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FAMILY CONSIDERATIONS FOR CLASSROOM AND GROUP SETTINGS DURING COVID-19
For children receiving Early Intervention Services
OFFICE OF CHILD DEVELOPMENl
AND EARLY LEARNING
WHERE TO BEGIN
The information contained in this guide is current as of Sept. 20, 2020. Please keep in mind, guidance may change as the situation with COVID-19 evolves.
The Bureau of Early Intervention Services and Family Supports (BEISFS) recognizes families need to have access to and navigate a lot of information as they consider resuming classroom or group-based settings for their child.
This information includes:
* The status of COVID-19 in your area.
* The guidance provided to your Early Intervention (EI) program and providers, and other early childhood partners.
* How to stay informed.
* What your family's comfort level, and benefits and potential risks of classroom or group settings.
Considerations
Think about and share with your child's team:
* What questions do you have about the health and safety of your child and family?
* What are the benefits and potential concerns for your child and family?
* What goals or outcomes are your priorities right now for your child and family?
HEALTH AND SAFETY PLANS
EI Preschool Programs (Intermediate Unit, School Districts or Elwyn), PA Pre-K Counts, Head Start and child care programs are required to develop health and safety plans. These health and safety plans should be individualized and based upon the needs and design of the programs.
Programs are required to share their health and safety plans in a way stakeholders (including families) can access. This may be on a website, provided in writing as part of a parent handbook, through social media, etc.
If you have questions about how your program is making decisions about health and safety practices, please reach out to your EI team and/or your early childhood program.
Although each program is required to develop its own health and safety plan, there are elements required to be addressed within their plans.
For information on the guidance provided to EI Preschool and Pre-K programs see Guidance and Resources for Pre-K to 12 Schools.
REQUIRED ELEMENTS
Face Coverings or Face Masks Cleaning, Sanitizing, Disinfecting, Ventilation Social Distancing and Other Safety Protocols Monitoring Children and Staff Health Other Considerations for Children and Staff
These metrics are available for every county in Pennsylvania and can be found at the COVID-19 Early Warning Monitoring System Dashboard.
YOUR COMMUNITY & COVID-19
- The safe return to classroom and group settings that allow for in person Early Intervention (EI) services will look different across Pennsylvania's communities and depend upon a variety of factors, one of which is the spread of COVID-19.
The Departments of Education and Health have recommended two standard public health metrics (incidence rate and the percent positivity) be used to identify counties as having low, moderate, or substantial community transmission of COVID-19.
Child care programs are considered essential programs. They may continue to operate in person. However, their health, safety, and operational procedures may change, depending upon level of community transmission.
EI Programs, as well as school district funded Pre-K, PA Pre-K Counts, and some Head Start programs, are encouraged to consider these levels as they determine their instructional and service delivery models.
COVID-19: WHO IS AT RISK? HOW IS IT SPREAD?
Everyone is at risk for COVID-19
* Everyone is at risk of getting COVID-19.
* Older adults and people of any age who have serious underlying medical conditions may be at higher risk for more severe illness (including pregnant women).
* You can become infected by coming into close contact (about six feet or two arms lengths) with a person who has COVID-19.
* COVID-19 is spread from personto-person.
* You can become infected from respiratory droplets when an infected person coughs, sneezes, or talks.
As you review your program's health and safety plan, consider the following:
* Screening of children and staff
* Social distancing
* Cleaning, disinfecting, ventilation
You may also have additional considerations for your family.
* What are my child's and family health factors that may increase risk of more severe illness?
* Who else does my child and family interact with that might be at a greater risk?
* You may also be able to get it by touching a surface or object that has the virus on it, and then by touching your mouth, nose, or eyes.
* Do these considerations affect my comfort level?
* Is there anything that could make me feel more comfortable?
Resource: Deciding How To Go Back To School from Centers for Disease Control and Prevention
WHAT YOUR CHILD'S SETTING MIGHT LOOK LIKE
EI preschool classrooms, as well as other early childhood classrooms, will develop individualized policies and procedures to address the health and safety needs within their programs. Here are a few areas you may see impacted.
Transportation and Pick up/Drop off If your child is transported, there may be procedures for screening prior to entering the vehicle, limiting capacity to a smaller number of children, and/or arranging seating differently.
Screening of staff and children will occur. Screening and the transition for your child into their program may occur outside.
Family members may not be permitted into the program or classroom settings.
Classroom Environment
Classrooms may be arranged to limit the number of children coming in contact with one another.
Children may only be interacting with one teacher and smaller groupings of children.
Some items or materials may be removed to allow for physical distancing. Materials that are not easily cleaned or disinfected may be removed. Materials or items from home may be prohibited.
There may be visual or other cues to help children maintain physical distancing and remind them of new routines and procedures.
More frequent hand washing for children and staff.
More frequent cleaning and disinfecting toys, materials and high touch surfaces.
Resources for face coverings/masks
* Helping Kids Get Used to Seeing and Wearing Masks (Nationwide Children's)
* Mask Wearing Toolkit (Strong Center for Developmental Disabilities)
* Mask Mythbusters: 5 Common Misconceptions about Kids & Cloth Face Coverings (American Academy of Pediatrics)
* Wearing a Mask and Communication (Pennsylvania Autism Services, Education, Resources, and Training Collaborative) These resources provide a guide for families and caregivers on how to work with loved ones on getting comfortable wearing a mask, different types of masks based on individual needs, as well as information on communicating while wearing masks for individuals who are deaf or hard of hearing.
* Wearing a Mask Social Story Available in Spanish, Chinese, Arabic, Burmese and Russian (Pennsylvania Autism Services, Education, Resources, and Training Collaborative)
* Additional information is included in the Resources for Masks for Children.
FACE COVERINGS & EARLY CHILDHOOD SETTINGS
EI and early childhood staff are required to wear cloth face coverings.
Children two years old and older are required to wear a face covering as described in the Order of the Secretary of the Pennsylvania Department of Health Order for Universal Face Coverings, unless they fit one of the exceptions included in Section 3 of the Order.
Section 3: Exceptions to Face Covering Requirement include:
* Individuals who cannot wear a mask due to a medical condition, including those with respiratory issues that impede breathing, mental health condition, or disability.
*
Individuals who would be unable to remove a mask without
assistance.
* Individuals who are under two years of age.
* Individuals who are communicating or seeking to communicate with someone who is hearing-impaired or has another disability, where the ability to see the mouth is essential for communication.
The Pennsylvania Office of Child Development and Early Learning (OCDEL) recognizes helping young children to be comfortable wearing face masks may be challenging. It is important to help children feel more secure wearing a face mask when around other children and adults.
TRANSITION TO CLASSROOM OR GROUP SETTINGS
Transitions for children and families may involve a variety of feelings and emotions.
You may have additional questions or concerns with transitions during COVID-19. Having a clear understanding of what to expect (for both you and your child) can help ease your concerns. It can also set the stage for a positive transition to support your child's growth and development.
Considerations for Transitioning to Classroom or Group Settings
* Before transitioning into a classroom or group setting consider practicing routines and activities that may be new (for example: hand washing, covering sneeze and coughs, wearing a mask, as appropriate for your child).
* Talk to your child's program about items and materials that can or cannot be brought from home. If you are concerned a favorite comfort item will be missed, collaborate with your child's program to find alternatives.
* Be clear about drop off/pick up procedures.
* Talk to your child about what the procedures will look like.
* Learn about what a typical day might look like and what to expect in the classroom.
* Share this information with your child. How is the program reinforcing and teaching new routines (for example: visual schedules or visual reminders)?
* Share with the program what has worked in your family and any additional information that may help support your child.
Resources to Support Your Child's Transition into their Preschool/Group Setting
Sharing Information between home and school
My Teacher Wants to Know (English) My Teacher Wants to Know (Spanish) Greetings while social distancing (English and Spanish)
STAYING INFORMED & ADDRESSING CONCERNS
Stay Informed & Remain Aware
Stay Informed & Remain Aware
* Know what your child's providers are doing to keep your child healthy and safe.
Addressing Concerns
* Ask questions and share any concerns with your EI team.
* Continue to monitor your child and other family member's health. Share information with your child's program if your child or family member has symptoms or have had contact with someone who has tested positive for COVID-19 or is showing symptoms of COVID-19.
* Keep up to date on guidance related to COVID-19.
A first step in addressing a concern related to your child's Early Intervention services is to reach out to your child's EI Team/EI Program. If your concern is related to your child's early learning classroom, begin the conversation with your child's teacher or the Director of the program. If your concerns persist, or if you are having difficulty reaching your child's EI team, email BEISFS at email@example.com
Additional Resources For EI Families
For additional information related to Early Intervention Services during COVID-19, including recorded Family Information sessions visit the Supporting Families During COVID-19 page. | <urn:uuid:b3c356cf-1a78-441f-9eb7-c5f7f9adef55> | CC-MAIN-2021-49 | http://www.eita-pa.org/wp-content/uploads/2020/09/FC_AV.pdf | 2021-12-05T16:49:33+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00565.warc.gz | 102,944,351 | 2,171 | eng_Latn | eng_Latn | 0.939079 | eng_Latn | 0.99628 | [
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1. What is it?
2. How does it happen?
3. Where are places of work?
5. What usually comes before an industrial revolution?
4. Why is there an increase in food production?
7. When & where did the Industrial Revolution begin?
9. Why was it a key technological break through?
16. What are the cons of industrialisa tion?
15. What are the pros of industrialisation?
10. What new methods of transport were built?
6. How does this lead to industrialisation?
8. Who invented the steam engine?
INDUSTRIALISATION
14. What is urbanisation?
13. What countries are undergoing this process today?
11. What 4 countries in East Asia become more industrialised?
12. What industry developed in East Asia? | <urn:uuid:5a4aace8-1e9a-4b63-89e8-436a0969bc67> | CC-MAIN-2021-49 | https://www.ysgolrhiwabon.co.uk/wp-content/uploads/2020/04/Industrialisation.pdf | 2021-12-05T18:22:18+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00565.warc.gz | 1,172,379,867 | 160 | eng_Latn | eng_Latn | 0.995672 | eng_Latn | 0.998111 | [
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Safety Brief Series
HAND TOOL SAFETY
One of the key issues associated with hand tool safety is choosing and using the right tool. Unfortunately, many people use tools improperly at home, where they improvise with what they have on hand. Also, many people view hand tools as simple to use, so there is little concern for safety. In reality, a person using hand tools, no matter what they are, should always follow safety precautions. Approximately 8 percent of industrial incidents result from the improper use of hand tools, according to studies. Injuries range from simple cuts, contusions and abrasions to amputations, fractures and punctures.
Below are examples of improper use of hand tools. Have you done any of these?
* Pushing rather than pulling a wrench to loosen a tight fastener. Bending metal with undersized pliers, which can damage the pliers and the metal.
* Cutting toward your body with a cutting tool.
* Holding an item you're working on in one hand while attempting to remove a screw with a screwdriver in the other hand.
* Using dull cutting tools.
* Using a tool not sized properly for the job (e.g., sockets that are slightly larger than the fastener).
* Filing materials not properly secured in a vise with no handle on the file.
Not only do you need to utilize the tool properly, but it needs to be in good shape. Take a moment before using any hand tool to ensure that it is in good shape. Things to look for include:
* A hammer with a chipped head and/or with a loose or broken handle;
* Any cutting tool with a dull surface;
* A screwdriver with a worn or broken tip;
* Chisels with a mushroomed head;
Safety Brief - 2015 - 12
* Tools that have had their temper removed.
Hand tools can be as dangerous as power tools. Make sure you use them correctly.
Action Items:
* Review your hand power tool owner's manuals for maintenance and safety requirements for each.
* Have each crew member select a hand tool and talk about its basic operation.
For more Tailgate Talks, Safety Briefs or more information about the Connecticut Technology Transfer Center, visit us at: www.T2center.uconn.edu
Reference VOSHA/OSHA Standards 29CFR1910 and 1926 for more information. Standards are available at http://osha.gov/law-regs.html | <urn:uuid:5adb8791-c266-4c9e-afce-848785d709a0> | CC-MAIN-2021-49 | https://www.cti.uconn.edu/Document.asp?DocID=9002 | 2021-12-05T16:18:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00564.warc.gz | 786,661,093 | 495 | eng_Latn | eng_Latn | 0.996174 | eng_Latn | 0.998011 | [
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Septic System Preventative Maintenance for Homeowners
Septic systems are designed and installed with the intent of balancing installation costs with the time of useful drain field life. Each drain field has a unique ability to absorb effluent (liquid waste discharge), depending upon the following four factors:
1. Site conditions including soil, bedrock, and groundwater.
2. Engineering design capacity.
3. Installation techniques and materials.
4. The use history of your drain field.
THE MOST COMMON CAUSE OF EARLY SEPTIC SYSTEM FAILURE IS HOMEOWNER MISUSE! Septic tanks do not capture all solids and precipitates. Some materials enter your drain field and gradually plug it. Your drain field's capacity to absorb effluent will progressively decrease with use. At some future date, your drain field's ability to absorb will drop below the volume of effluent your home produces. Effluent will surface in "spring-like" fashion on top of or downhill from your drain field. When effluent surfacing occurs, your drain field will need to be replaced at a very high cost. By exercising the following common-sense precautions, a smart homeowner will substantially postpone expensive drain field replacement:
1. Paint, turpentine, motor oil, antifreeze, etc., should be disposed of separately in emptied chlorine bleach or other containers. One careless painter plugged his new drain field in one year by cleaning his paint brushes in the sink.
2. Wipe out greasy pans with paper towels before placing the pan in your dishwater to avoid grease precipitation in field.
3. Garbage disposal systems should be avoided. Use the sink strainer to catch solids. Garbage, cigarette butts, tampons, and cotton go in the trash.
4. Use baking soda and vinegar to unplug toilets and drains.
5. Never release bath salts or bath oils into your septic system. Install a separate disposal field for water softener filter saltwater disposal. Salts and oils kill septic tank bacteria, dissolve septic tank concrete, emulsify feces, and prevent earthworms from inhabiting your drain field. Bacteria and earthworms ecologically consume organic plugging materials.
6. Minimize chlorine bleach in your laundry. Don't pour anti-bacterial medicines or germicides down the sink. Don't kill bacteria that break down harmful long-chain hydrocarbons into harmless gases and liquids, preventing drain field plugging.
