner, R.,---------- Ten Modern Poets, Harcourt, Brace, and Co., New York, 1930.
Brinton, Crane,-------- The Political Ideas of the English Romanticists, Oxford Press Company, London, 1926.
Cruse, Amy,----------- The Shaping of English Literature, Crowell, New York, 1927.
Cromwell, Turner, Dykes, Readings from Negro Authors, Harcourt, Brace and Co., New York, 1931.
Foster and White,------ Victorian Prose, Prentice-Hall Inc. New York, 1930.
Fulton, Bressler, Mullen, - Questions on Reading in English Literature, Century, New York, 1928.
Long, William, J.,---------- Outlines of English Literature, Ginn and Co., Dallas 1925.
Syle, L. D.,--------------- From Milton to Tennyson, Allyn and Bacon, Boston, 1894.
Tatlock and Mackaye,-------- Complete Poetical Works of Geoffrey, Chaucer, MacMillan Co., New York, 1928.
Weygrandt, Cornelius,------ A Century of the English Novel Century, New York, 1925
Mosley, J. A.,------------- Speaking, Macmillan, New York, 1927.
English
Berton, Paul---------------- Training for Speaking, Stokes, New York, 1926.
Bildersee, Adele,----------- Imaginative Writings, Heath, Boston, 1927
Clancy, George,------------ Thought and Its Expression, Harcourt, New York, 1931.
Clippinger - Written and Spoken English, Bk. II, Silver, Burdett Co., 1925.
Jesperson, Otto - Growth and Structure of the English Language, Appleton, New York, 1927.
Krapp, G. P. - The Knowledge of English, Holt, New York, 1927.
Learned, Ellin, - Everybody's Complete Etiquette, Stokes, New York, 1923.
McDougall, - Reporting for Beginners, MacMillan, New York, 1932.
Mosher, J. A., - Speaking, MacMillan, New York, 1927.
Pelsma, J. R., - Essentials of Speech, Crowell, 1924.
Tressler, J. C., - English in Action, Heath, New York, 1929.
Wade, Margret, - Social Usage in America, Crowell, 1924.
Ward, C. H. - Sentence and Theme and M. O. S. Bk. IV, Scott Foresman and Co., Dallas, 1926.
Wooley, Edwin,----------------- Handbook of Composition,
Heath, Boston, 1920.
Barrett - Ryan,--------------- The Barrett - Ryan English
Test Forms I, II, III, VII
and VIII, Bureau of Educa-
tional Measurements, Emporia,
Kansas.
Wisely - Gifford,------------- Wisely - Gifford Standardized
English Exercises, Allyn and
Bacon, Dallas, 1931. | 8972b7c4-e9dc-42ae-93d9-abb4a30b2689 | CC-MAIN-2021-49 | https://digitalcommons.pvamu.edu/cgi/viewcontent.cgi?article=1113&context=pvamu-theses | 2021-12-08T16:19:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363515.28/warc/CC-MAIN-20211208144647-20211208174647-00085.warc.gz | 283,737,653 | 31,012 | eng_Latn | eng_Latn | 0.967409 | eng_Latn | 0.998239 | [
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The Wheel of Life, also known as the Wheel of Samsara or the Wheel of Becoming, is a central symbol in Buddhism that represents the cycle of rebirth and the suffering associated with it. It consists of three concentric circles:
1. **Outer Circle**: Represents the six realms of existence (six paths) where beings can be reborn: hell, hungry ghosts, animals, human beings, asuras (demigods), and gods.
2. **Middle Circle**: Represents the four noble truths of Buddhism:
- **Dukkha** (suffering)
- **Samudaya** (the origin of suffering)
- **Nirodha** (the cessation of suffering)
- **Magga** (the path leading to the cessation of suffering)
3. **Inner Circle**: Represents the Noble Eightfold Path, which is the path to the cessation of suffering:
- Right Understanding
- Right Intention
- Right Speech
- Right Action
- Right Livelihood
- Right Effort
- Right Mindfulness
- Right Concentration
The wheel is often depicted with a central axis, symbolizing the path to enlightenment, and is surrounded by various symbols representing the different aspects of life and the cycle of rebirth. The wheel is a powerful visual aid used in Buddhist teachings to illustrate the concept of impermanence, suffering, and the possibility of liberation from the cycle of rebirth. | fd83a7a8-799a-4df1-8b49-566a17984554 | CC-MAIN-2022-40 | https://viewer.cbl.ie/viewer/api/v1/records/InE_1669/files/images/D0001767.jpg/full.pdf?divID=LOG_0000 | 2022-10-04T10:10:16+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337490.6/warc/CC-MAIN-20221004085909-20221004115909-00347.warc.gz | 636,267,537 | 300 | eng_Latn | eng_Latn | 0.992802 | eng_Latn | 0.992802 | [
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Consume without regrets
Different countries, different customs – but also different pathogens and different water quality conditions. What travellers should bear in mind when handling food in the tropics and subtropics.
Follow the recommendations of the tour guide and avoid places with a bad reputation.
Cook it, peel it or leave it!
If you want to protect yourself from food-borne infections, peel raw fruit and vegetables before consumption and avoid leafy salads. Eat animal products such as meat, seafood and eggs only cooked.
Fish gourmets beware
Fish and shellfish in (sub-)tropical waters can contain toxins – ciguatoxins – that cause gastrointestinal, neurological and cardiovascular disorders. Ciguatoxins are not inactivated by heating. Those who inform themselves locally about affected species and do not eat fish they have caught themselves are on the safe side.
Packaged ice cream only
It’s best to avoid ice cream which is sold on the street for hygiene reasons. Industrially produced, packaged ice cream is preferable.
Cold drinks
Drinks cooled with ice cubes can contain pathogens. Therefore, ice cubes should be made from hygienically safe (boiled) drinking water. But you don’t usually know that.
Hot and tasty food only
It’s best to return lukewarm food or food that tastes strange, bitter or fermented. It may contain pathogens or toxins (toxins formed by bacteria) because it has not been heated sufficiently or has been kept warm for a long time.
More information:
www.bfr.bund.de/en > A-Z Index: Ciguatera
www.rki.de > Infektionsschutz > Infektionskrankheiten A-Z (in German)
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Recall that recursion is a method of solving problems that contain smaller versions of themselves as subproblems. A recursive function will make calls to itself in order to solve these sorts of problems.
**Problem 1** The Fibonacci sequence is a sequence of numbers whose first few terms are
\[1, 1, 2, 3, 5, 8, 13...\]
In general, the \(n^{th}\) term of the sequence is defined by
\[F_n = F_{n-1} + F_{n-2}.\]
Use Python to write a recursive function `fib(n)` that returns the \(n^{th}\) term in the Fibonacci sequence (try not to use any loops inside of your function!).
**Problem 2** Given two nonnegative integers \(0 \leq b \leq a\), the binomial coefficient \(\binom{a}{b}\) is the number of ways of choosing \(b\) objects from a collection of \(a\) objects, disregarding order. Its name
comes from the fact that it can be computed as the coefficient of $x^b$ in the expansion of $(1 + x)^a$. The binomial coefficients satisfy the recursive relation
$$\binom{a}{b} = \binom{a-1}{b-1} + \binom{a-1}{b},$$
as well as the boundary values
$$\binom{a}{0} = \binom{a}{a} = 1.$$
Use Python to write a recursive function `binom(a, b)` computing the binomial coefficient $\binom{a}{b}$.
**Figuring out the area of Koch snowflake**
The following equilateral triangle $KS_0$ of side length $a$ (drawn using the Python’s Turtle) is the base step for constructing a beautiful closed curve known as the *Koch snowflake*.
During the 10/13 class, we have found the area of the triangle.
\[ A_0 = \frac{\sqrt{3}}{4} a^2 \]
(1)
The figure \( KS_1 \) is the next step of the construction.
The area \( A_1 \) of \( KS_1 \) is the sum of \( A_0 \), the area of the base triangle, and of the areas of the three new spikes, each of them an equilateral triangle of side length \( a/3 \). To find the area of a spike, we can use formula 1 with \( a \) replaced by \( a/3 \), the side length of the spike.
\[ \text{Spike area} = \frac{\sqrt{3}}{4} \left( \frac{a}{3} \right)^2 = \frac{\sqrt{3}}{4} \cdot \frac{a^2}{9} = \frac{A_0}{9} \]
Therefore, \( A_1 = A_0 + 3 \times \frac{A_0}{9} = A_0 + \frac{A_0}{3} \).
\[ A_1 = A_0 \left( 1 + \frac{1}{3} \right) \]
(2)
For the reason that will become clear soon, we will not simplify formula 2 any further.
The figure $KS_2$ below is the next step.
The area $A_2$ of $KS_2$ is the sum of $A_1$ and the areas of the 12 spikes $KS_1$ sprouts. A spike is an equilateral triangle of side length $a/9$. To compute the area of the spike, we can use formula 1 with $a$ replaced by $a/9$.
\[
\text{Spike area} = \frac{\sqrt{3}}{4} \left( \frac{a}{9} \right)^2 = \frac{A_0}{81}
\]
Therefore,
\[
A_2 = A_0 \left( 1 + \frac{1}{3} + \frac{12}{81} \right) = A_0 \left( 1 + \frac{1}{3} + \frac{4}{27} \right)
\]
\[
A_2 = A_0 \left( 1 + \frac{1}{3} + \frac{1}{3} \times \frac{4}{9} \right) \tag{3}
\]
To trace the changes, let us start forming the following table.
| $n$ | 0 | 1 | 2 |
|-----|---|---|---|
| side length | $a$ | $\frac{a}{3}$ | $\frac{a}{9}$ |
| number of sides | 3 | 12 | 48 |
| number of new spikes | 0 | 3 | 12 |
At the next step of the construction, each of the 48 sides of $KS_2$ sprouts a spike, an equilateral triangle of side length $a/27$. To compute the area of the spike, we can use formula 1 with $a$ replaced by $a/27$.
$$\text{Spike area} = \frac{\sqrt{3}}{4} \left( \frac{a}{27} \right)^2 = \frac{A_0}{27^2}$$
Therefore,
$$A_3 = A_2 + \frac{48}{27^2} A_0.$$
Note that at each step of the construction, the number of sides quadruples. We remove the middle of each side, breaking the former into two, and add two more sides to fill the gap. At the next step, each of the sides sprouts a triangle, adding to the area. Let us check this observation by taking a look at the extension of our table.
\begin{equation}
A_3 = A_0 \left(1 + \frac{1}{3} + \frac{1}{3} \times \frac{4}{9} + \frac{1}{3} \times \left(\frac{4}{9}\right)^2\right)
\end{equation}
| $n$ | 0 | 1 | 2 | 3 | 4 | 5 |
|-----|---|---|---|---|---|---|
| side length | $a$ | $\frac{a}{3}$ | $\frac{a}{3^2}$ | $\frac{a}{3^3}$ | | |
| number of sides | 3 | $3 \times 4$ | $3 \times 4^2$ | $3 \times 4^3$ | | |
| number of new spikes | 0 | 3 | $3 \times 4$ | $3 \times 4^2$ | | |
**Problem 3** Fill the table for $n = 4, 5$.
**Problem 4** Check if the following formula
$$A_4 = A_0 \left(1 + \frac{1}{3} + \frac{1}{3} \times \frac{4}{9} + \frac{1}{3} \times \left(\frac{4}{9}\right)^2 + \frac{1}{3} \times \left(\frac{4}{9}\right)^3\right) \quad (5)$$
correctly represents the area of $KS_4$.
Problem 5 Guess the pattern and write down the formula for $A_5$. Generalize to any $n = 1, 2, 3, \ldots$
$A_5 =$
$A_n =$
Let $S = \sum_{n=1}^{\infty} \frac{1}{3} \times \left( \frac{4}{9} \right)^{n-1} = \frac{1}{3} + \frac{1}{3} \times \frac{4}{9} + \frac{1}{3} \times \left( \frac{4}{9} \right)^2 + \frac{1}{3} \times \left( \frac{4}{9} \right)^3 + \ldots$
Problem 6 Find $S$. Hint: find $\frac{4}{9} \times S$ and compare it to $S$.
Problem 7 Find the area $A$ of the Koch snowflake $KS = \lim_{n \to \infty} KS_n$.
Please get back to Problem 11 of the previous handout:
**Problem 8** In the Turtle module, write a function `kochs(n,a)` that draws a Koch snowflake of order $n$ and base length $a$.
*Hint:* It might be helpful to use the function `kochc(n,a)` you defined to draw Koch curves as depicted below.
![Koch Snowflake Images]
If you are finished doing all of the above but there still remains some time... give a try to the “Tower of Hanoi” puzzle at
https://www.mathsisfun.com/games/towerofhanoi.html.
The puzzle with $n$ disks naturally admits a recursive solution. See if you can figure it out! | <urn:uuid:aed08b7f-5290-4d19-80e1-2dad88224e26> | CC-MAIN-2025-05 | https://circles.math.ucla.edu/circles/lib/data/Handout-4532-4493.pdf | 2025-01-20T00:31:15+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362532.35/warc/CC-MAIN-20250119214819-20250120004819-00527.warc.gz | 167,878,159 | 1,997 | eng_Latn | eng_Latn | 0.845617 | eng_Latn | 0.962443 | [
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DARE #5
Keep it in the Air.
Alright, this one's easy. Find the lightest object you can and play a game with your team. How many times can you hit the object in the air without it touching the ground? (Yes, the couch is part of the ground.) Make sure to tell me your highest number in your selfie! | <urn:uuid:fb1531a7-1e98-41b5-876a-4c728ee0c829> | CC-MAIN-2025-05 | https://www.mycefc.org/_files/ugd/61649d_1eaec1c6641b4c0aabd798d689ba233e.pdf | 2025-01-19T23:45:31+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362532.35/warc/CC-MAIN-20250119214819-20250120004819-00562.warc.gz | 960,460,706 | 73 | eng_Latn | eng_Latn | 0.997891 | eng_Latn | 0.997891 | [
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## Whole School Overview: Art/DT
### Autumn 1
- **Self Portraits**
- Artist: Andy Warhol
- **Abstract Art**
- Artist: Kandinsky
- **Collage**
- Artist: Henri Matisse
- **Sculpture**
- Artist: Andy Goldsworthy
- **Computer Art**
- Artist: David Hockney
- **3D Models - Recycled**
- Artist: Michelle Reader
### Autumn 2
- **Painting, Artist: Van Gogh**
- Who is Van Gogh? What techniques did Van Gogh use?
- **Printing, Artist: Edvard Munch**
- Who is Edvard Munch? What was the theme of many of his artworks?
- **Sculpture, Artist: Rodney McCoubrey**
- Who was he? Where does he source his materials from?
- **Mechanisms - Design a Moving Card**
- **Mechanisms & Textiles**
- **Textiles – Make a Puppet**
### Spring 1
- **Sculpture, Artist: Henri Matisse**
- **DT: Mechanisms & Textiles**
### Spring 2
- **DT: Safe Structures & Electronics**
- **Electronics – Making a Torch**
### Summer 1
- **DT: Safe Structures & Electronics**
### Summer 2
- **DT: Electronics – Making a Torch**
### Autumn 1
- **Painting, Artist: Frida Kahlo**
- Who is she? How do colours compliment/contrast?
- **Printing, Artist: Elizabeth Catlett**
- Who is she? How Elizabeth Catlett used art as a way of commentating on race and feminism?
- **Sculpture, Artist: Giacometti**
- Who is Giacometti? Cubist and surrealist movements
- **DT: 3D CAD**
- **DT: 3D CAD & Textiles**
- **Textiles – Make a phone holder**
### Autumn 2
- **Painting, Artist: Jacob Lawrence**
- Who is he? The cultural importance of art
- **Printing, Artist: Kara Walker**
- Who is she? Poly Printing.
- **Sculpture, Artist: Michelle Reader**
- Who is she? Recycled materials
### Spring 1
- **Sculpture, Artist: Rodney McCoubrey**
- Who was he? Where does he source his materials from?
### Spring 2
- **DT: Mechanisms - Design a Moving Card**
- **Mechanisms & Textiles**
- **Textiles – Make a Puppet**
### Summer 1
- **DT: Mechanisms & Textiles**
### Summer 2
- **DT: Electronics – Making a Torch**
### Autumn 1
- **Painting, Artist: Andy Warhol**
- Who was he? What is pop art?
- **Printing, Artist: Joan Miró**
- Who is she? What is relief paint?
- **Sculpture, Artist: Andy Goldsworthy**
- Who is he? Nature in Art
- **DT: Mechanisms - Bridges**
- **Mechanisms & Cooking**
- **Cooking & Nutrition – Oat Bars**
### Autumn 2
- **Painting, Artist: Yayoi Kusama**
- Who is she? How can colour depict a mood?
- **Printing, Artist: Jamaal Barber**
- Who is he? Lino printing
- **Sculpture, Artist: Henry Moore**
- Who is he? Natural inspiration
- **DT: Reactions – Steady Hand Tester**
- **Reactions & Cooking**
- **Cooking & Nutrition – Soup, bread & Pancakes**
### Spring 1
- **Sculpture, Artist: Walter Mason**
- Who is Mason? How can you join materials together?
- **DT: Structures – Baby Bear’s Chair**
- **Structures & Food Fruit Salad**
- **Food – Savory Salad** | <urn:uuid:74385597-83d7-4d9f-94f4-1999034d5894> | CC-MAIN-2025-05 | https://www.bournvilleschool.org/wp-content/uploads/2024/02/Art-DT-Overview-Road-Map.pdf | 2025-01-19T22:49:35+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362532.35/warc/CC-MAIN-20250119214819-20250120004819-00577.warc.gz | 716,478,196 | 854 | eng_Latn | eng_Latn | 0.877779 | eng_Latn | 0.877779 | [
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*Trees listed are to provide an option for area and type of tree. The final actually species is to be determined based on preference and nursery availability.
1) Magnolia Area
The English Landscape is currently lined along the southern most edge by several species of Magnolia trees. The trees create a succession of blooms in the spring. Placing a variety of Magnolias adjacent to each other creates a visual experience both up close and from across the landscape. It also enables an educational tool for learning and comparing various species of Magnolias in one setting.
Magnolia ssp.
2) Witch hazel Area
Historically the border between the family’s homes at Awbury and the Paramore Farm (now the meadow) were lined with the common Witch hazels. Recently several of these Witch hazels have been uncovered by invasive plants as Awbury works to restore the edge of the property. As restoration proceeds native witch hazels are to be replanted along this path with existing Heritage Oak trees and memorial Witch hazel garden. Witch hazels are noted for their late fall and end of winter blooms as well as their incredible fragrance.
Native (native range in North America) Witch hazels: Common Witch hazel or Vernal Witch hazel
3) Beech Hollow
Beech Hollow Path is lined by many aging European Beech trees originally planted by the family over 100 years ago. Beech Hollow is not just to represent Beech tree species but all members of the Beech family including Oaks, Hickories, Chestnuts and more. All of these species are vital to our wildlife from insects, birds to large mammals and provide substantially to our green canopy.
American Beech
Notable species of native Oaks, Chestnuts, and Hickories
4) McNabbtown
Along the upper edge of McNabbtown Field, Awbury is installing a small grove of Quaking Aspen trees. Quaking Aspen trees typically create colonies in the wild making for a distinct visual in the fall when all the leaves turn golden yellow. Quaking Aspens are native to northern parts of North America. They have distinct smooth white bark and triangular leaves with silver undersides. The leaves move with the slightest breeze giving the tree its common name.
Quaking Aspens
5) Pinetum
Awbury has a collection of White pine trees along Station road creating a tranquil transition point from McNabbtown Field to the meadow. In order to expand upon this and install a succession of generations more members of the Pine family are to be planted along this main path including Firs, Spruces, Pines, Cedars and Larches.
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NOSE BLEEDS IN DOGS
There are many potential causes for nose bleeds in dogs. Bleeding from the nose (aka Epistaxis) is NOT normal for any dog at any time. Epistaxis can occur in one or both nostrils and can range from a few droplets or large discharges. Some cases start with sneezing and traces of blood in nasal discharges, while others have profuse bleeding as the first sign.
Causes of Nasal Bleeding
Direct Trauma To The Nostril
Either caused by “doggy disagreements” with other dogs, cats, and wild critters, thorn, etc. Note that this type of bleeding is generally noticed by pet parents as it may involve scratches, punctures on the outside of the nostril or directly surrounding the nostril and exhibit signs of “battle” trauma rather than nasal discharge per se.
Other direct traumas may involve car accidents (being hit by a vehicle) and falls in which case the nostril bleed becomes a mere reflection of internal injury. The signs are nasal discharge versus trauma wound.