7. Have your septic tank pumped at two year intervals or when a probe reveals six inches of bottom sludge in the upstream compartment of your septic tank. Install risers or place sand or pea gravel on top of septic tank lids for easy access.
8. Plant grass – not trees and bushes on the drain field. Remove trees to prevent plugging of distribution lines by roots.
9. Do not drive across you drain field. Fence off drain field from livestock. Your drain field will compact from the surface downward, crushing pipes and reducing absorption capacity.
*Please Note: This document is for informational purposed only. MMWC does not warrant this information and will not be responsible for any damages occurring from its use. | <urn:uuid:8d1cc23b-2ec7-4851-bbd7-a1306cd7615a> | CC-MAIN-2021-49 | https://mountainmutual.com/Documents/fundamental/Septic_System_Preventative_Maintenance_rev_20161123.pdf | 2021-12-05T17:40:41+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00565.warc.gz | 466,124,844 | 634 | eng_Latn | eng_Latn | 0.996989 | eng_Latn | 0.996989 | [
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Name: ___________________________________ Date: ________________ Class: ______________
Chapter 1-3 Vocabulary Quiz: A Wrinkle in Time
Directions: Match the following vocabulary words with their definition by writing the letter on the line next to the number.
1. _____ Uncanny
2. _____ Prodigious
3. _____ Unceremoniously
4. _____ Antagonistic
5. _____ Inadvertently
6. _____ Indignation
7. _____ Peremptory
8. _____ Contradiction
Word Bank for 9-12: dilapidated wraith scornfully somber
For the following questions, fill in the vocabulary word that best fits in the sentence.
9. As we were walking in the haunted graveyard, we thought we saw a __________ behind a gravestone! We then screamed and ran away!
10. On the corner of my street, there is a __________ building that has overgrown grass, trash in the parking lot, and no one has been in the building in years.
Use the two vocabulary words that were not used in the previous section and create your own sentences for each word for number 11 and 12.
11. ______________________________________________________________________________ ______________________________________________________________________________
12. ______________________________________________________________________________ _____________________________________________________________________________
A. Imperative or leaving no choice
B. Anger as a result of something unjust
C. Direct opposition to something
D. Carelessly; accidently
E. Extraordinary in size or degree
F. Hostile or opposed
G. Strange or mysterious
H. Abrupt or informally
Name: ___________________________________ Date: ________________
A Wrinkle in Time: Ch. 4-6 Vocabulary Quiz
Part 1: Fill in the blanks with the appropriate vocabulary word.
Perturbed
Exaltation
Resonant
Ephemeral
Sixth graders are a very interesting group of young adults. Sixth graders are so excited to finally have a locker, change classes, and eat a fabulous school lunch! However, the _______________ joys of sixth grade slowly go away as the excitement fades and lots and lots of projects become due. Teachers constant sayings of "Turn in your homework!" and "Do your warm-up!" ______________ inside students heads throughout the day. Yet, students' watch teachers teach new discoveries and concepts that teachers appear as an ______________ of joy that they never thought would happen! Some sixth graders quickly grasp how to get to the J or I trailers, while others are easily _______________.
Part 2: Draw a picture to represent the words:
Askew
Raptly
Part 3: Match the word with the correct definition.
7. Tangible
_______
8. Inexorable
_______
9. Nondescript
_______
10. Anticlimax
_______
11. Propitious
_______
12. Ineffable
_______
A. Not capable of being swayed
B. Touchable or treated as fact
C. Presenting favorable circumstances
D. A change from a serious subject to a disappointing one
E. Not described or interesting
F. Defying expression or description
Class: ______________
Name: ___________________________________ Date: ________________
Class: ______________
A Wrinkle in Time: Ch. 7-9 Vocabulary Quiz (36 points)
You will write a short story describing a new adventure that Meg, Charles Wallace, the three witches, and Calvin might experience on Earth or a new planet. You must correctly use 15 vocabulary words in your story. All sentences must be complete and use context clues to help the reader determine the word's meaning. You may change the word tense. You must include:
prepositional phrases variety of sentence purposes
action verbs
Correctly punctuate your sentences and spell your words correctly! | <urn:uuid:7eb744c4-98fb-4f19-81a1-5904eea955bb> | CC-MAIN-2021-49 | https://www.georgiastandards.org/resources/Documents/GOSA-6th-Grade-ELA-Vocabulary-Quizzes-Amy-Palermo.pdf | 2021-12-05T18:22:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00565.warc.gz | 845,071,063 | 782 | eng_Latn | eng_Latn | 0.996743 | eng_Latn | 0.998229 | [
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Author: Sam Snow Coaching Advisor Lesson Plan
Activity Name
Description
1 Free Dribble; Stop and Go; Change Direction
In a 15 yd x 20 yd grid, each player has a ball.
Players dribble freely in various directions. On the coach's command (whistle, "NOW", etc.), the players "stop and go" quickly, continuing to dribble the ball. When the coach says "change", the players change direction while dribbling.
2 Multi-Gate Dribbling; Multi-Gate Passing
In an area approximately 25 yd x 30 yd, set up small goals (gates) using cones (1-2 steps wide) all around the area at different angles. Each player has a ball.
Players dribble through the gates freely in various directions. As they dribble through one gate, they look for another gate to dribble through. Once the players show competence in finding and dribbling through all of the gates then put them into pairs with one ball to a pair. Now they must dribble and pass to get to a gate. They must pass the ball through the gate to their partner. Now go find the next gate.
Topic:
Small Group Play
Age: 8-U
Diagram
Coaching Points
Players must keep the ball close to them by using the inside, outside and soles of their feet. After they stop the ball and/or change direction, they must explode into space keeping the ball within playing distance (1-3 steps) so they can dribble it again. This type of dynamic activity forces the players to keep their heads up.
Q.: How could being able to stop quickly with the ball under your control help you in a match?
A.: Maybe then I could lose a defender or shoot or pass or dribble somewhere else.
Players must keep the ball close to them by using the inside, outside and soles of their feet. This environment fosters controlled dribbling, looking around (vision), change of pace (exploding through a gate), change of direction, decision making (if one player is occupying a gate, the other players must look for another open gate).
Q.: How do you and your partner know where to go next?
A.: We look for an open gate, talk to each other and then go there.
Author: Sam Snow Coaching Advisor
Lesson Plan
3 The Glob.
All players are in a 20 yd x 25 yd grid. Two players (the Globs) start with a ball at their feet. All of the other players do not have soccer balls. Many soccer balls are placed outside around the grid.
4 Boss of the Balls
In a 25 x 35 yd field, with goals approximately 6 ft high by 18 ft long at each end of the field. Organize players into teams 4. NO GOALKEEPERS.
Play 4v4. The coach serves the balls onto the field, one at a time. Each time a ball goes out of play or a goal is scored a new ball is served. The coach is "Boss of the Balls"! Play is continuous until all of the balls are used. When the coach runs out of soccer balls, he/she simply asks the players to retrieve a ball and dribble it back to him/her. Play is then resumed.
5 Cool Down Activity…Juggling.
Open area. Each player has a soccer ball.
Coach demonstrates a juggle with one thigh then catches the ball (thigh, catch). Then he/she asks if the players can juggle the ball twice, once with each thigh, before catching it (thigh, thigh, catch).
On the coach's command, the Globs try to "pass" the ball at the players without soccer balls, below their knees. When a player is hit, they become a Glob as well, and they collect a ball from the outside of the grid and join the other Globs. The game is over when everybody is a Glob. Progress to, or begin here, with the Globs as pairs passing a ball. When there are odd numbers of Globs make a triangle. When there are even numbers of Globs then play in pairs and each pair has a ball.
Topic:
Small Group Play
Age: 8-U
Agility, balance, vision, dribbling, passing.
Q.: Where would you like your partner without the ball to go?
A.: Behind one of the players to collect the ball if my pass missing hitting that player.
Let them play and have fun. Give generous praise for their effort and hard work. Q.: If you are pressured by more than one opponent can a teammate help you? A.: Yes, he/she could move to where I can pass the ball to him/her.
Variations: Coach can call out "thigh, foot, catch" or "foot, foot, catch". For more advanced players, try "thigh, thigh, foot, catch" or "thigh, thigh, foot, foot, catch". It's a challenge, every player can participate at his or her own level and it's great fun!
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Lieutenant Shortland's Reel
40 bar Reel : 5 couples
Music : Rosebrook Road
1-4 1st and 3rd couples set and cast off one place. 2nd and 4th couples step up.
5-8 1st woman with 2nd couple, and 3rd man with 5th couple, dance three hands across, while 1st man and 3rd woman dance four hands across with 4th couple. 1st and 3rd couples finish facing 1st corners. Figure 1.
9-12 1st and 3rd couples dance a half reel of four with 1st corners. 1st and 3rd couples pass right shoulder with partner in the middle to face 2nd corners.
13-16 1st and 3rd couples repeat the half reel of four with 2nd corner positions.
17-20 1st and 3rd couples dance a half reel of four with 3rd corners. 1st and 3rd couples pass right shoulder with partner in the middle to face 4th corners.
21-24 1st and 3rd couples repeat the half reel of four with 4th corner positions. 1s and 3s finish in centre facing partner (men face down).
25-32 1st and 3rd couples dance a reel of four in the middle of the dance and finish ready for Double Triangles, while the other three couples dance clockwise round the set for 6 steps to finish 2nd couple in 1st place, 4th couple in 3rd place and 5th couple in own place, and then set. Figure 3.
33-40 All dance Double Triangles. On the last 2 steps 1st and 3rd couples dance down one place to 3rd and 5th places while 4th and 5th couples dance up to 2nd and 4th places. (8 pas de basque steps).
Devised by Ros McKie
Hunter Valley Book of Dances
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Harald Loeng considers ecosystem responses to the changing Arctic climate and debates the possible effects on fish populations.
Conditions in the Arctic have always been challenging. Dramatic seasonal changes, low temperatures, and extensive ice cover combine with a high proportion of shallow continental shelves and a large supply of freshwater from rivers and melting ice to create a truly unique marine ecosystem. While a number of highly specialized organisms have, over time, adapted to the Arctic's environment, they are constantly challenged by the extreme intra-annual variations.
and thickness of the sea ice has declined rapidly over the last few decades. It remains uncertain as to how quickly the ice will decrease, but it is believed that the Arctic's summer sea ice will eventually disappear. When this happens, it will open up a lot of water, and scientists are already looking at what might happen in the marine ecosystem.
Climate change and fish
Current climate models and trends in observations indicate that the polar ecosystems will change significantly in the coming decades. The Arctic and Subarctic sea ice are already melting. Both the extent
Climate variability affects ecological processes in a multitude of ways. These effects on the dynamics of the marine ecosystems may have potentially important
CHANGE ARCTIC
implications for commercial fisheries. The abundance and distribution of commercially important fish and shellfish stocks in marine ecosystems associated with long-term temperature changes is one such example.
Attempting to predict the response of commercially important species to further climate change is of great interest to scientists, governments, and fishing communities. While acknowledging the present limitations in understanding, several scientists have synthesized existing information to develop conceptual models of how climate change will impact marine ecosystems. One question that weighs heavily is the possibility of evaluating the potential for commercially important fish stocks to migrate from Subarctic areas into the Arctic Ocean or other Arctic continental shelf seas. Significant progress has already been made in identifying mechanisms by which climate change can affect fish population dynamics through understanding how climate change will impact shifts in the distribution of fish species and developing climate models to predict the future effects of climate change on species distribution. There are several examples of how increased temperature has encouraged northward fish migration or greater productivity of southern species, for example, in the North Sea.
Fish may be affected both directly and indirectly by climate change and variability. Directly, fish can be affected physiologically, including their metabolic and reproductive processes. Indirect effects may result from changes in their biological (predators, prey, species interactions) and abiotic (habitat type and structure) environments. Added to these processes are the ecological responses to climatic variation, which may be immediate or lagged, linear or nonlinear, and may result from interactions between climate and other sources of variability (such as the amplification or damping of climate effects due to fishing).
Advective corridors must be available for immigration to the new region, thermal windows must be suitable for survival at key life stages, and suitable prey must be available. Due to their direction and intensity of flow, ocean currents on the eastern boundary of the Arctic Ocean are more favourable to immigration. While distances between similar habitat types are relatively small along the shelf areas of the Barents Sea, topography may influence the potential for immigration into the Arctic. Fram Strait, for example, is the only deep-water connection between the Arctic Ocean and the surrounding seas.
Due to their direction and intensity of flow, ocean currents on the eastern boundary of the Arctic Ocean are more favourable to immigration.
What might happen?
Qualitative assessments have identified several factors that will govern the potential expansion and movement of commercially important fish and shellfish species into the Arctic. Important environmental factors include spatial distribution of suitable thermal conditions, availability of prey, and depth of migration corridors into, or out of, the Arctic Ocean. Key life history and behavioural characteristics include growth potential, fidelity to spawning sites, foraging flexibility, thermal tolerances, habitat depth, and projected spawningstock size.
Although fish that exhibit the appropriate life history adaptations may be more likely to expand or move into the high Arctic than other species, the processes governing survival are spatially and temporally complex. Some species, such as capelin (Mallotus villosus), Greenland halibut (Reinhardtius hippoglossoides), and cod (Gadus morhua), are already living close to the Arctic Ocean. However, considerable uncertainty remains whether these species will be able to successfully colonize the region. Despite the fact that many species may have evolved temporal patterns of feeding and reproductive behaviour that maximize survival, if climate change shifts the temporal match with key aspects of their life history, survival may be affected.
Primary and secondary production
The anticipated loss of seasonal sea ice is expected to lead to higher phytoplankton production in the Arctic. Higher phytoplankton production should normally result in increased zooplankton production. However, the species composition of Calanus and other zooplankton
groups could be strongly affected, similar to what was seen for C. finmarchicus and C. helgolandicus in the North Sea, thus making the overall effect on zooplankton production difficult to predict. Subsequently, zooplankton abundance, distribution, and species composition may strongly affect recruitment, growth, and migration of many fish species.