Whenever your dog is hit by a car or suffers as a result of a fall, take dog to veterinarian immediately.
ACTIONS FOR SURVIVAL
1) You need to remain calm and composed. Dogs pick up on your emotions and will react accordingly.
2) Keep the pet calm. You do NOT want to excite the pet as it will increase its blood pressure and subsequently increase the bleeding.
3) Apply an Ice Pak –wrapped in cloth - to the bridge of the nose. NEVER APPLY ice pak directly onto nostril. Obviously, be sure your pet can breathe around the ice pack. Use a clean cloth or gauze. The cloth provides a barrier to allow for steady cooling and helps prevent early signs of hypothermia and frostbite. Apply steady pressure on the bleeding nostril using clean cloth or gauze. The cold will constrict small blood vessels which will slow the bleeding.
4) Take a look at the gums under the lips to see if there is blood in the mouth, or if the gums seem pale. If either is present it would suggest a serious loss of blood. This is an emergency! Transport to the veterinarian immediately.
5) Transport to the veterinarian immediately.
REMEMBER
A pet with a bloody nose will likely swallow a great deal of the draining blood. This may lead to an especially black stool or even vomit with blood clots in it. After a bloody nose, such findings are usually just a reflection of the bloody nose and do not necessarily indicate bleeding in the GI tract.
Foreign Body In Nasal Passage
Most commonly found are:
* Foxtails (aka: wild millet),
* Blades of grass,
* Burrs (can cause violent sneezing)
What Makes Foxtails Dangerous?
In addition to causing pain and localized infections, foxtail seeds can migrate and lodge in the spine, in the lungs and in other internal organs. They enter through the nose, ears, paws, eyes, urethra or just through the skin and travel through the body. The seeds are very small, making locating them a painful, difficult and expensive procedure. Depending on where a foxtail seed has traveled to inside a dog, it can even be life threatening and will require prompt surgical removal.
What You Can Do To Keep Your Pet Safe
* Keep your pets away from foxtails. Avoid planting them or letting them grow on your property
* Examine your pet daily. Carefully brush its hair, while feeling for any raised areas on its skin. Check inside and under its ears; check between the toes, under the armpits and in the groin area. Keep long haired and thick coated breeds especially well-groomed.
* If you see a foxtail seed sticking in the dog’s skin, carefully pull it straight out, making sure not to break it off in the process.
* If you think a seed might already embedded in the skin, in a paw, in an eye or an ear, or if a dog who has been eating grass seems to have a throat problem, get the dog to a veterinarian as soon as possible! Waiting can only make it harder to find, allow it to migrate and become more dangerous, and make treatment more difficult.
REMEMBER
In normal animals, tears are constantly produced and drain out through small ducts in the eyelids. The ducts empty into the nose. If a foxtail seed makes it way into the eyelid is may cause to either block the tear duct and/or enter the tear duct and effects can be reflected in the nostril.
Indicators That Your Pet Has a Foxtail
A foxtail seed can cause an inflamed, painful, infected lump anywhere on an animal’s body. A dog with a foxtail seed in its ear might rub its head on the ground or shake its head violently from side to side. If a dog gets a foxtail seed in its eye, it might squint. The eye will water and the dog will paw at it. Even if you can clearly see the seed beneath the eyelid, do not attempt to remove it. Get the dog to a veterinarian immediately.
An inhaled foxtail seed which has lodged in the nasal cavity may cause violent sneezing, sometimes with a bloody discharge from the nostrils. To remove it, a veterinarian may need to sedate the animal, locate the seed with a scope, and remove it with a forceps.
Rodenticide Poisoning
Rodenticide poisoning is the accidental ingestion of products used to kill “rodents” such as mice, rats and gophers. These products are common and accidental exposure is frequent. Poisoning is most commonly caused by ingestion of a product containing one of the following ingredients:
* Bromethalin
* Cholecalciferol (Vitamin D3)
* Strychnine
* Zinc phosphide
* Anticoagulant (Warfarin, fumarin, chlorophacinone, dipheacinone, difethialone, pindone, bromadiolone, brodifacoum)
Many anti-rodent poisons contain Warfarin which reduces the pet’s ability to clot properly (much like hemophilia) which may lead to death. If you suspect your pet has ingested rat poison contact your veterinarian immediately.
REMEMBER
Although Activated charcoal is recommended if poisoning is recent remember that you need to determine ahead of time how much activated charcoal you will need per dog pound, how to administer and that it may take up to 30 minutes to work! Therefore your best.
Nosebleed
A nosebleed is bleeding or haemorrhage from the nose.
What to Do
- Notice if the blood is coming from one nostril (note which one) or both nostrils.
- If the pet is sneezing, note how often.
- Attempt to keep the pet calm. Encourage the pet to lie down and relax.
- Place an ice pack (covered by one or more layers of cloth) or compress to the side of the nose.
- If the nose is bleeding profusely or the bleeding lasts more than 10 minutes, seek veterinary attention.
What NOT to Do
- Do not put anything up the nose. This will likely cause the pet to sneeze. Sneezing will dislodge a clot if one has formed and the bleeding will resume.
A bloody nose in a cat or dog may be associated with foreign bodies polyps, infections, poisoning or injury.
It is a sign whose significance should not be underestimated.
Internal Bleeding
Internal bleeding is a life-threatening condition, but it is not obvious like external bleeding. Any bleeding which is visible is external. Internal bleeding occurs inside the body and will not be seen. There are, however, external signs of internal bleeding:
- The pet is pale (check the gums or eyelids).
- The pet is cool on the legs, ears, or tail.
- The pet is extremely excited or unusually subdued.
- Bleeding from the nose or mouth.
If any of these signs are evident, the pet should be immediately transported to a veterinary facility for professional help. Remember: internal bleeding is not visible on the outside. | <urn:uuid:c2b64f8a-ac9b-4b37-bbcd-6fcec4095aa2> | CC-MAIN-2019-22 | http://www.sayorkies.co.za/pdf_files/nosebleeds.pdf | 2019-05-20T16:23:08Z | crawl-data/CC-MAIN-2019-22/segments/1558232256082.54/warc/CC-MAIN-20190520162024-20190520184024-00487.warc.gz | 325,643,574 | 1,692 | eng_Latn | eng_Latn | 0.998638 | eng_Latn | 0.998902 | [
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country, and formed a strong link in our chain of title to the Pacific Northwest.
"The personnel of this expedition was composed of enlisted officers and men of the army of the United States, Meriwether Lewis and William Clark being of equal rank, although Captain Lewis was tacitly considered the higher authority. They carried with them the flag of our country, the Stars and Stripes. It was not the same flag we use today; it had fifteen stars and fifteen stripes, then the official flag of our nation. They also carried medals to distribute to the Indians, a few of special design and others used by George Washington in his dealing with Indians. Departing from here on the afternoon of the 18th of October, the following morning they met with Chief Yellepit of the Walla Walla tribe and presented him with both a medal and a flag, which he preserved for many years after.
"If you are ever privileged to visit the capital city of Virginia, you will find there on the state house grounds, a famous monument of George Washington, surrounded by other famous Virginians who had assisted in the founding and early events of our republic. Among those life-sized figures is one of Meriwether Lewis, explorer, discoverer, and geographer, who camped on or near this spot for three days in October, 1805, in whose honor this monument has now been erected here."
Anniversary in Olympia
An event of historic importance occurred in Olympia on Saturday, December 10, when there was celebrated with appropriate honors the seventy-fifth anniversary of Olympic Lodge No. 1, of Free and Accepted Masons. The lodge was organized on December 11, 1852, while Washington was still a part of Oregon. It was No. 5 of Oregon, but when Washington Territory was organized by Congress in 1853, the lodge became No. 1 under the new jurisdiction.
Judge Howay Honored
At its December meeting, the Massachusetts Historical Society elected Judge F. W. Howay, of New Westminster, B.C., a corresponding member. The name of Judge Howay is well known to readers of the *Washington Historical Quarterly* from his numerous articles and book reviews. He has been a contributing editor of this publication for the past eleven years. He is a member of the Historic Sites and Monuments Board of | <urn:uuid:b02a8391-db2f-4f10-bcc8-ae56de4f438a> | CC-MAIN-2019-47 | https://journals.lib.washington.edu/index.php/WHQ/article/download/7403/6439 | 2019-11-17T20:56:35 | crawl-data/CC-MAIN-2019-47/segments/1573496669276.41/warc/CC-MAIN-20191117192728-20191117220728-00019.warc.gz | 484,482,040 | 474 | eng_Latn | eng_Latn | 0.998199 | eng_Latn | 0.998199 | [
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Fiction vs. Non-Fiction
* Not real
* Story talk
* Read to enjoy
* Read in order
* Illustrations
* Beginning, middle, end
* Characters, setting
* Problem, solution
* Real
* Fact talk
* Read to learn
* Read in any order
* Photos, charts, graphs
* Table of contents
* Index, glossary, bold words, labels
* True information, direction
Starts At Eight | <urn:uuid:4019f13f-e557-48a4-83c2-fe54bf059ef8> | CC-MAIN-2019-39 | http://www.startsateight.com/wp-content/uploads/2015/08/Fiction-vs.-Non-Fiction-Black-and-White-Printable.pdf | 2019-09-16T02:54:50Z | crawl-data/CC-MAIN-2019-39/segments/1568514572471.35/warc/CC-MAIN-20190916015552-20190916041552-00509.warc.gz | 314,250,590 | 99 | eng_Latn | eng_Latn | 0.96428 | eng_Latn | 0.96428 | [
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3) Purpose:
reversible
\{ so as to, to, in order to \} + BI
* So that + Sub + can (p)
* would (past) + BI
3) Contrast:
* Compare 2 opposite things
* whereas, while
* On the contrary, On the other hand
3) Concession:
reversible
\{ Although + S+V..., ...,
Despite, In spite of \}
Noun phrase ..., ..., verb+ing ..., the fact that +S+V..., ...
Irreversible
\{ However, Nevertheless, Nonetheless, Yet, But \}
Summary (Linking words)
4) Cause and effects:
a. reversible
\{ Because, as, Since \} + Cause, effect
b. Irreversible
\{ Consequently, As a result, Therefore, That's why, \} + Effect
c. Irreversible
\{ Because of, Due to, Thanks to, Owing to \} + Cause, Effect
\{ Noun Phrase \}
5) Addition & Anticipation:
a. Irreversible
\{ Moreover, Furthermore, what's more, additionally, besides*, as well as*, in addition, also, in addition to that. \}
Rule 8 Sentence A, Sentence B.
b. Irreversible
\{ Along with, In addition to \} + V-ing ..., ...
\{ Noun phrase, ... \}
c. Not only ... but ... also ...
Rule 9 Not only, but also
**Past:**
1. **Simple past:**
- 1 completed action in the past.
- A series of actions (Past simple + and + Past s)
2. **Past continuous (was/were + V+ing)**
- While + Past c (short action)
- When → Past s (short act)
- Past c (long act)
- A long action developing at a certain time in past
3. **Past perfect s [had + PP]**
- After / as soon as + Past per → Past s
- Before / by the time + Past simple → Past perfect.
- More than 1 action in the past
- already + ever
- just + for
- yet + since
4. **When/Until (based on which action happened first)**
- The 1st act + Past perfect.
- The 2nd act + Past simple.
---
**Present:**
1. **Present Perfect s [have/has + PP]**
- 1 Action (present) + for, since, so far, already, just, yet, ever, never, recently, lately.
- Time is not mentioned
2. **Present Continuous [am + V+ing]**
- Now – at the moment – still – currently
- This + time (this week, year…), look …!
3. **Present simple s**
- Habits.
- General truth.
---
**Future:**
1. **Future simples [will + B]**
- Soon
- Next
- Tomorrow
- If
- when
- after
- as soon as
- Present → Future simple
2. **Future perfects [will have + PP]**
- Before 2020, by next week
- Before 2021, …
- In 4 years “time”
- By the time + Pr. s → Future perfect.
# Summary (Grammatical Structure)
## 1. Passive Voice
- **Modals:**
- can - could
- may - might
- will - would
- should - must
- ought to -
- have to *
- need to *
- **Rule:**
- S + modal + be + PP
- **Main Verbs:**
- \{ Have, Has \} + been + PP
- Had + been + PP
- Is / are \{ Was / were \} being + PP
- **Present Simple**
- Is / are + PP
- **Past Simple**
- Was / were + PP
## 2. Conditionals
- **4 steps**
1. Tense
- Pr = Cond type 2
- Past Cond
- Was
2. If + cause, effect
3. Positive \Rightarrow Negative
4. Form:
- I am \Rightarrow was
- I is \Rightarrow were
- I are \Rightarrow were
- **CT-2:** If + S + Past S, S + could + be
- **CT-3:** If + S + had + PP, S + could + have + PP
## 3. Wishes and Regrets
- **If only**
- I wish "es"
- S
- Simple past \Rightarrow Present
- Was \Rightarrow Were
- Past perfect \Rightarrow Past
- **+ \Rightarrow -**
- * "I" should (not) + have + PP (+ \Rightarrow -)
- * "I" regret "s" not + having + PP (+ \Rightarrow -)
- **General rule:**
- S + Modal V + have + PP
## 4. Reported Speech
- **b - Statements (S + V + ...) &**
- Have \Rightarrow had
- Was \Rightarrow had
- Had \Rightarrow had
- Am / Is / Are \Rightarrow Was / Were
- Was / Were \Rightarrow had been
- Present . S \Rightarrow Past . S
- Past . S \Rightarrow Past. perf
## c - Questions “?”
- **• Wh-questions**
- [Wh-word + S + V ...]
- **• Yes / No questions**
- [If + S + V ....]
- **N.B** Suggested + V + ing.
## d - Commands
- **Order, promise, advice, request**
- **• Positive : (to + BI)**
- **• Negative : (Not to + BI)** | <urn:uuid:bcbde9da-3128-46fa-968a-63e06627baac> | CC-MAIN-2023-06 | https://prepbaccom.files.wordpress.com/2020/05/english-1.pdf | 2023-02-01T18:54:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499949.24/warc/CC-MAIN-20230201180036-20230201210036-00147.warc.gz | 488,528,291 | 1,322 | eng_Latn | eng_Latn | 0.953085 | eng_Latn | 0.969536 | [
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Readiness to learn and Motivation
Learning occurs more efficiently if a person is ready to learn. This readiness results from a combination of growth and experience. Children cannot learn to read until their eyes and nervous systems are mature enough. They also must have a sufficient background of spoken words and pre-reading experience with letters and pictures.
Learning is recognized to be best when the learner is motivated. External rewards are often used to increase motivation to learn. Motivation aroused by external rewards is called extrinsic motivation. In other cases, people are motivated simply by the satisfaction of learning. Motivation that results from such satisfaction is called intrinsic motivation. This type of motivation can be even more powerful than extrinsic motivation. Punishment, particularly the threat of punishment, is also used to control learning. Experiments have shown that intrinsic and extrinsic rewards serve as more effective aids to learning than punishment does. This is due largely to two factors: The first is that learners can recognize the direct effects of reward more easily than they can the effects of punishment. Second, the by-products of reward are more favorable. For example, reward leads to liking the rewarded task, but punishment leads to dislike of the punished deed.
Educators also look at the motivation of learning from the point of view of the learner. They tend to talk about success and failure, rather than reward and punishment. Success consists of reaching a goal that learners set for themselves. Failure consists of not reaching the goal. An ideal learning situation is one in which learners set progressively more difficult goals for themselves, and keep at the task until they succeed.
Leonard M. Horowitz
A- Answer the following questions according to the text:
1) Explain the role of readiness in learning.
2) How would you contrast extrinsic and intrinsic learning?
3) What works best, reward or punishment? Explain.
4) Why do psychologists tend to talk about success and failure, rather than reward and punishment?
B- Find in the text, the words whose definitions follow:
1) one's past know-how:
2) returns made for something done:
3) originating outside the part on which it acts:
4) model to be imitated:
C- Complete the following table as shown in the example.
| Noun | Verb | Adjective | Adverb |
|--------|--------------|------------|------------|
| power | to empower | powerful | powerfully |
| | | | largely |
| success| | | |
D- Express the following sentence starting by the words given.
External rewards are often used to increase motivation to learn.
Educators ..................................................................
E- Supply the right phonetic transcription to the following words:
combination - motivation - Experiments - progressively
F- Explain the following statements:
1) Reward leads to liking the rewarded task, but punishment leads to dislike of the punished deed.
2) An ideal learning situation is one in which learners set progressively more difficult goals for themselves, and keep at the task until they succeed.
G- Fill in each gap with one word so that the text makes sense.
When we learn skills, we first learn a sequence of simple movement-patterns. We combine these ...1... to form a more complicated behavior pattern. In most ...2..., various stimuli guide the process. For example, operating a ...3... requires putting together many skilled finger movements. These movements are guided by the letters or words that we ...4... to type. At first, a person ...5... to type letter by letter. With practice, the person learns to type word by word or phrase by phrase. In verbal learning, such as memorizing a poem or learning a new language, we learn ...6... of words. We then combine these sequences of responses into a complex organization.
H- Write a coherent paragraph of ten sentences giving four reasons why you like learning. | <urn:uuid:ca626a33-bdd6-4ceb-82c2-548a6e3c56ab> | CC-MAIN-2019-39 | https://eddirasa.com/wp-content/uploads/2016/05/%D8%A7%D9%85%D8%AA%D8%AD%D8%A7%D9%86-%D8%A7%D9%84%D9%84%D8%BA%D8%A9-%D8%A7%D9%84%D8%A5%D9%86%D8%AC%D9%84%D9%8A%D8%B2%D9%8A%D8%A9-%D9%85%D8%B3%D8%A7%D8%A8%D9%82%D8%A9-%D8%AA%D9%88%D8%B8%D9%8A%D9%81-%D8%A3%D8%B3%D8%A7%D8%AA%D8%B0%D8%A9-%D8%A7%D9%84%D9%85%D8%AA%D9%88%D8%B3%D8%B7-2016.pdf | 2019-09-16T02:57:43Z | crawl-data/CC-MAIN-2019-39/segments/1568514572471.35/warc/CC-MAIN-20190916015552-20190916041552-00509.warc.gz | 450,876,849 | 787 | eng_Latn | eng_Latn | 0.997766 | eng_Latn | 0.998129 | [
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She Teaches Statistics in Singapore Schools
Berinderjeet Kaur - Singapore
1. Introduction
Statistics is taught in all Singapore schools as part of the compulsory subject mathematics. Only at the university level may statistics be offered as a subject by itself, in the Department of Economics and Statistics.
In attempting to make every school-leaver numerate and literate the statistics taught at the school level is meant to equip an individual with the ability to interpret and understand correctly the data presented in tables, diagrams, charts, and graphs. It is the concern of every mathematics teacher in school that pupils should know enough about simple statistics to be able to interpret them correctly and not be deceived by them.
2. Statistics in the school curriculum
2.1 Statistics in the primary school
In the primary mathematics curriculum (age group 7 to 12 years) although pupils are not explicitly introduced to statistics, they nevertheless do graphical representations of data which form the basis of the work for descriptive statistics in the secondary mathematics (13 to 16 years) curriculum. In Singapore, primary education is of six years' duration. During the first year in primary school, i.e. primary 1, pupils are introduced, via patterns, to class activities such as the following, thereby introducing them to pictograms based on a one-to-one correspondence.
Gradually, over the years in the primary school, with consistent input every year via the mathematics curriculum, the pupils should be able to:
(i) construct and read pictograms, column graphs;
(ii) read and interpret pie charts; and
(iii) classify and organise data by constructing tables.
2.2 Statistics in the secondary school
In the secondary mathematics curriculum statistics is one of the 12 topics dealt with in the syllabus. Secondary education in Singapore is of four years' duration for above average pupils and of five years' duration for other pupils. Statistics is taught in the third year to pupils in the four year programme, and in the third and fourth years to pupils in the five year programme.
The detailed content of the topic "Statistics" in the secondary mathematics curriculum is as follows:
Bar chart, pie chart, frequency distribution, histogram, frequency polygon. The ideas of averages: mean, median, mode; modal class. Calculation of mean from a frequency distribution. Cumulative frequency diagrams, estimation of median and quartiles, interquartile range.
3. Who teaches statistics in the school?
One may say that in Singapore the teaching profession is feminised (Inglis, 1982). Since 1963, women have consistently outnumbered men in the teacher training courses and particularly those preparing teachers for the primary schools. In the courses designed for secondary school teachers, women began to outnumber the men from the 1970s. The 1989 student intake figures from the Institute of Education for the pre-service secondary school teacher training courses show that 23% were males and 77% were females.