Cod
Cod recruitment in the Barents Sea is positively correlated with temperature, but it is unknown if this will continue to be the case if temperature increases outside the range for which we have observations. An improved understanding of the physiological and behavioural responses of cod to changes in environmental conditions and the responses of other components of the marine ecosystem are required for future projections of cod abundance. A more northward and eastward shift in cod distribution than observed in recent years has been suggested under climate change, with the potential of penetrating as far as the Kara Sea. However, as cod is a demersal species, it will not migrate into the Arctic Ocean itself because of the great depths, and the distribution observed during autumn 2011 is close to the northernmost distribution we can expect.
Pelagic species
Pelagic species that exhibit long-distance feeding migrations may be capable of utilizing the Arctic Ocean as a summer feeding area if temperature and food conditions are suitable. However, retrospective studies suggest that pelagic foragers predominantly
Attempting to predict the response of commercially important species to further climate change is of great interest to scientists, governments, and fishing communities.
track gradients in prey. Gradient-tracking foragers are more likely to conserve energy and forage on local prey sources. Therefore, the emergence of foraging migrations into the Arctic is expected to evolve over a considerably longer time period.
Polar cod (Boreogadus saida) is an important part of the ecosystem in the northern part of the Barents Sea. It is possible that a northward extension of the distribution of capelin may force polar cod to move even further north, and this stock could possibly be negatively affected by a warmer climate.
Possible impacts on the capelin population under climate change have also been explored. As the ice edge retreats farther north and the Polar Front shifts northeastward, feeding areas for capelin may also shift northeastward, a result consistent with distributional changes observed between cold and warm years. Capelin spawning areas may also shift, from the southern border of the Barents Sea (Finnmark and Murman coasts) to the eastern border (southeastern Barents Sea and Novaya Zemlya), where some spawning has been observed in previous warm periods.
Deep-water species
The anticipated loss of seasonal sea ice is expected to lead to higher phytoplankton production in the Arctic.
Greenland halibut have already been observed on the shelf break between the Barents Sea and the Arctic Ocean as far east as the St. Anna Trough in the Kara Sea. Other species that have taken the opportunity to migrate northwards include redfish (Sebastes spp.). Redfish are normally found only in Atlantic water masses. However, juveniles are now widely distributed over the western Barents Sea shelf, while reproducing adults concentrate on the shelf break when extruding larvae. In the case of Sebastes mentella (beaked redfish), adults are distributed in open water during summer feeding migrations. The potential for redfish to expand into the Arctic is related to the expansion of Atlantic water masses; reproducing adults can potentially expand
Hypothesized expansion of the distribution area of redfish under future ocean climate in the Barents Sea and surrounding areas. Shaded areas and arrows indicate current distribution areas and migration routes. Plain colour areas and arrows indicate the potential expansion of distribution and migration routes. Adapted from Nedreaas et al. (2011)
over the northern and eastern sides of the shelf break, and beaked redfish can potentially expand into the open Arctic Ocean during summer months, given appropriate temperature and feeding conditions.
Marine mammals
Seals (Phocidae) and polar bears (Ursus maritimus) are highly dependent on sea ice throughout the year. The disappearance of summer ice combined with the reduction in ice-covered areas in winter could have detrimental effects for these animals as well as providing a further influence on the dynamics on the stocks on which they prey.
ICES role in the Arctic
ICES has several expert groups that deal with species living in the Subarctic and the Arctic border. However, ICES should look beyond stock size and development and consider relevant processes that determine distribution and migration in these areas.
What action could ICES take?
* provision of leadership on Arctic issues at North Atlantic scale that are a priority to ICES (enhanced research coordination);
* increase efficiency and focus of the extant ICES science capacity with respect to strategic priorities and shorter-terms needs (improved governance);
* expand ICES science capacity in a directed manner to address specific gaps through engagement of scientists in Member Countries and through partnerships (enhanced science capacity).
The future
Climate change and variability will alter the distribution and productivity of species (but it will depend on temperature and food availability). While guesses and predictions will continue to be made for this region, we will have to wait for the answer.
Harald Loeng is Research director at the Institute of Marine Research (IMR) in Norway. His main scientific interest is climate and its impact on the marine ecosystems. He has had many positions within ICES, including chair of the Consultative Committee. | <urn:uuid:01f52a68-0412-42e6-b27d-1041daa7f677> | CC-MAIN-2021-49 | https://imr.brage.unit.no/imr-xmlui/bitstream/handle/11250/106971/ICES_Insight_2012_24-29.pdf?sequence=1&isAllowed=y | 2021-12-05T18:26:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00566.warc.gz | 388,597,080 | 2,099 | eng_Latn | eng_Latn | 0.996458 | eng_Latn | 0.996915 | [
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5th Grade Word Problems With Answers
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Lesson 15 - Word Problems Dividing Fractions (5th Grade Math)5th Grade Word Problems With Measurement word problems. Mass and weight word problems. Volume and capacity word problems. Length word problems. Word problems worksheets with variables. Variables and expressions. Variables and equations. Other grade 5 word problems worksheets. Volume of rectangular prisms. GCF / LCM word problems. Mixed grade 5 word problems . Sample Grade 5 Word Problem Worksheet
Read Book 5th Grade Word Problems With Answers
5th grade word problem worksheets - free and printable ...
Word problems are important in math because they help students develop real-world thinking, apply several math concepts simultaneously, and think creatively, notes ThinksterMath. Word problems also help teachers evaluate their students' true understanding of math. Fifth-grade word problems include multiplication, division, fractions, averages, and a variety of other math concepts. Section Nos. 1 and 3 provide free worksheets students can use to practice and hone their skills with word problems.
Free Math Word Problem Worksheets for Fifth-Graders
Fifth Grade Word Problems Worksheets and Printables. Take the problem out of multi-step word problems with this collection of fifth grade worksheets. These fifth grade word problems worksheets incorporate a range of math operations, including addition, subtraction, multiplication, and division, as well as concepts of place value and fractions.
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The following collection of free 5th grade maths word problems worksheets cover topics including mixed operations, estimation and rounding, fractions, and decimals. These free 5th grade math word problem worksheets can be shared at home or in the classroom and they are great for warm-ups and cool-downs, transitions, extra practice, homework and ...
5th Grade Math Word Problems: Free Worksheets with Answers ...
5th Grade Word Problem Worksheets These word problem worksheets will enhance students' skills with word problems while touching on other math concepts like addition, subtraction, decimals, and more. TYPE:
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Worksheets > Math > Grade 5 > Word Problems > Mixed. Mixed word problem worksheets for 5th grade. Below are eight grade 5 math worksheets with mixed word problems including the 4 basic operations (addition, subtraction, multiplication and division), fractions, decimals, LCM / GCF and variables. Mixing different types of word problems encourages students to read and think about the questions ...
Grade 5 Mixed Word Problems Worksheets | K5 Learning
These word problems worksheets are appropriate for 4th Grade, 5th Grade, 6th Grade, and ...
Word Problems Worksheets | Dynamically Created Word Problems
The worksheets on this page combine the skills necessary to solve all four types of problems covered Page 2/4
Read Book 5th Grade Word Problems With Answers
previously (addition word problems, subtraction word problems, multiplication word problems and division word problems) and they require students to determine which operation is appropriate for solving the each problem.
Word Problems: Mixed Operation Word Problems
Improve your math knowledge with free questions in "Multi-step word problems" and thousands of other math skills.
IXL | Multi-step word problems | 5th grade math
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Grade 5 Multiplication Word Problems Worksheets - Kiddy Math
Title: Word Problems for Fifth Grade Author: T. Smith Publishing Subject: Measurement, money, and percent word problems. Keywords: word problems; math worksheet; 5th ...
Word Problems for Fifth Grade - tlsbooks.com
examples of 5th Grade Math Word Problems that deals with percentages. These word problems are solved with the help of block diagrams or bar models, Addition, Subtraction, Multiplication and Division, Singapore Math, Examples and step by step solutions, Before-and-After division problems, Fraction Problems with Decimals, Model Drawing for 5th Grade
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5th grade | Math | Khan Academy
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Read Book 5th Grade Word Problems With Answers
5th Grade Word Problems. The following are some examples of 5th Grade Math Word Problems that deals with ratio and proportions. The word problems are solved with the help of block diagrams or bar models (used in Singapore Math). Block diagrams are also called tape diagrams in the Common Core Math. Related Topics: More Word Problems.
5th Grade Word Problems (solutions, examples, videos)
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Word Problems: Division With Remainders Word Problems The worksheets in this section are made up of story problems using division and involving remainders. These are similar to the Girl Scout problems in the prior section, but with different units.
Word Problems: Division With Remainders Word Problems
Practice: Multi-step word problems with whole numbers This is the currently selected item. Math · Arithmetic · Multiplication and division · Multiplication and division word problems
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DATE TK, 2020 – ERNA SCHNEIDER HOOVER
KG – Kayt Gochenaur EH – Erna Hoover
KG – Here we go. The recording is on and, just to go over it again, I record these conversations and we keep them as part of our collection, as part of our record of the history of the Saranac Lake area. If you are ok with it, I'd love to be able to put it online as well but if you're not ok with that then that's fine too.
EH – I'm perfectly happy to put it online.
KG – Fantastic. I will mark that box here and say that it's ok to put it on the Oral History Project website. Can you just state your name and age for the record?
EH – Yes my name is Erna Hoover and I am 94 years old.
KG – Tell me about that first year that you attended the Girl Scout camp on Upper Saranac Lake.
EH – Well, it was the first year it was open. Now I don't know, have you ever been over there? Do you know what it looks like?
KG – I know a little bit, yes.
EH – It's a gorgeous camp and the word 'camp' was used instead of estate. But it was originally the estate 'camp' of Eli Morton who was the Lieutenant Governor of the state of New York. It had been sold to another family named Harold Graves. Harold Graves has another distinction. He is the man who owned the most expensive watch that was ever made. He and his wife had a couple of sons and they were big game hunters. You will find if you go into the lodge there all sorts of (there were) stuffed animals and there was a large moose over the fireplace. There were other animals that you do not see in the Adirondacks. But those sons I think died and so they had no children until they gave that camp/estate to the Girl Scout camp of the district, which is the council which is in – Orange is in – Maplewood, New Jersey. That is a suburban district and so it was a very specific district and it was like no other Girl Scout camp I ever knew of.
The main part of the camp today, and then, consisted of very large buildings largely built with logs. There is a gorgeous view out over the lake. They were raised up so you could see well above a lot of the trees to the lake. There was a dining room again with a bunch of varied picture – I think it was octagonal almost – very large picture windows. Then a living room with a very large fireplace and a very large moose head over it and other stuffed animals and a so-called family cabin where the family lived. Again, all done in this rustic but very lovely Adirondack style. I think this camp had… I do not know when it was built, I would have to think somewhere in 1880 or so. People would pack a steamer trunk if they lived in New York or Boston and go up there and live there for the summer. It was THE place to go for a long time. By
the late 30s Mr. and Mrs. Harold Graves – and they were there when they dedicated the camp – they gave this camp and it's an island in the middle of Upper Saranac Lake with about 24 acres all of woodlands. The Girl Scouts were delighted and they opened it as a camp.
Eventually, typically Girl Scout camps have wooden… tents with a wooden platform floor and canvas. Over time there were a number of those tent units scattered around the island. In addition to that in those days there was a program called Girl Scout Mariners where sailing and sea lore was the main kind of activity so there is a boathouse there. The boathouse was out over the lake, built out over the lake, and there is a large upper area there, a very large porch. The Girl Scout Mariners had their cots on that porch. A couple of them got sent home sometime over the years. I don't know that it happened the first year but a couple of them were jumping out over the railing into the water and the water is not very deep there so they were sent home for bad behavior. We had a couple of sailboats. Again, I don't think that happened the first year but we did ultimately have a couple of sailboats. We sailed Saranac. I remember that we had… the Girl Scouts like a lot of camps had a lot of camp songs and like to sing and I do remember sailing a couple of those boats, about 10 of us maybe. They were big enough to hold about 5-6 people apiece. I remember sailing down to the little island where the chapel is and I don't know whether that is still there. I have not been there lately.
KG – The original chapel burned down but there is a new chapel there.
EH – Well ok so we constituted the choir sometimes down there. I remember one time one of the women who had come to service invited us all over to her camp for ice cream afterwards.
KG – Do you know which camp it was?
EH – No I don't. I can't remember. Maurice Evans who was a great Shakespearean actor stayed on Saranac at some time. We used to do our own…. We had a very great counselor for music and drama. Again, I'm telling you about… I was there for 6 years. From the time I was 12 until I think 18. I'm telling you things I remember and not particularly having to do with the first year. So we did… I remember doing the Pirates of Penzance and Pinafore and doing acts out of Shakespeare. We invited Maurice Evans over to hear us do an act from Shakespeare from one of his plays. He very politely said: "Well, very good." It was wonderful.
We had a dedication ceremony the first year and the Graves came to that. The counselor who was really very gifted wrote a dedication ceremony. I don't think the movies exist anymore. I wish… if they did they are somewhere in the Girl Scout records. I don't have them at home. My father took a movie camera to record that.
Now Girl Scout camps run in two-week units so that if someone can't afford to send somebody for the whole summer they nevertheless can get a two-week period of camping. A number of us however were able to stay for the whole summer. The biggest activities were water activities: swimming, and especially canoeing. Those of us who stayed over a long time got to be sufficiently good enough at canoeing that we would go down to Old Forge and go through the Fulton chain and up through Raquette Lake, Long Lake, and back into Upper Saranac. The younger kids who were able to simply go for a night, would go up to some of the little islands by Follensby Clear Pond and so forth and just stay one night. In fact I think some of
those kids were taken to some beaches, which I don't remember doing. I remember canoeing into Follensby Clear Pond and some of the other ponds around there.
KG – Do you remember… can you tell me anything about the other camps that were on the lake at the time? I know there were some beautiful old camps out there.
EH – No because we were just there on that island and as I said when we left we left largely for isolated camping places. They had a mail boat that came down the lake. That mail boat stopped in different places. Our loading dock from the shore was at Gilpin Bay. We had a big old Chris-Craft among other boats to lug the substantial amount of food and stuff over to the island. I've read accounts of various of the girls who were there who regarded it as a magical place as I did.
KG – Tell me some of your fondest memories.
EH – Well, a couple of them: Another girl and I were particularly athletic. The counselors never caught us at this activity. When we would be camping over at Follensby Clear Pond or one of those ponds we decided to swing birches. To swing a birch you climb up in the birch and you find a branch that is strong enough to let you down but weak enough to let you down. You grab onto that branch and push off and it bends down and it lets you down to the beach. That is not an activity that the counselors would have approved of. There is a poem by Robert Frost that says 'When I see birches bend to left and right, Across the lines of straighter darker trees, I like to think some boy's been swinging them.' I don't think this activity was something original with us but we never heard of anybody else doing that. We managed that one on our own. Except one time I grabbed a branch that was a little too weak and I fell about 5 feet and knocked the wind out of me.
KG – My goodness.
EH – I clearly remember that. Some of the greatest times were on these long canoe trips. I remember one trip we would do the portages necessary ourselves and we had very heavy old canoes. You couldn't damage them very well they were so heavy. They were Old Town canoes. It would take two of us to portage some of those. On some of those long trips… I remember one long trip where it rained and poured the night before we were to come home. We stayed in the Adirondack lean-tos that were along those routes. We were coming back on a Sunday morning when it finally was clear. The sky was clear and the water was calm. To this day I remember what a glorious day it was. A lot of these… the Oranges (there is East Orange, West Orange, South Orange, and Orange) so the girls came from all those places but a number of them came from South Orange and Maplewood where I grew up so we came from the same Girl Scout unit. So saw each other every day every week in the winter as well. Some of those girls I stayed friends with as long as they were around. Needless to say at this age some of them aren't around anymore.
KG – To clarify, what were the years that you attended?
EH – Well I think the first year was '38 and so when I was 12 and I was a junior counselor I think at 18 so those six years.
KG – So you would have been attending during World War II.
EH – Yes.
KG – Did you all hear news of the war while you were out on the island or were you isolated from news?
EH – I heard plenty of news about the war at home and not much about it there. My mother probably sent me some parts of the New York Times. In those days you could wash your clothes there but you could also… there were things called laundry cases. You put all your clothes in a laundry case and it was very inexpensive to ship it home. Then clean clothes would come back and again if you got treats in the way of sweets or candy or cookies they weren't keen on your getting a lot of that kind of thing but they would want you to share it with the other girls. I think in those laundry cases my mother… I had started… I went to South Mountain School in South Orange, NJ and by the 6 th grade we were having about 20 minutes of current events every morning. Most of the time that I was at camp I was in high school, junior high and high school, so I was very much aware of what was going on in Europe. I do think my mother sent me parts of the New York Times. There wasn't any terrible effort to say much about the war there. At home… we were in South Orange, we had blackout curtains on our windows and our headlights… the top half of our headlights in the cars were painted black in order to eliminate the amount of glare that was in the sky because the Germans submarines hung outside New York Harbor. Ships headed for Europe were highlighted in the glare from the city so there was some effort to keep the light down. And of course we had rationing. Fat, butter, was rationed. Meat was rationed. When we were older people we were knitting watch caps and other kinds of things for soldiers overseas.
KG – Were any of your friends or family members drafted or did any enlist?
EH – I had no boys in my family. All the boys in high school when they turned 18 had to sign up for the draft. There were drafts – who actually was drafted and not – was set up locally. People could be excused from the draft if they were physically unable. During that war the country pulled…. Once the war started (before the war started there was a bunch of America First isolationist kind of people. Lindbergh, Colonel Lindbergh, was one of those) but once the Japanese attacked Pearl Harbor everybody pulled together. It was most amazing. The unions would suggest ways to make the work go efficiently in the factories and an enormous number of young men were drafted and sent either to Europe or to the Pacific and so there were very few young men around by about a year after Pearl Harbor. When I finally graduated from high school in 1944 I worked in a defense plant and that defense plant was a little company on Valley Street in Maplewood that in peacetime made screening for windows and during the war they had a contract to make aluminum frames for holding electronic equipment for I think aircraft
and so on. I ran a drill press that summer. Also there was a shortage of labor of course because so many men were drafted and overseas and if not overseas then in camps training to go so actually the mothers… three of my mariner Girl Scout mothers actually who had never intended ever to do anything but be housewives went to work as supervisors in this little plant. They showed up every morning in overalls and worked just like everybody else. That's what I did in that year of '44 after I graduated from Columbia High School and before I went to college.
KG – With you talking about this I'm curious if having lived through such a world-changing event if it's changed your perspective at all on the current pandemic and this kind of upset that's happening right now? Does it give you a different perspective?
EH – Well I should say, I should also say that across the street from us lived a family and they had an only son who died in that war. Oh the other thing that happened was that Canadian…. New Zealand Air Force and Australian Air Forces trained in Canada before they were going overseas to England to fight the Germans. They were given… there was a club called the Anzac Club in New York City. They were given a small sum of money and allowed to go there on leave. So the mothers of the Girl Scout friends of mine would call up the Anzac Club and invite these young men (and they were all just some of them just off the Australian farms and ranches and sheep stations) and invite them home for the weekend. Then somebody… we would gather at one house and somebody would play the victrola and we'd dance. Each mother would put one of them up. I remember a number of those young men. Some of them sent Christmas cards to my mother as long as they lived.
KG – Oh my goodness.
EH – I even today still get a Christmas card from a man in Australia.
KG – Wow.
EH – At that point of course we were very much more international-minded because we were hearing of course what was going on in Germany of our troops. First the air war and the bombing in London and the air war over England and then the European invasion. Then the Pacific war. One of my friends who was also a Girl Scout married a man who had been in the Navy and his job was to deliver marines to the beaches all across the Pacific. A terrible job because he could deliver these men and see a bunch of them shot up almost immediately. He watched the really fervid way the Japanese defended all those islands. I at least was very interested in the world outside of the United States. As I say it was a time when everybody pulled together. People were asked to buy war bonds for example. Today looking at how completely divided the country is, is something that is totally different from what happened then. People sometimes say that was the good war because we were fighting the Nazis and the evil which they did and the Japanese in the same way.
KG – While you were at the Girl Scout camp those years did you find that a lot of other people… were people talking about the war and what was going on or was it just kind of an escape where you were out in the wilderness and not thinking about that so much?
EH – Well, for example we didn't even have a radio. I wouldn't say it was totally an escape because we had the same problems with not eating too much meat and all that kind of thing but current events were not discussed at camp.
KG – Another thing I'm curious about is if you were aware of the village of Saranac Lake as a tuberculosis center for TB patients. Was that something you were aware of at the time?
EH – I personally was aware of it but we never got… The Catholic girls were taken to a Catholic church, the other girls there was a sort of a scout's own religious ceremony on Sunday evening. I never saw Saranac Lake, the town, at all. The buses would… of course there wasn't any Northway and there wasn't any Thruway and the buses would leave at something like 7:30 in the morning from Orange, New Jersey and take 8 hours to get up to Gilpin Bay. And make a couple of pit stops on the way and we'd have our lunch provided to us on the bus. A couple of mothers would come and chaperone. I wasn't any where near civilization. I was either in camp or as I say one of the highlights was going on a 5-day canoe trip starting at Eighth Lake in the Fulton Chain. I haven't been back so I don't know how any of that kind of place is today. I ultimately married a man who spent seven years in the U.S. Navy and before the war he and his family would go to Fourth Lake I think. I remember after the war, sometime in the 50s going with him to see where he had stayed at Fourth Lake in the Fulton Chain.
My daughters – I have three daughters – spent some time at Eagle Island. I have a daughter who is 55ish I remember taking her up to camp and spending a weekend with her there when she was about 7 but that was the last time I have been at camp. I'm well aware of what's going on now and all the efforts that have had to happen in order to make this place go again. As you may know, the Girl Scouts are not as numerous as they used to be. I think the fact that girls can now participate in varsity sports in high school plus the push to get good grades so as to get into the college to their choice have made it much harder for high school girls to continue in Girl Scouts. The Brownies I think are more popular in the lower grades but there is so much pressure now on girls to participate in all these different other activities that are thought to be important to getting into college. So what happened is that the council – there was a council for the Oranges and another council for Summit New Providence which are nearby towns – and those two councils were collapsed. That council had a camp on the Delaware River and they didn't have enough campers to want to go to both places. They were trying to sell the camp up there in Saranac. It's obviously harder to get to obviously than an hour or 45 minute drive over to the Delaware River from New Jersey. Camping apparently was not… or the glories of that camp were not so apparent to people.
Really the thing that was most… I did sail I remember if you want to know about things I remember. I remember a sailboat race where I skippered one boat and another girl skippered the other boat and the betting was on her. Fortunately I managed to back wind the other boat and I won. The betting was that the other… everybody thought the other girl was going to win this thing.
KG – I'm a little curious about the canoe trips that you took up in the area. Can you tell me a bit about what type of gear you used? Now we have… I go on a lot of canoe trips but I know the gear today must be very different from what you were using back then so just describe how you packed food, what type of equipment you had.
EH – Well, we each had a bedroll with a poncho that was a waterproof poncho. But you had a bedroll that had sheets and rolled blankets in them. Each one of us. Our toiletries were in a little package that would hold a toothbrush and things of that kind, soap dishes. You would put maybe a couple of dry change of clothes or something in that. You had a poncho in case you had rain. As I say we had canoes that were made by Old Town. They were heavy wooden canoes and it took two girls to portage one of those. I can't remember which portage was the longest but there was a mile portage somewhere in that trip from Eighth Lake. It took two of us portage that and we carried our stuff. Then come back and portage the canoe. We had at least a counselor with us in all those trips and we cooked our food over fires near the Adirondack lean-tos where we would stay for the night. If it was a nice night of course we could stay and sleep out under the stars. What we cooked were the usual kinds of things that you can eat on a trip but there wasn't any sort of stuff that you put in a pot and all of a sudden you have a magic dinner. I can remember that they cooked for example oatmeal for breakfast and you could have bacon and eggs but not too many of those because of the war. Of course s'mores for dessert which were graham crackers with chocolate bars and marshmallows. You would do the marshmallow on a stick over the fire and get it toasted and put it on a graham cracker that has a chocolate bar with it.
KG – Did you have any meats?
EH – Yes, I think but not an awful lot. I have got any real recollection of like say roasting a chicken. I don't think we did that. I more nearly probably things like a sandwich with some lunch meat in it, that kind of thing
KG – Did you all every capsize?
EH – Did I what?
KG – Did you ever capsize the canoes?
EH – In order to go on one of these trips you had to be able to show your canoeing ability. One canoeing ability you did before you went was to deliberately capsize the canoe and then right it and be told of course to hang to it and stuff. You had to do that but I don't remember ever capsizing a canoe accidentally on a trip. These things are pretty…. Between the fact that you had someone paddling in the bow and someone paddling in the stern and you had kettles and stuff to cook with and then for your fuel you went and cut up some wood from the local forest there and you gathered pine, little bits of pine, and stuff like that for tinder. You had a hatchet to hack up some sticks to start a fire and you boiled stuff over a pot. Of course none of the clothing is the way it is now where you have this quick-dry stuff and tents and that kind of spring up, that
kind of thing. None of that. Paddles – well probably they are made out of different stuff than what they were then – they were made of wood.
KG – We still have some wood paddles. That is still the preferred method I think. My dad does a lot of canoeing and he likes to make his own paddles. Still those old wood paddles I think. The other thing I wanted to ask you about is to elaborate a little bit more about the dedication ceremony at the end of that first year. What all did it involve?
EH – It involved dedicating the camp to the idea of living again as close to nature as possible, which is a kind of funny thing if you think about the fact that we were living in this estate, which really was as luxurious as you can be and still be very close to nature. It is true that a number of us were sleeping in tents right close to the water or in the boathouse. The boathouse has been moved back onto land now but it was out in the water on pilings. I think there is a copy of that thing, that dedication, the opening part goes: "Long ago before the time of man when cities were begun and future dreams and all the world was one unbroken ice, there came down from north a mighty glacier. As if unseen power it moved and left the land a gleaming plain of ice. Ah yes, but when that glacier moved away it left a land enchanted for all time and in that land came a race of men who lived among the trees and woods and left that land a wondrous place." Something like that, that's how it starts. I can't remember the rest of it now but the whole idea was that the Indians lived there before us and left it for us. Now it is for us to enjoy this land. And I think probably something said to leave it that way. There is probably a copy of that somewhere in the Girl Scout files. I don't know.
KG – I'll have to see if I can find a whole copy. That sounds really interesting. Well, I think I made it through all of my questions here. Is there anything else that I missed that you wanted to talk about?
EH – I don't think so. I mean it was just a great place to be. The fact that we were so close to nature, many of us living out there just at the edge of the lake. The lake was pretty much of a quiet place in those days. As I say we never got into town. Then going even further to places like Follensby Clear Pond and coming up through the Fulton Chain to Clear Lake and Raquette Lake and so forth – just wonderful. Let me see. I remember one trip that we took and went from Middle Saranac and there was a little - what do you call it – the lock between Middle and Upper Saranac and then you get through that lock and there were blackberries, tremendous blackberries which we ate. It's things like that that I remember about the place. Well, I guess one thing I should say if it hasn't been apparent is the girls did it themselves. You had a feeling of confidence that you could do these things yourself. You didn't need a man around to do it. You didn't need boys around to do it. We did have a handyman on the island for some of the heavy stuff but fundamentally we were on our own. We were learning how to do things like portaging these canoes and paddling long distances. It's a sort of thing a teenage girl can do and develop a sense of capability and self-confidence and belief in one's abilities. I think that perhaps is something that well a lot girls never get that I think. I went on to ultimately going to graduate school, ultimately joining Bell Laboratory. I have a significant patent so you know the fact that I never doubted I could do things and do things in a male world afterwards. Because
Bell Laboratory was a very male world. I think I acquired it partly there and partly from the fact that my parents never told me that you know you're a girl and you can't do this. But you really did develop a capability that way at that camp.
KG – That's a very eloquent way to express what it meant to you. It's really something. I really enjoyed doing… I interviewed one other person about the Girl Scout camp and I have two more names on my list and I've really enjoyed these interviews. They seem really special and I'm so happy that you are willing to share these memories of a place that meant a lot to you and really affected people's lives. I'm very happy we can get this on the recording.
EH – Yes, I think it's important for people to know that Saranac did that for us. Who are the girls that you interviewed already?