Surveys conducted in 1989 and 1990 of 18 and 20 secondary schools respectively revealed that 70% of mathematics teachers in these schools were female university graduates in the subject mathematics, with professional training to teach mathematics as one of their teaching subjects. These teachers teach statistics as part of the mathematics
curriculum in Singapore schools.
4. Approach to the teaching of statistics
Statistics in the secondary mathematics course may be viewed as a "practical" topic, and many of the examples in the textbook may be supplemented by practical exercises on data collected either by the students, so that they can learn to classify, tabulate, and analyse "raw" material, or by the teacher collecting data related to the students. Sometimes this may involve much arithmetical computation, but experience has shown that interest in the exercise makes students very tolerant of this work.
As group projects provide first-hand experiences for the students by direct participation, and as psychologists have stressed, "development cannot take place without appropriate experience" (Assistant Masters Association, 1973, p.4), exercises on data collection and descriptive statistics are often done via groupwork.
Mathematics teachers in the secondary schools often adopt an approach which aims to strike a balance in the teaching and learning modes, namely
(i) exposition by the teacher;
(ii) discussion between teacher and students and between students themselves;
(iii) problem-solving including the application of mathematics to everyday situations;
(iv) consolidation and practice of fundamental skills and routines;
(v) investigational work;
when teaching statistics to the pupils.
One of the investigations which most secondary pupils enjoy is the
STATISTICAL METHOD OF OBTAINING THE VALUE OF $\pi$
Materials needed: a box of match sticks; a sheet of paper; a record sheet.
Procedure:
(i) On the sheet of paper, draw two long parallel lines exactly two-match stick lengths apart.
(ii) Take 10 match sticks in one hand. Hold the hand centrally half a metre above the parallel lines and let the sticks fall. Count the number of match sticks that cross or touch one of the lines.
(iii) Repeat step (ii) many times (say 10 times) and calculate the mean number of sticks that cross or touch one of the lines.
(iv) Record your results on the record sheet provided as shown:
| Expt. No. | No. of sticks thrown (C) | Mean no. of sticks that cross or touch line (D) | C/D |
|----------|-------------------------|-----------------------------------------------|-----|
| 1 | 10 | 3.2 | 10/3.2 = 3.1 |
| 2 | 20 | | |
| 3 | 30 | | |
| 4 | 40 | | |
| 5 | 50 | | |
(v) Repeat your experiment with 20, 30, 40, and 50 match sticks.
The values in the last column will be close to 3.1 or 3.2 and the mean of the values in the last column will be approximately 3.14.
In many secondary schools, statistics today is taught via fun-filled activities and investigations of everyday mathematics.
5. Conclusion
Statistics taught in Singapore schools helps guard individuals from making baseless statements, and enables them to appreciate information such as that shown below, and realise why one could say "She teaches statistics" today in Singapore schools.
**TABLE 1**
More women graduates from Singapore universities
| | No. of women graduated in 1976/77 | 1986/87 | Women as % of all graduates in 1986/87 |
|--------------------------------------|----------------------------------|---------|---------------------------------------|
| National University of Singapore | 836* | 2390 | 60% |
| Nanyang Technological Institute | - | 104 | 16% |
| Singapore Polytechnic | 464 | 950 | 25% |
| Ngee Ann Polytechnic | 105 | 941 | 35% |
| Institute of Education and College of Physical Education | 455 | 686 | 78% |
| **Total** | **1860** | **5071**| **42%** |
* Refers to University of Singapore and Nanyang University
Source: *Yearbook of Statistics*
References
Assistant Masters Association (AMA) (1973) *The Teaching of Mathematics in Secondary School* (2nd ed). Cambridge University Press, New York.
Inglis, C (1982) The feminization of the teaching profession in Singapore. In: L Manderson (ed) *Women's Work and Women's Roles*. Australian National University, Canberra.
Ministry of Education, Singapore (1980) *Mathematics Syllabus for the New Education System Part A: Primary 1 to 3 (Common Course)*. Educational Publications Bureau, Singapore.
Ministry of Education, Singapore (1980) *Mathematics Syllabus for the New Education System Part B: Primary 4 to 6 (Normal Course)*. Educational Publications Bureau, Singapore.
Ministry of Education, Singapore (1981) *Elementary Mathematics Syllabus for the New Education System Secondary 1 to 4 (Express Course), Secondary 1 to 5 (Normal Course)*. Educational Publications Bureau, Singapore.
---
**SINGAPORE SNAPSHOT**
**STATISTICS THAT SHAPE THE COUNTRY**
**More women graduates**
ALMOST three times more women graduated from institutions of higher learning in 1986/87 than 10 years earlier. In comparison, the number of men graduates slightly more than doubled over the same period.
| Institution | No. of women graduated in 1976/77 | 1986/87 | Women as % of all graduates in 1986/87 |
|--------------------------------------------------|-----------------------------------|---------|----------------------------------------|
| National University of Singapore | 836* | 2,390 | 50% |
| Nanyang Technological Institute | — | 104 | 16% |
| Singapore Polytechnic | 464 | 950 | 25% |
| Ngee Ann Polytechnic | 105 | 941 | 35% |
| Institute of Education & College of Physical Education | 455 | 686 | 78% |
| **Total** | **1,360** | **5,071**| **42%** |
*Refers to University of Singapore & Nanyang University*
Basic data: Yearbook of Statistics
By Narendra Aggarwal | <urn:uuid:920d537b-3a7b-44c6-b503-3372514ad153> | CC-MAIN-2024-10 | http://iase-web.org/documents/papers/icots3/BOOK1/C10-7.pdf?1402524945 | 2024-02-28T10:23:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474700.89/warc/CC-MAIN-20240228080245-20240228110245-00620.warc.gz | 15,293,830 | 1,995 | eng_Latn | eng_Latn | 0.942774 | eng_Latn | 0.994685 | [
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This sheet explains how burial grounds can be excellent places for education, learning and enjoyable activities. Nestled in the heart of communities, they can be used as outdoor classrooms, full of natural, local and social history.
WHAT BURIAL SITES CAN OFFER
Local history
Burial grounds are repositories of local histories and there is a current resurgence in interest in family history. People are drawn to investigate burial records, cemetery registers and memorial inscriptions. These not only chart family histories but also immigration and settlement patterns.
Built heritage
Burial grounds are valuable sites for built heritage. They may contain monuments, memorials, preaching crosses, lychgates, sundials or gargoyles, some dating back to the Middle Ages. These monuments give a tangible connection to the past in a manner which history books can never achieve. Guided tours to learn more about built features can be popular.
Cultural heritage
Burial grounds are important to our cultural heritage, going back over a thousand years. They reflect fashions in landscaping, architecture, stone carving and verse. Churchyards were once the hub of the community with markets, games and archery practice taking place within them. There is interesting folklore attached to some of their features such as ancient yew trees. Local churchyards and burial grounds give people a link to the past and an understanding of their cultural and local heritage.
Natural history
Although small in size, churchyards and burial grounds harbour a disproportionate amount of important species, from the smallest lichen to large ancient trees. For example, Britain is the world’s stronghold for ancient yews and three-quarters of these are found in churchyards. Since 1945 98% of flower-rich grassland (once widespread in the countryside) has vanished and many burial grounds act as havens for this old grassland and its associated animals. This natural haven, often on people’s doorsteps, can be of interest to the natural history amateur and specialist alike.
Creative inspiration
The tranquillity, aesthetics and spiritual nature of burial grounds makes them inspirational places for creativity including art, poetry, photography and writing.
Take some time...
To look at your site and list the features that you think will interest visitors.
Find local people who can lead a guided tour, chat to a school group or write a visitor leaflet. However large or small, your burial ground will have something to offer.
Consider running an event as part of National Cherishing Churchyards Week, held in the second week of June each year. See the Caring for God’s Acre website for more details and a registration form.
Coppice crafts and greenwood working
Burial grounds are great places for running craft days which can be used to thank volunteers or enthuse new people. You may be able to make things from prunings generated on site:
- Stools from rounds of a felled tree.
- Trellis from hazel or willow coppicing.
- Christmas wreaths are simple to make using holly, ivy and other decorative leaves, seed heads or cones.
Consider having a craft person at an event, a basket weaver or bodger perhaps.
ACTIVITIES FOR YOUNG PEOPLE
Burial sites make excellent venues for youth groups such as schools, playgroups, Sunday schools, wildlife groups, holiday clubs and groups in the scouting...
movement.
Many who manage churchyards and burial grounds actively encourage visits by these groups to help inspire young people.
Consider holding activities for children during any fetes and fairs taking place. Always remember to carry out a risk assessment before a group visit.
Things to do:
**Rubbings** – the old favourite – memorial rubbings, bark rubbings or stone rubbings. All that’s needed is paper, crayons and safe memorials or trees! Ask permission before using memorials.
**Draw or photograph your favourite memorial** – young people spend some time looking around the site and then choose their favourite memorial to draw or photograph. This may be a statue, a carving or an inscription. This can appeal to all ages, not just children!
**Treasure hunt** – make a list of things children can search for and find: a purple flower, a carved cross, a feather, a spider’s web, 3 green leaves etc. Photocopy the list (or use drawings for younger children) and encourage the children to explore and find the treasures.
**Minibeast safari** – one way of exploring the minibeast world is to look under stones and to shake branches over a white cloth and simply watch what scurries off!
Alternatively children can use a pot and carefully encourage minibeasts into it with a small paintbrush, for a closer look. Remember to talk with children about not keeping the creature in the pot too long and replacing it where they found it.
**Tree bingo** – draw or photocopy leaves from your site on to paper. Children use the sheets and search for the leaves. Include some folklore and uses for the different types of trees. This will make the activity more appropriate for older children. The Woodland Trust website has useful activity sheets as well as outlines of leaves that you can use.
**Collect fallen autumn leaves**. Children find leaves and thread them on a shoestring. They can then take them inside and make a mobile, a collage or simply take them home on the string.
**Make masks out of card.** Before the session pre-cut the eyes as this can be difficult for children to do. Thread elastic through the sides of the mask. Stick double-sided sticky tape to the mask and encourage children to find and stick on grasses, petals and leaves.
**Tree dressing ceremony** – this is based on old customs from around the world. It highlights our responsibility for looking after the trees and reminds us of their enormous cultural and environmental importance. It can include storytelling, dance, music, or hanging ribbons and special prayers on your chosen tree.