KG – I interviewed Chris Hildebrand and on my list I have a Jane Claffy (sp) and Emma Harkmeyer (sp).
EH – Ok I don't know those folks. I think they maybe came along after us.
KG – I don't have too much information on Emma but they were people Paula directed me to. It's just… I think it's a really special place, the Girl Scout camp. I actually grew up right across from it and I'm glad that I'm able to dig into the history a little bit more and kind of share what a special place it is with other people who might not know all of the history and what an impact it had.
EH – Yes, I think it's a very good idea. I think that the Girl Scouts in general – part of what they did was to develop confidence in girls, a feeling of self-confidence and so forth. If you have to… if you are someone…. I don't know how many miles it is from Eighth Lake up to camp (it took several days to get back) but if you are that far away from home and you don't have a cellphone to call in case of trouble and you're kind of on your own, it does do what I am saying – give you self-confidence.
KG – Well I'm going to turn off the recording.
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Aspen Ridge Preparatory School Third Grade Word Study Aspen Ridge Preparatory School
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Ngàn Truyện Cười Đủ Loại
The only cow in a small town in Ireland stopped giving milk. Then the town folk found they could buy a cow in Scotland quite cheaply. So, they brought the cow over from Scotland. It was absolutely wonderful, it produced lots of milk every day and everyone was happy.
They bought a bull to mate with the cow to get more cows, so they'd never have to worry about their milk supply again. They put the bull in the pasture with the cow but whenever the bull tried to mount the cow, the cow would move away. No matter what approach the bull tried, the cow would move away from the bull, and he was never able to do the deed.
The people were very upset and decided to go to the Vet, who was very wise, tell him what was happening and ask his advice. "Whenever the bull tries to mount our cow, she moves away. If he approaches from the back, she moves forward. When he approaches her from the front, she backs off. If he attempts it from the one side, she walks away to the other side."
The Vet rubbed his chin thoughtfully and pondered this before asking, "Did you by chance, buy this cow in Scotland?"
The people were dumbfounded, since no one had ever mentioned that they had brought the cow over from Scotland. "You are truly a wise Vet," they said. "How did you know we got the cow from Scotland? The Vet replied with a distant look in his eye: "My wife is from Scotland"
GRANDPARENTS ANSWERING MACHINE.
Good morning . . . At present we are not at home but,please Leave your message after you hear the beep. beeeeeppp ....
If you are one of our children, dial 1 and then select the option from 1 to 5 in order of "arrival" so we know who it is:
1. If you need us to stay with the children, press 2
2. If you want to borrow the car, press 3
3. If you want us to wash your clothes and ironing, press 4
4. If you want the grandchildren to sleep here tonight, press 5
5. If you want us to pick up the kids at school, press 6
6. If you want us to prepare a meal for Sunday
7. or to have it delivered to your home, press 7
8. If you want to come to eat here, press 8
9. If you need money,press 9
10. If you are going to invite us to dinner or taking us to the theater, start talking we are listening ---------Phone hang up!
WHAT IS A GRANDPARENT?
(Taken from papers written by a class of 8-year-olds)
* Grandparents are a lady and a man who have no little children of their own. They like other people's.
* Grandparents don't have to do anything except be there when we come to see them… They are so old they shouldn't play hard or run. It is good if they drive us to the shops and give us money.
* When they take us for walks, they slow down past things like pretty leaves and caterpillars.
* They show us and talk to us about the colors of the flowers and also why we shouldn't step on 'cracks.'
* They don't say, 'Hurry up.'
* Usually grandmothers are fat but not too fat to tie your shoes.
* They can take their teeth and gums out.
* They wear glasses and funny underwear.
* Grandparents don't have to be smart
* They have to answer questions like 'Why isn't God married?' and 'How come dogs chase cats?'
* When they read to us, they don't skip. They don't mind if we ask for the same story over again.
* Everybody should try to have a grandmother, especially if you don't have television because they are the only grownups who like to spend time with us.
* They know we should have a snack time before bed time, and they say prayers with us and kiss us even when we've acted bad.
* GRANDPA IS THE SMARTEST MAN ON EARTH! HE TEACHES ME GOOD THINGS, BUT I DON'T GET TO SEE HIM ENOUGH TO GET AS SMART AS HIM!
* It's funny when they bend over; you hear gas leaks, and they blame their dog.
```
ATTORNEY: What was the first thing your husband said to you that morning? WITNESS: He said, 'Where am I, Cathy?' ATTORNEY: And why did that upset you? WITNESS: My name is Susan! ATTORNEY: What gear were you in at the moment of the impact? WITNESS: Gucci sweats and Reeboks. ATTORNEY: Are you sexually active? WITNESS: No, I just lie there. ATTORNEY: What is your date of birth? WITNESS: July 18th. ATTORNEY: What year? WITNESS: Every year. ATTORNEY: How old is your son, the one living with you? WITNESS: Thirty-eight or thirty-five, I can't remember which. ATTORNEY: How long has he lived with you? WITNESS: Forty-five years. ATTORNEY: This myasthenia gravis, does it affect your memory at all? WITNESS: Yes. ATTORNEY: And in what ways does it affect your memory? WITNESS: I forget.. ATTORNEY: You forget? Can you give us an example of something you forgot? ATTORNEY: Now doctor, isn't it true that when a person dies in his sleep, he doesn't know about it until the next morning? WITNESS: Did you actually pass the bar exam? ATTORNEY: The youngest son, the 20-year-old, how old is he? WITNESS: He's 20, much like your IQ. ATTORNEY: Were you present when your picture was taken? WITNESS: Are you shitting me? ATTORNEY: So the date of conception (of the baby) was August 8th? WITNESS: Yes. ATTORNEY: And what were you doing at that time? WITNESS: Getting laid
```
ATTORNEY: She had three children , right?
WITNESS: Yes.
```
ATTORNEY: How many were boys? WITNESS: None. ATTORNEY: Were there any girls? WITNESS: Your Honor, I think I need a different attorney. Can I get a new attorney? ATTORNEY: How was your first marriage terminated? WITNESS: By death.. ATTORNEY: And by whose death was it terminated? WITNESS: Take a guess. ATTORNEY: Can you describe the individual? WITNESS: He was about medium height and had a beard ATTORNEY: Was this a male or a female? WITNESS: Unless the Circus was in town I'm going with male. ATTORNEY: Is your appearance here this morning pursuant to a deposition notice which I sent to your attorney? WITNESS: No, this is how I dress when I go to work. ATTORNEY: Doctor , how many of your autopsies have you performed on dead people? WITNESS: All of them. The live ones put up too much of a fight. ATTORNEY: ALL your responses MUST be oral, OK? What school did you go to? WITNESS: Oral... ATTORNEY: Do you recall the time that you examined the body? WITNESS: The autopsy started around 8:30 PM ATTORNEY: And Mr. Denton was dead at the time? WITNESS: If not, he was by the time I finished. ATTORNEY: Are you qualified to give a urine sample? WITNESS: Are you qualified to ask that question? ATTORNEY: Doctor, before you performed the autopsy, did you check for a pulse? WITNESS: No. ATTORNEY: Did you check for blood pressure? WITNESS: No. ATTORNEY: Did you check for breathing? WITNESS: No.. ATTORNEY: So, then it is possible that the patient was alive when you began the autopsy? WITNESS: No. ATTORNEY: How can you be so sure, Doctor? WITNESS: Because his brain was sitting on my desk in a jar. ATTORNEY: I see, but could the patient have still been alive, nevertheless? WITNESS: Yes, it is possible that he could have been alive and practicing law
```
A mainland Chinese man married an African woman and had a child. Two months later the child passed away. At the funeral house , a family member of the African woman kept sobbing and crying, and kept saying I JUST KNEW IT!! So a family elder pulled her aside and discreetly asked her 'what she knew?' She replied 'Chinese products don't last !!!!' | <urn:uuid:e05c6a86-5924-4ebb-b426-f540cd3fecf6> | CC-MAIN-2022-21 | https://huongduongtxd.com/cuoi_43.pdf | 2022-05-25T12:38:38+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00238.warc.gz | 370,795,406 | 1,925 | eng_Latn | eng_Latn | 0.99912 | eng_Latn | 0.999336 | [
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Our Solar System
solar system is a star that has planets, asteroids and comets revolving about it. In 1987, astronomers discovered the first planets orbiting other stars, and many more since. One estimate is that half of the stars have solar systems. At this time, astronomers do not have the instrumentation to detect planets as small as Earth. A
What type of star is our Sun?
Our Sun is a very average star, in size and color.
How old is our solar system?
The Sun, Earth and all the other planets formed about 4.5 billion years ago.
How did our solar system form?
Inside a huge gas cloud called a nebula, like the one pictured below. The Sun and planets condensed out of a dense disk of hydrogen gas and other elements inside a nebula.
How big is our solar system?
Its diameter to Pluto is over 7 billion miles or 11 light hours. The outer reaches of our solar system, where the most distant comets reside, stretches half-way to our nearest solar neighbor, the star Proxima Centauri, which is 4.2 light years away.
How long will our Sun last?
A star like our Sun will shine for 10 to 12 billion years. Near the end of its life, it will shed its outer atmosphere in one final heave. Outwardly, this will produce a planetary nebula as pictured on the previous page. The remaining core will shrink to become a white dwarf, a star about the size of Earth.
What are the major differences between the planets?
Mercury, Venus, Earth and Mars are known as the Terrestrial planets because they are Earth-like and have surfaces that you can stand on. Jupiter, Saturn, Uranus and Neptune are known as the Gas giants, because they are much larger and are composed mostly of hydrogen gas. They do not have surfaces that you can stand on. Pluto is believed to be composed of ices and rocks.
Where and what is the asteroid belt?
It lies between Mars and Jupiter and consists of about a billion giant rocks rich in metal ores.
Where are all the comets?
There are three belts of comets. The innermost has orbits inside Jupiter's. The next group has orbits that extend past Pluto while the majority reside in a giant cloud surrounding the solar system.
Solar System Comparison
Solar systems form within giant hydrogen clouds called nebulae, like the Eagle nebula pictured here. This nebula is so large that many solar systems are forming inside.
Prominences, like this, are huge eruptions from the surface of the Sun.
Asteroid Belt
The Asteroid Belt lies between Mars and Jupiter. Ceres, the largest asteroid is 568 miles in diameter. Asteroids are leftover material from the formation of the solar system. They are irregular in shape. Kleopatra above looks like a dog bone.
Comets
Comet Hale-Bopp was one of the largest comets of the twentieth century. Comets are composed of ices and sand particles. Their long orbits occasionally bring them close to the Sun.
Mercury
Venus
Earth
Mars
Jupiter
Neptune
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ENCORE: SMALL WORKS EXHIBITION
Scavenger Hunt
Visit our virtual exhibition Encore at https://www.behance.net/gallery/94007353/Encore-Exhibition or by visiting www.artsquest.org/athome for the exhibition link under Visual Art.
FIND:
1. A work of art by Resident Artist, Kim Hogan:
2. A work of art that has warm colors (red, orange, yellow):
COMPARE & CONTRAST:
Two of your favorite works of art:
SHARE:
One work of art that stood out to you, and why:
LOOK:
Two work of art that have an animal in it: 1.
2. A mixed media work of art:
WHO:
1. Used Acrylic Paint on vinyl
2. Used Block prints collage on cd
CHOOSE
1. One work of art you would like to recreate:
2. A work of art that you relate to the most, and describe it to a friend, family member, or teacher, etc.:
Share your recreations by tagging us on IG
or FB: @BananaFactory_Pa | <urn:uuid:99291667-bd19-4edc-b117-8c1c8cf40deb> | CC-MAIN-2022-21 | https://www.steelstacks.org/wp-content/uploads/sites/3/2020/03/Encore-Scavenger-Hunt.pdf | 2022-05-25T13:27:11+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00238.warc.gz | 1,176,604,636 | 228 | eng_Latn | eng_Latn | 0.992793 | eng_Latn | 0.992793 | [
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Reading Reel Nonfiction:
Documentary Films for Young Adults
Documentary films? Is this The ALAN Review? Yes. And yes. And please keep reading. Just as others have argued effectively that teens enjoy reading nonfiction (see Ed Sullivan's "Some Teens Prefer the Real Thing: The Case for Young Adult Nonfiction" [2001]), they also enjoy viewing nonfiction. We have seen students enthralled in a documentary film, begging to keep watching when the class period ends (and even asking to see more documentaries). But that's not the only reason to share documentary films with your students. Many state standards call for English teachers to provide students with multiple texts—fiction and nonfiction, written, spoken, and viewed. Documentaries can enhance instruction in young adult and to explain why it's worth categorizing them this way. For teachers, watching documentaries means thinking about how they might work as texts for viewing in our classrooms. And, over the years, as we've kept our eyes open for documentaries we could use in our teaching, we have realized that there are some documentaries that share characteristics with the young adult literature that we love. As with YA literature, there are documentaries with young protagonists and with thematic connections to teens' lives. To be sure, there are differences between what we might term "YA films" and YA literature. One significant difference is that documentaries are almost never marketed specifically to teens. And this is why
nearly any content area. They offer a powerful, visceral, and visual complement to classroom instruction and reading. Add to that the recent box office success of theatrically released documentaries and the ease of acquiring films through online venues—which means there are more films available and easily accessible than perhaps ever before—and there couldn't be a better time to introduce your students to documentary films.
But our purpose here is not only to argue that documentary films are worthwhile texts for the classroom, but also to point to some films that we have come to view as implicitly or explicitly many teachers and teenagers may not realize that they exist.
We decided that compiling a list of quality YA documentary films would be a worthwhile project because they offer some things that teens can't get elsewhere: compelling stories of real adolescents complete with all the complexities of life.
We decided that compiling a list of quality YA documentary films would be a worthwhile project because they offer some things that teens can't get elsewhere: compelling stories of real adolescents complete with all the complexities of life. We hope that putting together this list of documentaries will enable teachers and adolescents to find films they'll enjoy and learn from. And while YA documentaries will certainly appeal to teens, using them in the classroom also allows teachers to integrate the films' content into topics of study. Additionally, using YA documen-
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taries allows teachers and students to practice some important media literacy skills.