---
**Useful contacts**
Caring for God’s Acre, www.caringforgodsacre.org.uk
Common Ground, www.commonground.org.uk – for ideas and inspiration!
The Woodland Trust children’s activities, www.naturedetectives.org.uk
**Useful reading**
Play Lightly on the Earth, Nature Activities for Children 3 to 9 Years Old – Jacqueline Horsfall, Dawn Publications | <urn:uuid:4cdf7da6-24c5-4733-95d2-7bdbc9a8e2fe> | CC-MAIN-2017-30 | http://arcworld.org/downloads/LCD3-thi9ngs-to-do.pdf | 2017-07-23T12:52:23Z | crawl-data/CC-MAIN-2017-30/segments/1500549424559.25/warc/CC-MAIN-20170723122722-20170723142722-00575.warc.gz | 17,438,451 | 1,290 | eng_Latn | eng_Latn | 0.997061 | eng_Latn | 0.997316 | [
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Fluency Fun
Directions: Practice reading the phrases two times. Once you have practiced, find a friend and read the phrases together.
| in the boxes | the pink dresses | wash the dishes |
|--------------|-----------------|----------------|
| to the benches | get the cobwebs | get the napkins |
| see the foxes | in the bathtubs | munches and munches |
| get the tomcats | do their taxes | finishing the dishpans |
| on the plates | in our classes | tosses the ball |
| he was insulted | get the brushes | see the sunsets |
☐ I read the phrases 2 times.
☐ I read the phrases with ____________ | <urn:uuid:35d94a2a-b2e6-425e-85d0-dee470444fc7> | CC-MAIN-2021-49 | http://urbanheidi.com/wp-content/uploads/2020/05/Fluency-Fun.pdf | 2021-11-30T15:01:26+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964359037.96/warc/CC-MAIN-20211130141247-20211130171247-00370.warc.gz | 86,068,372 | 146 | eng_Latn | eng_Latn | 0.998506 | eng_Latn | 0.998506 | [
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In our last issue of *Take It to the MAT* for this school year, we will finish our exploration of comparative bar graphs by looking at **stacked bar graphs**. It will again be in the context of the novel genre survey from previous issues.
In the April 2004 issue we saw that comparing the **absolute frequency** of genre responses by gender could lead to incorrect conclusions. While it is true that more females preferred adventure (see *Figure 1*), a larger **percentage** of males preferred that genre (see *Figure 2*). The issue stemmed from the fact that many more females participated in the survey. By creating a **relative frequency** graph, we can compare apples to apples.
While bar graphs are good tools to compare part to part, they are not very good at comparing part to whole. Even though we have a percentage scale, we must repeatedly look at that scale to see what portion of the whole a given part is. There is a graph that is good for comparing part to whole—the circle graph.
Circle graphs for the male and female responses to genre preference are shown at right. It’s very clear which genre is preferred by either gender. While it’s fairly easy to compare the preference of a particular genre between the genders in this case—there are only two graphs—if we had several circle graphs, comparison would be more difficult.
A method that blends comparing part to part and part to whole is the **stacked bar graph**. Essentially, we’ll take the relative frequency bar graph and stack the bars of each gender. Shading is done to differentiate the different genres.
The advantage of the stacked bar graph of genre using percentage as a scale is that we can quickly compare part to part both within and between genders, as well as compare part to whole within the respective genders. It combines the advantages of the multi-bar and circle graphs.
If one looks closely, the stacked bar graph is essentially a circle graph that has been “unwrapped.” Think of the stacked bars as multi-colored strips, then take the strips and form them into a circle. Having kids do this with paper and scissors is an excellent tactile method to reinforce the similarities and differences between bar and circle graphs. | <urn:uuid:0b995395-8392-4e28-a245-c3b6e00cf529> | CC-MAIN-2018-34 | http://rpdp.net/admin/images/uploads/58M-ComparingDatawithStackedBarGraphs.pdf | 2018-08-17T00:16:12Z | crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00229.warc.gz | 345,159,224 | 446 | eng_Latn | eng_Latn | 0.999092 | eng_Latn | 0.999092 | [
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CUSTOMS and HERITAGE
- Governments today remain reluctant to act honourably in their dealings with indigenous people. No treaty has been drawn up in relation to the illegal occupation of their land. Indigenous people are expected to function within western structures and institutions (ATSIIC), which is discriminatory.
- Genocidal acts continue to occur. It is imperative that arbitrary intervention in the lives of indigenous people is discontinued and the chaos these activities have caused is replaced with stability, in which indigenous people can work to restore their culture.
- Negotiations must be carried out always with indigenous representatives of communities living on their traditional lands. Disruption and relocation historically has meant that indigenous people are sometimes living away from their own communities and off their own land. It is important to recognise and understand the difference.
- PAY THE RENT is a moral and legal obligation, given that there has been no official recognition of indigenous sovereignty.
- The fundamental truth is that no-one has jurisdiction over independent sovereign nations. To be part of this land, we need to accept its customs and its law. Non-indigenous Australians who believe that solutions must be found in accordance with indigenous customs and law can participate in PAY THE RENT and work towards finding a lasting peace.
- PAYING THE RENT opens the door to the Dreaming for non-indigenous Australians and allows them to become part of the land.
- PAYING THE RENT will ensure that the Dreaming continues.
WHAT CAN BE DONE
- Terra Nullius has now been invalidated as the foundation of colonial law. It has yet to be replaced with a formal document of accord, such as a treaty. We therefore need to ask questions once again concerning the legal authority of government with respect to indigenous sovereign rights.
- The difficulties and problems associated with Native Title mean that so far only non-Aboriginal people have benefitted and the specific demands of Aboriginal people have not been addressed. PAY THE RENT offers an alternative which can be put into place at once.
PAY THE RENT is an individual treaty made with the traditional owners which does not require the intervention of government.
PAY THE RENT will redress the illegal occupation of the land by non-indigenous people.
Individuals can make a difference. Reconciliation begins with us.
CONTACT: To meet the challenge which PAY THE RENT presents to you or to obtain more information about it ring or write to:
Djurun Bunjilenee,
Pay The Rent - Victoria,
118 Bass Meadows Blvd,
Ring 031 (03) 9478 6181 or
Robbie Thorpe (03) 9478 6181
"Indigenous people are a racially oppressed people. What distinguishes indigenous people from other national minorities is the fact that they are the original inhabitants of the land from which they were displaced by an invading group. For indigenous people, land is the basis of their survival, not only for the present generation but to maintain it for future generations."
Jeanne Sindab
World Council of Churches - Program to Combat Racism
FURTHER READING
A comprehensive reading list is available on request.
PAY THE RENT ~ VICTORIA
Since the 1970s there have been repeated calls by indigenous activists for non-Aboriginal Australians to PAY THE RENT to local indigenous land owners for the occupation of their land, and in recognition of indigenous sovereignty.
Since then, the PAY THE RENT scheme has been actively operating to provide opportunities for non-indigenous Australians to support initiatives controlled by the traditional land owners in their struggle for self-determination and economic independence.
Today PAY THE RENT is a reasonable, rational and responsible way of ensuring the survival of the oldest living culture in the world.
It is a significant contribution to the process of Reconciliation, and embracing its philosophy is a sign of growing maturity among today's Australians.
This brochure sets out some of the issues which are relevant to, and support the PAY THE RENT concept.
YOU ARE ON ABORIGINAL LAND
BUNJIL'S LAND, BUNJIL'S LAW
HISTORICAL BACKGROUND
- Prior to the European invasion of this continent there were about 300 different indigenous nations, speaking their own distinct languages with a history of occupation stretching back at least 50,000 years.
- The original instructions to Captain James Cook from the British Crown were to negotiate a basis of occupation with "the consent of the natives".
- In his book, *The Law of the Land*, historian Henry Reynolds states that according to the International Law of the time:
"conquest did not deliver privately owned land to the conqueror and had not done so for hundreds of years. The Crown could take the land of the subject but only 'with the consent of the owner and payment of adequate compensation.' European 'discovery' did not give land, but 'only the right to negotiate for land.' Indigenous people 'were assumed to be in possession and therefore with property rights. Only uninhabited lands were vacant owners... So how did the Crown acquire 'empty' tracts of Aboriginal land? The land wasn't uninhabited! Europeans clearly weren't the first occupants."
- Nevertheless, the legal fiction of 'Terra Nullius' was declared and the European invasion was accompanied by a series of illegal actions which denied indigenous people their fundamental rights and in some instances amounted to deliberate attempts at genocide.
- During the early 1800's various state governments were directed by the British government to pay compensation to indigenous land owners. Those that did so failed to continue their payments when it became clear that the British government would not enforce its instructions.
- In 1947, the UN General Assembly set out three possible alternatives for Australia's future development:
a) Recognise the Indigenous People;
b) Make a treaty with the Indigenous People;
c) Continue to alter the environment in every aspect.
The Australian government has chosen to adopt the third option and has been pursuing it ever since.
RESPONSIBILITY
- The Australian Government, should be paying a proportion of the gross Australian revenue as rent to indigenous land owners. The failure of various Australian governments to PAY THE RENT means that Aboriginal land was, in effect, stolen from its rightful owners. Because we all benefit from the occupation and use of this land, whether we were born here or arrived here as migrants, we cannot avoid sharing the government's responsibility for the perpetuation of this injustice.
- Some non-indigenous Australians argue that these events took place in the past and, therefore, they cannot be held accountable for them. It may be true that guilt cannot be inherited from previous generations. However, responsibility is shared and we are all inevitably the beneficiaries of the illegal expropriation of land from the original owners. Therefore some people have decided to PAY THE RENT directly to the Aboriginal people until such time as the Government fulfills its obligation and begins to PAY THE RENT on our behalf.
- The PAY THE RENT concept is not new. It has been around as long as there has been trade, respect and recognition of rights and ownership. It was first demonstrated in Australia by a Quaker named Robert Cock in 1837 who paid the interest on one-fifth of the value of his land as a 'yearly rent'. In Victoria, John Batman made a treaty with the local land owners which specified an annual payment for the lease of their land.
- PAY THE RENT acknowledges responsibility, accepts obligation and allows compensation. A groundswell of support from the grass roots must force governments to do the right thing.
LAND and RESOURCES
- If PAY THE RENT is practised, then control is returned to the traditional owners who have the knowledge to restore and manage the land and its resources in an appropriate manner.
- PAY THE RENT promotes understanding, mutual respect and good will between colonial societies and indigenous sovereign nations throughout the world.