One thing we're not trying to do in this article is detail the best methods for teaching documentary films in the English classroom (although we'll share
What is the filmmaker's point? How is it being made? Am I convinced? Am I being manipulated fairly?
an idea or two). For a comprehensive presentation of teaching strategies, you should read John Golden's essential Reading in the Reel World: Teaching Documentaries and Other Nonfiction Texts (2006). In fact, this article is not solely about documentaries we recommend for class- room use. As with other works of literature, some of the documentaries we discuss would work well when shown to an entire class, while others would be more appropriate for group study or independent viewing. Some would be worth showing in their entirety, while others might work best for excerpted scenes. We trust teachers to make these kinds of decisions. We have simply compiled a list of films that can be categorized as YA. However, we're teachers, we've seen each film in its entirety, and we think they could work well in classrooms. (When there are concerns about content, we have noted that.)
Strategies for Exploring Documentary Films in the Classroom
How do you get started teaching with documentaries? Before showing a documentary film in his class for the first time, Nathan always puts up on the overhead a provocative quote from Time magazine's film critic, Richard Schickel: "A documentary is an arrangement (or, if it includes historical footage, a rearrangement) of nonfictional film, structured to support the preexisting ideas of the filmmaker. Only the terminally stupid or the childishly innocent imagine that anyone making a documentary film aspires to objective truth" (Schickel, 2003). Of course, no one wants to be thought of as terminally stupid or childishly innocent, but that's often how documentary films are used in classrooms—in blockheaded or naïve ways. Rather than teaching documentaries as "the truth," teachers should help students to recognize that these films are eview
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works of art constructed by filmmakers to tell a story or present a particular point of view. Learning to read documentaries like this helps students to ask and answer the following questions: What is the filmmaker's point? How is it being made? Am I convinced? Am I being manipulated fairly?
To help students understand that documentaries are constructed, Nathan points to the 2003 PBS documentary The Murder of Emmett Till (Nelson, 2003, NR, 60 min.), directed by Stanley Nelson. The concluding scene in the film is breathtaking and powerful, but viewers should recognize they are being manipulated. Stanley Nelson has a point to make, and he makes it by skillfully editing historical footage and contemporary interviews together with music. One part of the scene is worth talking about in detail. Students who watch the film will understand, by the time they reach this scene at the end of the film, why it works so well as an example of the constructed nature of documentaries, but because we haven't watched the rest of the film together, here is some historical background.
In 1955, Emmett Till, a 14-year-old black boy from Chicago, was murdered while visiting his cousins in Mississippi. Two white men kidnapped Emmett and, after brutally beating and killing him, dumped his body in the Tallahatchie River. They did this because Emmett had supposedly whistled at one of their wives a few days earlier. The men, who later confessed to the crime, were acquitted at a trial that received international media attention. During the trial, two black men, Mose Wright and Willie Reed, risked their own lives to testify against the killers (both Wright and Reed fled Mississippi immediately after the trial). In the conclusion to The Murder of Emmett Till, Nelson focuses briefly on the heroism of these two men and on the idea that Emmett's death sparked the civil rights movement.
With that background in mind, here's how one moving moment in that final scene plays out. We see Mamie Till Mobley, Emmett's mother, speaking in a contemporary interview. She says, "When people saw what had happened to my son, men stood up who had never stood up before." As she says this, Nelson cuts to black-and-white historical footage of Mose Wright standing up in a cotton field. Mamie continues, "People became vocal who had never vocalized before." As she says this, Nelson intercuts more black- and-white historical footage—a close up of Willie Reed, who is initially looking to his left. Then Willie turns and looks directly into the camera. In these few seconds, Nelson powerfully makes a point: these two men embody the kind of heroism that Mamie Till says drove the civil rights movement. And Nelson makes that point by carefully combining historical and contemporary footage with mood-setting music. In other words, he manipulates the footage, editing it in a certain way to make a lasting impression.
Alan has successfully used John Golden's strategies in Reading in the Reel World with a variety of high school students. He especially likes Golden's three-part viewing framework—having students focus on the visual track, the audio track, and the text track one at a time. He uses a handout adapted from Golden's book (see Fig. 1) to discuss part of a nonfiction film, and he has students practice with a compelling clip from either The Heart of the Game (Serrill, 2005, PG-13, 97 min.; see annotation below), the opening sections of Tupac: Resurrection (Lazin, 2003, R, 112 min.), or the school lunch scene from Super Size Me (Spurlock, 2004, PG-13, 100 min.). You can have all students look for what's going on in all three tracks, or you can divide the class into three groups and have each group look at one of the tracks. Students get the idea pretty quickly—after all, they've been watching movies their whole lives! At this point, you just
*Adapted from John Golden, Reading in the Reel World (NCTE, 2006)
Figure 1: Parts of a Nonfiction Film (Documentary)*
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want to have them start to notice what they are seeing and hearing and to use the technical vocabulary to describe it.
"close reading" ("How did the filmmaker convey that meaning? What shots or sounds had you come to that interpretation?").
If he is going to teach a whole film, Alan uses a viewing guide format based on Golden's frame (see Fig. 2 for a generic version of this). You can leave the questions in the "reflection" box very general, or you can create specific questions you want students to think about with each chapter or group of chapters. Alan likes to combine a "reader response" approach ("What did you notice? What do you make it mean? How about the rest of you?") with aspects of
We usually recommend stopping the film and talking about it. We aren't necessarily advocating this after every DVD chapter, but often enough to make sure the students understand what's going on and that they are thinking about the film rather than just glossing over it in a video daze. (Students will complain, so hang tough!)
After viewing the film as a class, there are a variety of activities students can do, depending, of course,
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Figure 2. Viewing Guide for Documentary Film
DVD Chapter
Visual Track
Audio Track
Text Track
* Primary footage ("A-roll")
* Cut-away ("B-roll")
* Archival or found footage
* Dialogue
* Narration
* Music & Sound Effects (diegetic and nondiegetic)
* Subtitles
* Title screens
Notes:
Notes:
Notes:
Reflection: What is the filmmaker saying here? What do you think about that? What questions do you have?
Notes:
Notes:
Notes:
Reflection: What is the filmmaker saying here? What do you think about that? What questions do you have?
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on your instructional objective: compare the film to a nonfiction print text, compare a theme or character from the documentary to one from a novel or short story, analyze the rhetorical strategies the filmmaker uses, debate an issue presented in the film, identify ethical issues faced by the filmmakers in creating the documentary, and so on. Again, the Golden book has a plethora of examples to choose from.
Final Exhortation
In these days of "reality television shows," "nonfiction novels," and "docu-dramas," the lines between fiction and nonfiction have never been less clear, but students still want to know "Did that really happen?" They are still captivated by the words "based on a true story." Studying documentaries in a classroom— with a group of curious and opinionated peers and an inquiring teacher—can give your students critical tools they will use for the rest of their lives.
Annotated Filmography: Recommended Films
[Note: Information provided for each film is title, country (if other than the United States), director(s), year of release, Motion Picture Association of America (MPAA) rating, length. For films with R and PG-13 ratings, we include the MPAA justification for the rating. For films without MPAA ratings, we include content advisory notes, if necessary, at the end of each annotation.]
The Education of Shelby Knox (Marion Lipschutz & Rose Rosenblatt, 2005, NR, 76 min.)
Shelby Knox is a 15-year-old self-proclaimed devout Christian who joins with other students in her Lubbock, Texas, high school to advocate for comprehensive sex education rather than the state-mandated "abstinence only" curriculum. In the process, she emerges as a courageous and principled activist (with somewhat baffled but loving parents). In the last third of the film, she also turns her attention to supporting the Gay–Straight Alliance at her school—because it's the right thing to do given the development of her thinking. The film is a compelling story—both of a teen's developing sense of morality and ethics and of civic engagement. It would be useful in a civics unit focused on student rights, in a discussion of Kohlberg's theory of moral development, or in conjunction with other works on the theme of heroism.
The Heart of the Game (Ward Serrill, 2005, PG-13 ["brief strong language"], 97 min.)
Bill Resler is an unusual coach for the girls' basketball team at Seattle's Roosevelt High School—his day job is that of a tax professor at a local university—but he has some ideas about how to make these girls into champion ball players. During his second year with the team, Darnellia Russell, a ferociously talented player, transfers to the school, setting in motion a tense partnership for the next five years. This film has the scope and drama we more often find in fiction, with memorable characters, heart-stopping athletic action, and heartbreaking setbacks. Though it shares characteristics with fiction films like Hoosiers or Breaking Away or television shows like Friday Night Lights, the general "untidiness" of this real story invites discussion of teen pregnancy and its disproportionate affect on girls, on the differences between male and female athletic programs, and on the role of athletics in American schools (and, indeed, our society).
I'm Still Here: Real Diaries of Young People Who Lived during the Holocaust (Lauren Lazin, 2005, NR, 48 min.)
Adapted from Alexandra Zapruder's Salvaged Pages: Young Writers' Diaries of the Holocaust (Yale University Press, 2002), this documentary presents a range of diaries belonging to teenaged victims of the Holocaust—male and female from several different European countries, some of whom survived and some didn't. The fact that the diaries are presented one at a time allows teachers to select certain ones for inclusion alongside other Holocaust texts. When studied alongside any of the source texts—all of which are fairly short—the film provides opportunities for analysis of how a nonfiction text can be adapted into a film. Finally, this is one documentary that clearly has a "YA marketing" origin. The opening of the film addresses today's young people, asking them to imagine themselves in a similar situation, and, on the DVD edition, there are several MTV promotional spots that draw comparisons between the Holocaust and the genocide in Darfur.
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Murder on a Sunday Morning (Un coupable idéal) (France/USA, Jean-Xavier de Lestrade, 2001, NR, 111 min.)
This 2002 Academy Award winner for Best Documentary Feature follows the trial of Brenton Butler, a 15-year-old black boy, who is accused of murdering an elderly white woman outside a hotel in Jacksonville, Florida. Although Brenton signed a confession and the woman's husband positively identified him as the killer, Brenton's public defender uncovers a shocking mishandling of justice by the Jacksonville police department. The film is as intense as any police-themed television show, but it also forces viewers to think beyond those fictitious depictions and come to grips with the realities of the American justice system that relies on the honorable efforts of people like Brenton's attorney to work properly—especially in the face of dishonorable efforts by others. (Teacher advisory: Brief strong language, brief graphic images, adult smoking, sexual references.)
OT: Our Town (Scott Hamilton Kennedy, 2002, NR, 76 min.)
This intense, funny, and uplifting film follows a group of students and their two teacher directors as they prepare to perform Thornton Wilder's classic, Our Town, at Dominguez High School in Compton, California. It has been more than 20 years since the last student play was produced at Dominguez, a school students say is best known for its race riots and perennially powerful basketball team. The film won multiple awards, including Best Documentary at the Los Angeles and Santa Monica film festivals. (Teacher advisory: Strong language, sexual references.)
Paper Clips (Elliot Berlin & Joe Fab, 2004, G, 82 min.)
Students at a rural Tennessee middle school initially set out to collect paper clips as part of a school project to help them better understand the number of Holocaust victims. They choose paper clips because they discover that the Norwegians used the paper clip as a symbol of solidarity against the Nazis during World War II. As their project grows, they receive donations of paper clips—along with stories of Holocaust victims—from around the world. The film deftly details not only the school Holocaust project, but also this small town's efforts to combat prejudice in its own eview
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residents and in the world. The documentary—and the story it tells—is simple and moving.
Spellbound (Jeffrey Blitz, 2002, G, 97 min.)
This engaging film profiles eight participants—mostly of middle school age—in the 1999 Scripps National Spelling Bee, both at home and during the competition in Washington, DC. It's surprisingly suspenseful and a deft portrait of American diversity at the turn of the millennium. In addition, the film explores the twin values of talent and hard work, of "making it," and of the role of competition in adolescent development.
War Dance (Sean Fine & Andrea Nix, 2007, PG-13 ["some thematic material involving descriptions of war atrocities"], 105 min.)
Northern Uganda has been torn by civil war for 20 years. The rebel army, known for its brutality, abducts children and forces them to be soldiers, often after killing their parents. In 2005, children at the school in the Patongo refugee camp prepare to compete in the nationwide music and dance competition. Against the backdrop of the competition and the volatile political situation, the filmmakers focus on three teenagers—Rose, Nancy, and Dominic—who tell their stories directly to the camera. This film is beautiful, horrific, and heartbreaking, with many possible connections to literature about the effects of war on young people and to other books and films about contemporary Africa.
Whiz Kids (Tom Shepard & Tina DiFeliciantonio, 2009, NR, 80 min.)
Three remarkable 17-year-old students compete in the Intel Science Talent Search over the course of a year. Ana Cisneros, from Long Island, studies botany and aspires for acceptance to an Ivy League university and the financial support it will take for her to do that. Kelydra Welcker, from Parkersburg, West Virginia, conducts her research with an activist's edge, confronting the potential damage of contaminants being dumped into the Ohio River by her town's largest employer—in spite of the fact that her father's pension depends on the company. Harmain Khan, from New York City, conducts original research in paleontology and seeks to rise above his family's early dependence on welfare. All three teens are brilliant, blessed with supportive teachers, and nurtured by families that are alternately proud and baffled by the genius in their midst. Whiz Kids is the best kind of "competition" documentary: by the climax of the film, we realize that all of the students are winners, regardless of the outcome. The film provides a great opportunity for teachers to explore with students issues like the role of talent and hard work in achieving success, the motivations for academic excellence, high school students' attitudes toward their "nerd and geek" peers, and the value of public support for programs for gifted students (all three students attend public schools). (Check for DVD availability at http://www. whizkidsmovie.com.)
Annotated Filmography: Additional Films
4 Little Girls (Spike Lee, 1997, NR, 102 min.) ham, Alabama, by means of interviews with surviving family members, newsreel footage, and music by Joan
Lee documents the 1963 church bombing in BirmingBaez and Terence Blanchard (among others).
American Teen (Nanette Burstein, 2008, PG-13 ["some strong language, sexual material, some drinking and brief smoking involving teens"], 95 min.)
Burstein spent the entire 2006 academic year following five seniors at Indiana's Warsaw Community High School. Even though the five individuals represent certain stereotypical types—the artist/rebel, the jock, the wealthy alpha female, the band geek, and the handsome heartbreaker—it certainly captures the zeitgeist of the time.
Anne Frank Remembered (Jon Blair, 1995, PG, 117 min.)
Winner of the Academy Award for Best Feature Documentary in 1995, this film contains vintage newsreels, photographs, and interviews with Anne's surviving friends and family members, and home movie footage.
Blindsight (Lucy Walker, 2006, PG, 104 min.)
Sabriye Tenberken founded Braille Without Borders Tenberken invites Erik Weihenmayer, the first blind to provide shelter and education for blind children in Tibet, where blindness is considered evidence of evil. man to climb Mt. Everest, to lead an expedition of
her students to climb a peak near Everest. Within a landscape of breathtaking beauty and life-challenging austerity, the filmmakers tell a suspenseful and inspiring story that challenges our definitions of adventure, success, and family.
Born into Brothels (Ross Kauffman & Zana Briski, 2004, R ["strong language"], 83 min.)
Photographer Zana Briski teaches photography to children in the Calcutta brothels and tries to place them in boarding schools so that they can escape their current situation. The photography—her stills, their stills, and the cinematography—is gorgeous. The topic is disturbing, but the children are inspiring and heartbreaking. Winner of the Academy Award for Best Documentary Feature in 2004.
The Boys of Baraka (Heidi Ewing & Rachel Grady, 2005, NR, 84 min.)
Each year, in an innovative project in Baltimore, 20 boys ages 12–13 are chosen to attend the Baraka School in Kenya, where they can develop academic skills, resilience, and self-esteem away from the poverty and violence of their old neighborhoods. This film focuses on four of the boys as they cope with homesickness, culture shock, and the thin line between hope and despair.
Chiefs (Daniel Junge, 2002, NR, 87 min.)
Wyoming Indian High School, located on the Wind River Reservation in Wyoming, has a proud basketball tradition, and the Chiefs make it to the state championship game each of the two years covered in the film. In addition to following their on-court successes and failures, the film considers the off-court decisions that key Chiefs players must make as they prepare for life after high school. Winner of the Best Documentary award at the 2002 Tribeca Film Festival. (Teacher advisory: Strong language, drug references, and teen drug use.)
The Children of Chabannes (Lisa Gossels & Dean Wetherell, NR, 1999, 93 min.)
During World War II, the town of Chabannes—in Vichy, France—sheltered 400 Jewish refugee children, many of whose parents had been sent to concentration camps. The teachers and townspeople risked their lives to provide the children with a semblance
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of normal life. The film contains interviews with the children, now in their sixties, and their teachers, now in their eighties.
Daughter from Danang (Gail Dolgin & Vicente Franco, 2002, NR, 83 min.)
In 1975, as American involvement in Vietnam was coming to an end, thousands of children—particularly mixed race children of American soldiers—were brought to the United States as part of "Operation Babylift." Raised by a white family, Heidi Bub—real name Mai Thi Hiep—learns of her origin as a teenager. As an adult, she decides to visit Vietnam to be reunited with her mother.
Devil's Playground (Lucy Walker, 2002, NR, 77 min.)
Before making an unrevokable commitment to their church and way of life, Amish 16-year-olds participate in rumspringa (literally "running around"), a period of time that can last several years, during which they are allowed to leave the community and live an "English" lifestyle. This documentary chronicles several Amish teenagers who drink, do drugs, leave home, and wrestle with whether or not to be baptized into the church—each coming to different decisions. Although clearly focusing on teenagers with extreme behavior (according to the film, 90% of Amish teenagers join the church after rumspringa), Walker portrays them, their parents, and other members of their community sincerely. (Teacher advisory: Strong language, drug use, underage drinking, and sexual references.)
Go Tigers! (Kenneth A. Carlson, 2001, R ["language and a scene of teen drinking"], 103 min.)
This film follows the three senior co-captains of the 1999 Massillon High School Tigers football team throughout the season (with plenty of great football action). It also chronicles the school district's efforts to pass a levy in support of the schools, which it had failed to do the two previous years. Far more than just a documentary about sports, Kenneth Carlson focuses on the lives of these three boys while he also investigates the community of Massillon, Ohio.
Hoop Dreams (Steve James, 1994, PG-13 ["drug content and some strong language"], 176 min.) When they enter the ninth grade, Arthur Agee and William Gates have a dream: to play professional eview
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basketball like their hero and fellow Chicagoan Isaiah Thomas. The film follows these two young men for their entire high school career and into college as they pursue their dreams. Winner of numerous citations for Best Documentary of 1994, including National Society of Film Critics and the National Board of Review.
Jesus Camp (Heidi Ewing & Rachel Grady, 2006, PG13 ["some discussions of mature subject matter"], 87 min.)
Nominated for an Academy Award for Best Documentary Feature in 2007, this film follows several children and their families as they attend a summer camp in North Dakota for evangelical Christian youth. Run by Pastor Becky Fischer, the purpose of the camp is to motivate and prepare a future generation of evangelical leaders.
Scottsboro: An American Tragedy (Daniel Anker & Barak Goodman, 2000, NR, 84 min.)
In 1931, nine African American boys, ages 13–19, are accused—and convicted—of raping two white women in a small Alabama town. Although the allegations are patently false, the injustice is perpetrated for years and becomes an international cause celèbre. This documentary traces the history of the event, recreating compelling courtroom scenes using still photos and transcripts.
Scout's Honor (Tom Shepard, 2001, NR, 57 min.)
As a 12-year-old in Petaluma, California, Steven Cozza started Scouting for All, an organization devoted to ending the Boy Scouts of America's ban on gay scout leaders. Steven's story is interwoven with that of the elderly scoutmaster of Steven's troop, who was expelled as a scout leader for his participation in Scouting for All. The film won both the Audience Award and the Freedom of Expression Award at the 2001 Sundance Film Festival. (DVD availability: Institutions should contact www.newday.com; individuals should contact Tom Shepard Productions, 611 Guerrero Street, No. 17, San Francisco, CA 94110.)
Sons of Cuba (Great Britain, Andrew Lang, 2009, NR, 88 min.) The world's best boxers come out of schools like the Havana Boxing Academy in Cuba, which is at the center of this beautiful and touching film. At the Academy, nine- to eleven-year-old boys train for hours each day to become what Fidel Castro calls "the standard bearers of the Revolution." Sons of Cuba follows three boys and their coach as the boys prepare for the under-12 national boxing championships. (Check for DVD availability at http://www. sonsofcuba.com.)
Nathan C. Phillips taught English, film, journalism, and creative writing at Lone Peak High School in Highland, Utah, for six years. He is currently working on a doctoral degree at Vanderbilt University.
Alan B. Teasley teaches English methods at Duke University. He has served on the selection committee of the FullFrame Documentary Film Festival for six years. With Ann Wilder, he is the author of Reel Conversations: Reading Films with Young Adults (Heinemann, 1997).
Works Cited
Golden, J. (2006). Reading in the reel world: Teaching documentaries and other nonfiction texts. Urbana, IL: National Council of Teachers of English.
Lazin, L. (Producer/Director). (2003). Tupac: Resurrection [Motion picture]. United States: Paramount.
Nelson, S. (Producer/Director). (2003). The Murder of Emmett Till [Motion picture]. United States: PBS.
Schickel, R. (2003, July 14). The alternate realities of hot documentaries [Electronic version]. Time, 162(2). Retrieved March 30, 2008, from http://www.time.com/time/magazine/ article/0,9171,1005219,00.html.
Serrill, W. (Producer/Director). (2005). Heart of the Game [Motion picture]. United States: Miramax.
Spurlock, M. (Producer/Director). (2004). Super Size Me [Motion picture]. United States: Sony Pictures.
Sullivan, E. (2001). Some teens prefer the real thing: The case for young adult nonfiction. English Journal, 90(3). 43–47.
Other Resources for Teaching Documentaries
Barnouw, E. (1993). Documentary: A history of non-fiction film (2nd ed.). New York: Oxford University Press.
Cook, D. A. (2004). A history of narrative film (4th ed.). New York: Norton.
Monaco, J. (2000). How to read a film: The world of movies, media, multimedia: Language, history, theory (3rd ed.). New York: Oxford University Press.
Stubbs, L. (2002). Documentary filmmakers speak. New York: Allworth.
Tobias, M, Ed. (1998). The search for reality: The art of documentary filmmaking. Studio City, CA: Michael Wiese Productions.
Summer 2010
he
T
eview
ALAN R | <urn:uuid:88517041-25b3-4861-ba08-26b09267bda0> | CC-MAIN-2022-21 | https://scholar.lib.vt.edu/ejournals/ALAN/v37n3/pdf/phillips.pdf | 2022-05-25T12:58:40+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00237.warc.gz | 569,195,967 | 6,578 | eng_Latn | eng_Latn | 0.982593 | eng_Latn | 0.997496 | [
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Our Curriculum Impact
Let Your Light Shine Through Family, Friendship and Faith
Spiritual
Moral
Cultural
National
Curriculum
Enrichment
Curriculum
Barlaston
First School
Curriculum
We are immensely proud of our children and the learning opportunities/ experiences that we are able to provide.
Right at the heart of all of teaching, decision making and leadership is God. We place our journey as leaders and learners in his hands and know that we will be guided in the correct way. With this in mind, our curriculum is ever changing in order to meet and address the ever changing needs of our pupils. Through our teaching, we confidently send our children on their way at the end of year four with the following qualities:
The confidence to flourish
Confidence to have a voice for change in the world
Confidence to make a difference
Confidence to stand up for what they believe is right and proper
Good Christian values to carry them through life
Confidence to make mistakes, learn from them and move on
Resilience to keep going when work/ life is hard
Understand the importance of honesty and telling the truth, even when it is hard to do see
Appreciation of God's love and God's world
Appreciation of the importance of family, friendship and faith
Good role models to others
The importance of giving to others
To love and respect themselves as well as others
Self –esteem through Christ –Esteem………. To name but a few.
As we say goodbye to our year 4s…………………………..
This is always such a sad day, as we have seen these wonderful children blossom and flourish right before our eyes over the years. However, they leave us as happy, confident, well rounded and well balanced individuals, aware and proud of their uniqueness. We are sad to see them leave, but know we have done our job. | <urn:uuid:699bb7a7-49a0-4c65-bdd5-ac1305ae2063> | CC-MAIN-2022-21 | https://files.schudio.com/barlastonfirstschool/files/Curriculum/Curriculum_Impact.pdf | 2022-05-25T13:32:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00239.warc.gz | 311,296,518 | 388 | eng_Latn | eng_Latn | 0.986279 | eng_Latn | 0.985677 | [
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Scavenger Hunt
Have fun learning and playing with your preschooler!
Activity
This or That
What You Need
Paper, crayons and tape
What You Do
Before the Activity: Sit down with your child and draw two pictures—one of the sun and one of the moon and stars. Tape the pictures on opposite walls.
During the Activity: Have your child stand with you in the center of the room as you call out the activities listed below. If it is a daytime activity, ask your child to jump to the sun. If it is a nighttime activity, ask your child to jump to the moon. Ask your child to rejoin you in the center before calling out the next activity.
Daytime activities include: Go to school, play in the sunshine, eat breakfast, and eat lunch.
Nighttime activities include: Hear a bedtime story, go to sleep, eat dinner, see stars, see the moon.
What You Say
Before the Activity: "Let's play a game with our pictures. Our game area has one side (point to the sun) for daytime and one side (point to the moon and stars) for nighttime. Stand in the center with me and listen closely! When I say something that you do during the day, let's jump to the daytime side. When I say something that you do at night, let's jump to the nighttime side! Are you ready?" (Pause and do activity).
After the Activity: "Way to go! God made everything, including the sun, moon, and stars. Tell me, who made everything? God made everything!"
Prayer
"God, You made so many amazing things! Thank You for giving us the sun, moon, and stars. You can do anything. Thank You for making everything. Amen." | <urn:uuid:73a178e4-2d58-4e3c-a3f5-b872462a711b> | CC-MAIN-2022-21 | https://journeyoffaith.com/wp-content/uploads/2022/05/May-8-Preschool-Parent-Guide.pdf | 2022-05-25T14:16:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00239.warc.gz | 391,213,684 | 363 | eng_Latn | eng_Latn | 0.998711 | eng_Latn | 0.998711 | [
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How to Care for Your Child with Pulled Elbow
This leaflet will provide you with information about pulled elbow symptoms, diagnosis, treatment and prevention.
What it is Pulled Elbow and how it occurs?
This is a common condition that happen in younger children normally under 4 years old; because the tissues holding the elbow joint together are loose in young children.
It occurs when the child is pulled or lifted by the arm causing the soft tissue to be trapped between the bones in the child's elbow.
After the age of 5 years old the ligaments and soft tissue around the elbow get stronger and tighter making it less likely for the pulled elbow to happen.
What are the symptoms of Pulled Elbow?
Your child may experience the following:
o Unable to move or flex his/her elbow.
o Pain in the affected arm.
o Hang his/her arm loosely by the side of his body.
o Avoid using his/her affected arm.
How is Pulled Elbow diagnosed?
Your doctor will ask you few questions about your child health and how the injury happened, then examine your child. X-ray is normally not required.
How is Pulled Elbow treated?
Your doctor will gently move the joint to release the trapped soft tissue. This may hurt your child but normally will get better within 5-10 minutes after which your child will be observed and allow to use his arm.
If your child uses his/her arm normally, this mean the trapped soft tissue has been released.
How is Pulled elbow prevented?
To prevent your child from pulled elbow, please ensure the following;
- Do not pull hard on your child's arm or lift them up by the hand, wrist, or forearm.
- Lift your child up by holding them from the upper arms or under the arms.
Go to the Emergency Department if your child:
- Is not using his/her arm normally.
- Swelling or deformity in your child's arm. | <urn:uuid:e623c4ef-4315-4db0-ba21-eee3f000208a> | CC-MAIN-2022-21 | https://sidra.org/sites/default/files/inline-files/Pulled%20elbow_0.pdf | 2022-05-25T12:24:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00240.warc.gz | 590,836,203 | 400 | eng_Latn | eng_Latn | 0.998196 | eng_Latn | 0.9988 | [
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Read: John 15:1-8
Are You a Growing Branch?
John 15:5,6
I am the vine; you are the branches. If a man remains in me and I in him, he will bear much fruit; apart from me you can do nothing. If anyone does not remain in me, he is like a branch that is thrown away and withers; such branches are picked up, thrown into the fire and burned.