- PAY THE RENT will bring about benefits to indigenous people, particularly in the areas of health and wellbeing; land and resources; customs and heritage.
- PAY THE RENT is an investment in the environmental well-being and economic future of this country.
- PAY THE RENT will help with land care programmes, revegetation. | <urn:uuid:93e79e50-201f-4cd8-abbe-29bef282b858> | CC-MAIN-2018-34 | http://decolonizingsolidarity.org/pay-the-rent.pdf | 2018-08-17T00:03:26Z | crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00225.warc.gz | 104,289,597 | 1,650 | eng_Latn | eng_Latn | 0.998438 | eng_Latn | 0.998543 | [
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Solving Exponential Equations
Starter
1. (Review of last lesson) Write these as a single logarithm:
(a) \(5 \log_a 2 - 2 \log_a 4 + 3 \log_a 3\)
(b) \(2 \log_a 2 - (\log_a 5 + \log_a 8)\)
2. (Review of last lesson) Given that \(a\) and \(b\) are positive constants, and \(a > b\), solve the simultaneous equations:
\[a + b = 13\]
\[\log_6 a + \log_6 b = 2.\]
Notes
Back to one of the first question from this topic: Solve \(2^x = 9\).
There are two possible methods — the first one may seem longer but it works even when questions become complicated.
**Method 1 — Take logs of both sides**
Take logs of both sides: \(\log 2^x = \log 9\)
Use the 3rd law of logs: \(x \log 2 = \log 9\)
Make \(x\) the subject: \(x = \frac{\log 9}{\log 2} = 3.17\) (3 s.f.)
*N.B.* When taking logs of both sides there is no need to write the base of the logarithm. When asked to give the answer exactly here, it means in terms of logs i.e. \(\frac{\log 9}{\log 2}\). We could also take \(\ln\) of both sides and the answer would be \(x = \frac{\ln 9}{\ln 2} = 3.17\).
**Taking logs of both sides and the Classwiz calculator**
The problem with the Classwiz calculator is that the base of the logarithm must be entered each time. Therefore, it is less time-consuming to use the \(\ln\) button rather than the \(\log\) button.
**Method 2 — Convert from index to log form**
Rewrite \(2^x = 9\) in log form: \(x = \log_2 9 = 3.17\) (3 s.f.)
*N.B.* Years ago, calculators only had base 10 and base \(e\) so method 2 was not available. It is recommended to use method 1, except in the simplest questions (which probably wouldn’t appear in an examination).
**E.g. 1** Solve (a) \(7^x = 2\) (b) \(2^{3x-1} = 5\) (c) \(11^{6x} = 10^{90}\)
Give your answer exactly (i.e. in logs in its simplest form) and to 3 s.f.
E.g. 2 Solve $8 \times 5^x = 2$, giving your answer exactly and to 3 s.f.
Working:
\[ 8 \times 5^x = 2 \quad \Rightarrow \quad 5^x = \frac{1}{4} \]
Take logs of both sides:
\[ \log 5^x = \log \frac{1}{4} \]
Use 3rd law of logs:
\[ x \log 5 = \log \frac{1}{4} \]
Rearrange:
\[ x = \frac{\log \frac{1}{4}}{\log 5} = -0.861 \]
E.g. 3 Solve $6 \times 7^{2x-1} = 23$, giving your answer to 3 s.f..
E.g. 4 Solve $11 \times 7^{x+1} = 3^{x+2}$, giving your answer exactly and to 3 s.f..
Video: Exponential and log equations
Video: Solving inequalities involving logs
Solutions to Starter and E.g.s
Exercise
p124 7C Qu 1iac, 2lace..., 3-8
Summary
Take logs of both sides — better to take $\ln$ of both sides with the Classwiz calculator. | <urn:uuid:9e97c50c-9f3f-4ed1-a6a4-c642d698f1f6> | CC-MAIN-2021-49 | https://mathspanda.com/ASMa/Lessons/Solving_Exponential_Equations_LESSON.pdf | 2021-11-30T16:16:35+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964359037.96/warc/CC-MAIN-20211130141247-20211130171247-00369.warc.gz | 459,019,936 | 874 | eng_Latn | eng_Latn | 0.895539 | eng_Latn | 0.939784 | [
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See and Feel the Difference!
**zazen Wheat Seed Growth Experiment**
zazen Water compared to tap and bottled water
**Hyacinth Bulb Root Experiment**
zazen Water root growth compared to bottled
Nature’s Water Secret for a Wellness Generation
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- Replacement of parts (filters and stones) as detailed in zazen Care Instructions is critical to continued quality filtration.
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Taken by the offices of Dr Emoto Japan | <urn:uuid:11e9f1ab-445a-4d01-b4f6-bd9ffe9f612f> | CC-MAIN-2019-22 | https://www.naturopathic-care.com/wp-content/uploads/2014/10/Alkaline-Water-A5-web-book.pdf | 2019-05-19T19:13:46Z | crawl-data/CC-MAIN-2019-22/segments/1558232255092.55/warc/CC-MAIN-20190519181530-20190519203530-00277.warc.gz | 896,257,348 | 1,368 | eng_Latn | eng_Latn | 0.95458 | eng_Latn | 0.973828 | [
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Directions for Use:
1) Take 5 ml of water sample in a test jar (use Syringe)
2) Add 10 drops of Zn 1. Mix the contents thoroughly.
3) Add 5 drops of Zn 2 and mix the contents thoroughly.
4) Add 5 drops of Zn 3 and mix the contents thoroughly.
5) Add 3 drops of Zn 4 and swirl gently. (Do not shake vigorously)
6) Wait for Twenty five minutes. This is now “S”
7) In another tube fill DM water (clear colourless water/filtered prepared sample) up to 5ml mark. This is now “B”
8) Read the ppm Zinc as Zn as follows using colour chart.
a. Place the Tube “B” on green circle and Tube “S” on the white circle next to each other.
b. View from the top of both the tubes and observe the circles.
c. Arrive at the appropriate reading by moving both the tubes together from one concentration to another. Match the colour and read the ppm Zinc as Zn from the colour chart.
Note: Sample pH should be preferably neutral. If a sample is acidic or alkaline it should be neutralized before test.
* For controlled addition of drops, follow instructions on the dispenser. | <urn:uuid:0b166db5-7824-41aa-8ed5-d5e86d88d45d> | CC-MAIN-2021-25 | https://roestore.com/?attachment_id=5136 | 2021-06-24T21:16:42+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488559139.95/warc/CC-MAIN-20210624202437-20210624232437-00209.warc.gz | 446,092,383 | 265 | eng_Latn | eng_Latn | 0.993372 | eng_Latn | 0.993372 | [
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## SECTION I: PRACTICE OVERVIEW
### Name of the Practice:
Passage of the Fluoridation Bill in Nevada
### Public Health Functions:
- Assurance – Population-based Interventions
- Assurance – Oral Health Communications
- Assurance – Building Linkages and Partnership for Interventions
### HP 2010 Objectives:
- 21-1 Reduce dental caries experience in children.
- 21-9 Increase persons on public water receiving fluoridated water.
| State: | Region: | Key Words: |
|--------|---------|------------|
| Nevada | West Region IX | Fluoridation, community water fluoridation, fluoridation law, legislation, prevention |
### Abstract:
Prior to 2000, the Nevada statute specifically prohibited any water authority from implementing water fluoridation unless a majority of the citizens of the county had voted in favor of implementing fluoridation in that county. In 1999, Assemblywoman Giunchigliani introduced a fluoridation bill which mandated fluoridation in counties with a population of 100,000 or more. The final version of the bill passed by the Legislature mandated that fluoridation be implemented by March 1, 2000 in counties with a population of 400,000 or more (Clark County). Counties with populations of <400,000 were still prohibited from implementing fluoridation unless a majority of the voters in the county had voted to do so. The Governor was not comfortable signing the bill unless it was amended to require the citizens of Clark County vote at the next general election on whether they wanted to continue fluoridation. The amendment passed, the Governor signed the bill, and on March 1, 2000, the Las Vegas Water Authority and the City of Henderson implemented community water fluoridation, increasing the percentage of Nevada residents with access to optimally fluoridated community water supplies from less than 2% to 65%. In November 2000, 56% of the voters in Clark County voted “No, fluoridation should not be ceased” and Clark County continues to enjoy the benefits of optimally fluoridated community water supplies today.
### Contact Persons for Inquiries:
Christine Wood, RDH, BS, Oral Health Program Manager, Bureau of Family Health Services, Nevada State Health Division, 3427 Goni Road, Suite 108, Carson City, NV 89706, Phone: 775-684-5953, Fax: 775-684-4245; Email: firstname.lastname@example.org
History of the Practice:
Prior to 2000, the Nevada statute specifically prohibited any water authority from implementing water fluoridation unless a majority of the citizens of the county had voted in favor of implementing fluoridation in that county. Consequently, less than 2% of Nevada’s resident had access to fluoridated community water supplies in 1999.
Justification of the Practice:
In 1992, the Nevada State Health Division conducted a Youth Oral Health Needs Assessment of the state of Nevada. The needs assessment found that:
- 67% of Nevada children examined had experienced tooth decay in permanent or primary teeth;
- 49% of first graders and 51% of sixth graders had active decay requiring dental treatment;
- 5% of first graders and 3% of sixth graders needed immediate care due to severe pain or infection.
A number of recommendations were forthcoming from the report, including a recommendation to develop and implement a plan for optimal fluoridation of drinking water in Nevada, with special priority given to the largest population centers. The report was widely disseminated. However, at that time, the key individuals controlling the process did not perceive fluoridation as an acceptable part of the solution.
Administration, Operations, Services, Personnel, Expertise and Resources of the Practice:
In 1996, the Nevada State Health Division participated in a conference called “Developing Partnerships: A Forum on Access to Dental Care for Low-Income Children in Nevada.” One of the conference workgroups focused on fluoridation strategies. The following recommendations were forthcoming from the workgroup:
- Research the issue
- Standardize the message
- Identify support groups
- Identify opposition
- Implement an assertive education campaign
- Form a campaign committee
The decision was made to change policy by changing the statute. Assemblywomen Chris Giunchigliani, a Democrat from Clark County and a special education teacher, participated in the 1996 conference. In 1997, she introduced a bill requiring fluoridation of counties with a population of 100,000 or more (Clark and Washoe Counties). The bill did not have broad-based support and it died in Committee. More groundwork was needed.
In 1998, a second conference was convened called, “Oral Health 2000: Building Effective Community Coalitions.” It was attended by approximately 200 dentists, dental hygienists, physicians, nurses, teachers, child advocates, and policy makers. Assemblywoman Chris Giunchigliani presented information on the long-term benefits and the cost-benefit ratio of fluoridation. She also discussed a fluoridation bill she was planning to introduce and the strategies needed to mobilize community and statewide support for passage of the bill in the 1999 legislature.
In addition, the Governor’s Maternal and Child Health Advisory Board, Oral Health Subcommittee developed and disseminated an Oral Health Action Plan for Nevada. Changing statute to allow fluoridation without a county vote was identified as a priority.
A statewide coalition, Citizens for Healthy Smiles, was also formed with the goal of passage of a fluoridation bill in the 1999 legislature. The chair of the coalition was a well-known and well-respected child advocate with a history of successful projects both in and out of the legislature. The coalition began recruiting allies and planning for the legislative session. Coalition members included the Nevada Dental and Dental Hygienist Associations, the Washoe and Clark County District Health Departments, the Clark County School District, Junior League of Las Vegas, Head Start, the Community College of Southern Nevada Dental Hygiene Program, Health Access Washoe County, and Saint Mary’s Hospital.
In 1999, Assemblywoman Giunchigliani introduced a fluoridation bill. The bill mandated fluoridation in counties with a population of 100,000 or more. In general, legislators in southern Nevada supported the bill and northern Nevada legislators opposed the bill. Compromises were crafted and amendments introduced. The final version of the bill passed by the Legislature mandated that fluoridation be implemented by March 1, 2000 in counties with a population of 400,000 or more (only Clark County). Counties with populations of <400,000 were still prohibited from implementing fluoridation unless a majority of the voters in the county had voted to do so. The Governor was not comfortable signing the bill unless it was amended to require that the residents of the Clark County vote at the next general election on whether they wanted to continue fluoridation. The amendment passed, the Governor signed the bill, and on March 1, 2000, the Las Vegas Water Authority and the City of Henderson implemented community water fluoridation, increasing the percentage of Nevada residents with access to optimally fluoridated community water supplies from less than 2% to 65%.
In November 2000, 56% of the voters in Clark County voted “No, fluoridation should not be ceased” and Clark County continues to enjoy the benefits of optimally fluoridated community water supplies today.
**Budget Estimates and Formulas of the Practice:**
- Clark County Public Education Campaign $60,000
- Citizens for Healthy Smiles budget $11,000
**Lessons Learned and Plans for Improvement:**
- Know the process
- Identify and recruit the support of allies
- Identify the opposition
- Neutralize the opposition
- Be flexible - you may win the battle instead of the war
**Available Resources – Models, Tools and Guidelines Relevant to the Practice:**
- Fluoridation Facts – American Dental Association
- This Office Recommends Water Fluoridation for Healthier Teeth poster – The Dental Health Foundation
- Community Water Fluoridation: The #1 Way to Prevent Tooth Decay brochure – American Public Health Foundation, American Dental Association and the Centers for Disease Control and Prevention.
- Nevada State Health Division Website – Fluoride ([http://health2k.state.nv.us/oral/Fluoride.htm](http://health2k.state.nv.us/oral/Fluoride.htm))
SECTION III: PRACTICE EVALUATION INFORMATION
Impact/Effectiveness
Does the practice demonstrate impact, applicability, and benefits to the oral health care and well-being of certain populations or communities (i.e., reference scientific evidence and outcomes of the practice)?
A Task Force, in developing the Guide for Community Preventive Services, strongly recommends community water fluoridation as an effective intervention strategy based on systematic review of scientific evidence (MMWR, August 2001).
On March 1, 2000, the Las Vegas Water Authority and the City of Henderson implemented community water fluoridation, increasing the percentage of Nevada residents with access to optimally fluoridated community water supplies from less than 2% to 65%.
Efficiency
Does the practice demonstrate cost and resource efficiency where expenses are appropriate to benefits? Are staffing and time requirements realistic and reasonable?
Water fluoridation costs, on average, 72 cents per person per year in U.S. Every $1 invested in water fluoridation yields $38 savings in dental treatment costs.
Demonstrated Sustainability
Does the practice show sustainable benefits and/or is the practice sustainable within populations/communities and between states/territories?
Legislation passed mandating that fluoridation be implemented by March 1, 2000 in counties with a population of 400,000 or more (Clark County). Although the bill required that the residents of the Clark County vote at the next general election on whether they wanted to continue fluoridation, in November 2000, 56% of the voters in Clark County voted “No, fluoridation should not be ceased” and Clark County continues to enjoy the benefits of optimally fluoridated community water supplies today.
Collaboration/Integration
Does the practice build effective partnerships/coalitions among various organizations and integrate oral health with other health projects and issues?
A statewide coalition, Citizens for Healthy Smiles, was formed with the goal of passing the fluoridation bill in the 1999 legislature. Coalition members included the Nevada Dental and Dental Hygienist Associations, the Washoe and Clark County District Health Departments, the Clark County School District, Junior League of Las Vegas, Head Start, the Community College of Southern Nevada Dental Hygiene Program, Health Access Washoe County, and Saint Mary’s Hospital.
County politics to pass the fluoridation bill involved Citizens for Healthy Smiles, County District Health Department, County District Board of Health, State Board of Health, Board of County Commissioners, Water Authority, and voters.
Objectives/Rationale
Does the practice address HP 2010 objectives, the Surgeon General’s Report on Oral Health, and/or build basic infrastructure and capacity for state/territorial oral health programs?
The passing of the fluoridation bill in Nevada supports efforts in achieving the Healthy People 2010 objective of increasing persons on public water receiving fluoridated water.
Extent of Use Among States
Is the practice or aspects of the practice used in other states?
ASTDD State Synopses shows that in 2001, all 51 states including District of Columbia have programs for fluoridated community water supplies. | <urn:uuid:c8a072c2-48a3-49ad-af13-aba6491dd5de> | CC-MAIN-2019-22 | https://www.astdd.org/bestpractices/DES31002NVfluoridationbill.pdf | 2019-05-19T18:42:57Z | crawl-data/CC-MAIN-2019-22/segments/1558232255092.55/warc/CC-MAIN-20190519181530-20190519203530-00278.warc.gz | 714,309,463 | 2,394 | eng_Latn | eng_Latn | 0.984897 | eng_Latn | 0.989716 | [
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1. (a) For the function, \( y = 2x + 1 \), find the range when domain = \{ -3, -2, -1, 0, 1, 2, 3 \}.
(b) What probabilities should we assign to the outcomes H (heads) and T (tails) when a fair coin is flipped? What probabilities should be assigned to these outcomes when the coin is biased so that heads comes up twice as often as tails?
(c) Solve the recurrence relation, \( a_n - 4a_{n-2} = 0 \) for \( n \geq 2 \) with \( a_0 = 1 \) and \( a_1 = 1 \).
(d) Let \( L = \{ w \in \{a, b\}^* : w \text{ contains } bba \text{ as a substring} \} \). Find a regular expression for \( \{a, b\}^* - L \).
(e) Consider the relation, R on \( A = \{1, 2, 3\} \) whose matrix \( M_R = \begin{bmatrix} 1 & 0 & 0 \\ 1 & 0 & 1 \\ 0 & 0 & 1 \end{bmatrix} \). Compute the matrix \( M_{R^2} \).
(f) A family of 4 brothers and 3 sisters is to be arranged for a photograph in one row. In how many ways they can be seated if
(i) all the sisters sit together.
(ii) no two sisters sit together.
(g) Find the greatest common divisor of 414 and 662 using the Euclidean algorithm.
(7×4)
2. (a) Let * be a binary operation defined on \( \mathbb{Q} \). Find which of the following binary operations are associative
(i) \( a * b = a - b \) for \( a, b \in \mathbb{Q} \).
(ii) \( a * b = \frac{ab}{4} \) for \( a, b \in \mathbb{Q} \).
(iii) \( a * b = a - b + ab \) for \( a, b \in \mathbb{Q} \).
(iv) \( a * b = ab^2 \) for \( a, b \in \mathbb{Q} \)
(b) Which of the following collections of subsets are partitions of the set of integers?
(i) the set of even integers and the set of odd integers.
(ii) the set of positive integers and set of negative integers.
(iii) the set of integers divisible by 3, the set of integers leaving a remainder of 1 when divided by 3, and the set of integers leaving a remainder of 2 when divided by 3.
(iv) the set of integers less than $-100$, the set of integers with absolute value not exceeding 100, and the set of integers greater than 100.
(10+8)
3. (a) Show $\neg(p \rightarrow q)$ is equivalent to $p \land \neg q$.
(b) Use mathematical induction to prove that
$$1^2 + 2^2 + 3^2 + \ldots + n^2 = \frac{1}{6}n(n+1)(2n+1)$$
(c) Use Karnaugh map to simplify the expression, $x'y' + yz + x'yz'$
(6+6+6)
4. (a) Find the prime factorization of 7007.
(b) One card is drawn from a standard pack of 52 playing cards. Let A be the event that 'it is a red card' and B be the event that 'it is a court or face card.' What is the probability that the drawn card is red or face or both?
(c) Show that among any $n+1$ numbers, one can find 2 numbers so that their difference is divisible by $n$.
(6+6+6)
5. (a) Use Kruskal's algorithm to find a minimum spanning tree in the weighted graph
(b) Show that $K_n$ has a Hamilton circuit whenever $n \geq 3$.
(9+9)
6. (a) Prove that running time $T(n) = n^3 + 20n$ is $\Omega(n^2)$.
(b) Prove that 'A simple graph is connected if and only if it has a spanning tree.'
(8+10)
7. (a) Find a Turing machine that recognizes the set $\{0^n1^n | n \geq 1\}$
(b) "Multiply" the sequence 1, 2, 3, 4, ... 1, 2, 3, 4, ... by the sequence 1, 2, 4, 8, 16, ....
(9+9) | <urn:uuid:e554bfac-d56f-40fd-b2cf-f48c2670b96b> | CC-MAIN-2024-51 | https://nielit.gov.in/sites/default/files/headquarter/education/question/JAN2020/B32-R4.pdf | 2024-12-09T03:57:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00399.warc.gz | 381,279,941 | 1,060 | eng_Latn | eng_Latn | 0.808105 | eng_Latn | 0.915095 | [
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