In the name of the Father and of the Son and of the Holy Spirit. Amen.
Spring is here! It's a season where plants poke through the soil, and tree branches sprout leaves… at least, most tree branches. Sometimes tree branches snap off and end up on the ground. The rest of the tree is growing new green leaves, but that dead branch isn't connected to the tree anymore. It isn't growing like rest of the tree.
Throughout the book of John, Jesus uses lots of word pictures to describe himself and his relationship with those who believe in him. In today's reading, Jesus calls himself the vine and his followers the branches. Just like a tree helps its branches grow green leaves, so too Jesus helps his followers—us!—grow in our faith. And just like a branch on the ground is dead because it's not connected to the tree, so too our faith will suffer and eventually die if we don't stay connected to Jesus.
That can be a scary thought! Do you ever worry whether you're still connected to Jesus, still a growing branch and not a dead branch? Sure, you go to church and listen to God's Word. But is that really enough? There are times when you fight with your friends, when you talk back to your parents, when you are angry at everybody. Do these times mean you are in danger of becoming disconnected from Jesus? Are you close to becoming a dry, dead branch?
There's a small word in today's reading that can help you not worry about being strong enough to stay connected to Jesus. Did you catch it? Jesus says to "remain" in him. He doesn't say "get connected to me" or "find a way to make your connection with me stronger." Instead, he says "remain in me." Jesus connected you to him like a branch is connected to a tree. Maybe you came to faith at your baptism, or maybe it was when you were a little older. Whenever it was, Jesus promised to remain in you so you can believe in him.
Yes, there are times when you will struggle with a certain sin, when you feel like you're not doing anything right, when your faith doesn't feel strong, but like a weak branch. In those moments, remember the strength of the vine—of your Savior, Jesus—and know that he's the one keeping you connected to him. What a reassuring thought!
The questions below are to help families discuss this devotion. The questions are divided by age group as suggestions, but anyone could reflect on any of the questions as they desire.
Questions for the Younger Children
* What does Jesus call himself in today's reading? What does he call us?
* Why can't branches on the ground grow leaves or fruit?
Questions for Elementary Age Children
* Why is the word "remain" so important in today's reading?
* How can you be sure that you're a growing branch and not a dead branch?
Questions for Middle School and Above
* What are some specific ways you can show that you're growing, that you're bearing fruit?
* What could you say to help comfort someone who is worried about whether they're producing enough spiritual fruit?
Closing Prayer:
Dear Jesus, thank you for doing everything needed to connect us to you. When we doubt or feel weak, remind us that our strength comes from you: the vine, the one who provides everything we need to stay strong and grow spiritually. Amen.
Hymn: CW 385:1,3 – Chief of Sinners Though I Be
Chief of sinners though I be, Jesus shed his blood for me, Died that I might live on high, Lives that I might never die. As the branch is to the vine, I am his and he is mine!
Only Jesus can impart Comfort to a wounded heart; Peace that flows from sin forgiv'n, Joy that lifts the soul to heav'n, Faith and hope to walk with God In the way that Enoch trod. | <urn:uuid:a659e907-6760-40a5-8c6d-dccf44d338d5> | CC-MAIN-2022-21 | https://cad.welsrc.net/download-cad/wels-family-devotions-2/?wpdmdl=3453&refresh=61ed93cc9f5e11642959820&ind=1619795666817&filename=CD-FamilyDev-05032021-1AreYouAGrowingBranch.pdf | 2022-05-25T13:43:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00237.warc.gz | 205,362,935 | 903 | eng_Latn | eng_Latn | 0.998842 | eng_Latn | 0.999162 | [
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Reptile Species of Concern
State Rank: S3S4 (vulnerable/apparently secure), Global Rank: G4 (apparently secure)
Identification
Timber rattlesnakes (Crotalus horridus) are easily distinguished from other snakes in Pennsylvania. Timber rattlesnakes are stout-bodied, large snakes reaching lengths of up to 5 feet. Color is extremely variable but usually consists of brown or black bands on bright yellow to black coloration. The head is triangular in shape and a rattle is present at the end of the black tail. This species may be confused with the less common eastern massasauga (Sistrurus catenatus catenatus) only present in the western portion of the state. The timber rattlesnake can be distinguished from the massasauga by the lack of white facial lines, the black tail forward of the rattle, and numerous small head-scales.
Habitat
Crotalus horridus is associated with deciduous forests and rocky outcrops. Hibernacula are usually found on south-facing rocky slopes with adequate crevices to provide shelter during the winter months. Males may travel far from the den site in the summer, moving into valleys and low-lying areas. Gravid females are far less mobile and tend to stay within a short distance of the den. Timber rattlesnakes are venomous, however are generally mild-mannered and not likely to strike.
North American State/Province Conservation Status
Conservation/Status
Timber rattlesnake numbers have decreased significantly from historic records. This species was once widespread across the state. The remaining populations are usually found in remote, isolated areas. Collection and destruction of habitat are likely the main reasons for reductions in population size. Den sites have been targets for collection and should be the focus of conservation efforts for this species. The state status of the timber rattlesnake is candidate at risk (CA). Though this species is still relatively abundant across the state, it remains vulnerable to exploitation. Permits are now required to collect rattlesnakes and only one snake can be taken each year. Snake hunts still occur in the state but after capture, snakes must be marked and release and the site of capture. Biologists are gathering information from collectors and individual studies to determine the current status of this species in the state.
References
Genoway, H.H. and F.J. Brenner. 1985. Species of Special Concern in Pennsylvania. Carnegie Museum of Natural History. Pittsburgh, PA. 430pp.
Hulse, A.C., C.J. McCoy, and E.J. Censky. 2001. Amphibians and Reptiles of Pennsylvania and the Northeast. Cornell University Press, New York. 419pp.
The Center for Reptile and Amphibian Conservation and Management. Species Accounts: Timber Rattlesnake. Website: http://herpcenter.ipfw.edu/outreach/accounts/reptiles/snakes/Timber_Rattlesnake/
NatureServe. 2007. NatureServe Explorer: An online encyclopedia of life [web application]. Version 6.2. NatureServe, Arlington, Virginia. Available http://www.natureserve.org/explorer. (Accessed: September 4, 2007 ). | <urn:uuid:f9bca683-263d-4086-b044-f6193c0588f9> | CC-MAIN-2022-21 | https://naturalheritage.state.pa.us/factsheets/11556.pdf | 2022-05-25T12:58:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00242.warc.gz | 474,982,597 | 701 | eng_Latn | eng_Latn | 0.991084 | eng_Latn | 0.991084 | [
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CANTERBURY HIGH SCHOOL
Voice and Vision, Mr. Todoran
Summer Reading 2021
Overview
This is a two-part assignment. You will read and respond to one required text (Part I) and you will read and respond to one text from the list below (Part II). You will submit each part separately to TurnItIn by 11:59 p.m. on August 28.
Honor Code (A note on plagiarism)
This is an individual assignment. You are expected to complete your own reading and responses. Do not consult outside sources, share your work with other students, or submit another student's work as your own.
Park I: Thank You for Arguing
Materials: Obtain a copy of Thank You for Arguing (3rd Edition) by Jay Heinrichs. You may purchase either a new or used edition. We will use this text at times throughout the year, so you must get a hard copy and not an e-book. Here is the biographical information:
Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us about the Art of Persuasion. New York: Three Rivers, 2013. Print.
ISBN: 978-0-385-34775-4
Be sure to purchase the "Revised and Updated Edition."
Reading Log: Read Chapters 1-13. Make an entry for each chapter in which you respond to each of the following in two or more complete sentences:
1. What rhetorical device or strategy is the subject of the chapter? Paraphrase, in your own words, the definition of this device or strategy. Use a dictionary or thesaurus to find synonyms for any words you have trouble paraphrasing.
2. What surprised you the most in this section?
3. What did the author expect you to know already? For example: allusions, terminology, and vocabulary. Look up anything that you can't infer through context clues.
4. What is your takeaway from this chapter?
Park II: Independent Reading Selection
Materials: Choose ONE of the following works of literary non-fiction. You can obtain a hard copy, e-book edition, or a used copy. Most of these titles will also be available at your local public library.
Coming to Astoria: An Immigrant's Tale by O.M. Kiam
Something to Declare by Julia Alvarez
The Latehomecomer: A Hmong Family Memoir by Kao Kalia Yang
Brother, I'm Dying by Edwidge Danticat
Create Dangerously: The Immigrant Artist at Work by Edwidge Danticat
Between the World and Me by Ta-Nehisi Coates
The Beautiful Struggle: A Father, Two Sons, and an Unlikely Road to Manhood by Ta-Nehisi Coates
The Accidental Terrorist: Confessions of a Reluctant Missionary by Eric Shunn
Bird by Bird by Anne Lamott
Where the Past Begins: A Writer's Memoir by Amy Tan
Reading Log: Complete the First Impressions plus a minimum of TEN Reader Response entries and the Final Response for a total of 12 entries. Clearly label each entry along with the page range. You should respond to each question in two or more complete sentences.
Response #1: First Impressions. Read any and all Introductions, Forwards, or Prefaces. Read the author's biographical information. Respond to the following questions two or three complete sentences:
1. What is the SUBJECT of this text?
2. What is the OCCASION for writing this text (When was it published? Why did the author choose to write it? Was the writing of the text brought about as a response to an incident, event, or personal need on the part of the author?)?
3. What are your emotional and intellectual reactions so far? What does the introductory reading make you feel? What are you thinking? Explain.
Reader Responses (Entries 2-11): Divide the text into TEN page ranges. The number of pages may vary, but be sure to end each reading at the end of a chapter or section. Respond to each of the following questions in one or more complete sentences:
1. What surprised you the most in this section?
2. What did the author expect you to know already? For example, allusions, terminology, vocabulary. Look up anything that you can't infer through context clues.
3. What connections (to your personal experience, culture, media, or other books you've read) come to mind in reading this section?
4. What are your reactions to this section? What did you think or feel?
Final Response: Write an approximately 50-75 word response to the following questions after your finish the book: How has reading and responding to this text changed, challenged, or confirmed your thinking? | <urn:uuid:9ae067cc-ba2c-471b-8782-2266991fcb9a> | CC-MAIN-2022-21 | https://www.canterburyschool.org/uploaded/2020-21/Vision_and_Voice.pdf | 2022-05-25T13:06:44+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00242.warc.gz | 780,136,204 | 994 | eng_Latn | eng_Latn | 0.99711 | eng_Latn | 0.997179 | [
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Solving additive word problems: Intuitive strategies make the difference
Katarina Gvozdic (email@example.com)
Paragraphe Lab, EA 349, University Paris 8, Department of Psychology, 2 Rue de la Liberté, 93526 Saint-Denis Cedex 02, France
Emmanuel Sander (firstname.lastname@example.org)
Paragraphe Lab, EA 349, University Paris 8, Department of Psychology,
2 Rue de la Liberté, 93526 Saint-Denis Cedex 02, France
Abstract
Young children use informal strategies to solve arithmetic word problems. The Situation Strategy First (SSF) framework claims that these strategies prevail even after instruction. The present study was conducted with second grade students in order to investigate the persistence of intuitive, situationbased strategies, on word problems that do not involve dynamic temporal changes. This is challenging for the SSF framework, since the lack of this dimension might bypass intuitive strategies. The results revealed that intuitive strategies persist, are valid for these types of problems, and impact the problems' difficulty. Indeed problems that require the application of arithmetic principles remain hard, even though they have been practiced at school. These findings provide complementary evidence to how mental calculation strategies articulate with arithmetic word problem solving and call for the extension of the SSF framework.
operation that is used is subtraction, it is just the arithmetic format that is different (Campbell, 2008). In order to describe how students use the two strategies, Peters, DeSmedt, Torbeyns, Ghesquière, and Verschaffel (2013) provided empirical support for their Switch model. According to this model,students solve two-digit subtraction problems by switching between direct subtraction and indirect addition depending on the combination of the magnitude of the subtrahend and the numerical distance between the subtrahend and the minuend.
Keywords:arithmetic word problems; problem solving; informal strategies; solution strategies; education.
Introduction
Even before instruction young children can solve arithmetic word problems by usinginformal strategies (Verschaffel& De Corte, 1997). These informal strategies reflect the situation described in the problem and preclude the flexible application of mathematical principles like commutativity, inversion or distributivity (Verschaffel & De Corte, 1997).During the early years of elementary school, children improve their numerical competencies and acquire certain mathematical principles, which could lead us to expect that newly acquired arithmetic competencies would take place over the informal strategies.
Brissiaud and Sander (2010) investigated how these mental calculation strategies articulate with the informal strategies students use on arithmetic word problem solving. They proposed a Situation Strategy First (SSF) framework which posits that the initial representation of a problem activates asituation-based strategy, both before and after instruction. Only when this strategy is not efficientthe representation of the problem may be modified and a set of arithmetic principles may be applied in order to provide an adequate solution in a more efficient way. In their experiments, each problem was presented to second and third grade students in two versions. The first version could be efficiently solved by mentally simulating the actions described in the problem - situation strategy problems (Siproblems). For example:
I. Luc is playing with his 42 marbles at recess. During the recess, he loses 3 marbles. How many marbles does Luc have now? [42 - 3 = .]
Indeed, numerous mental calculation strategies that schooled children develop to solve problems when presented in their arithmetic expression (e.g.'8 - 5=') have been documented (e.g. Carpenter, Ansell, Franke, Fennema, & Weisbeck, 1993; Torbeyns, De Smedt, Ghesquière, & Verschaffel, 2009). They are mainly determined by the arithmetic operation that provides the solution. For subtraction problems, the principal distinction bears between direct subtraction strategies in which the subtrahend is straightforwardly taken away from the minuend (e.g. in which '42 - 39 =' is solved by '42 - 39'), and indirect addition strategies in which the calculation consists in finding how much needs to be added to the minuend to reach the subtrahend (e.g. in which '42 - 39 =' is solved by '39 + . = 42'). In both of these strategies, the arithmetic
Problem I is an Si-problem because simulating the action of losing 3 marbles through mentally counting down from 42 is easy to perform(41 (1), 40 (2), 39 (3)). Thus, a situation-based solving strategy, modeling the described situation - the Si-strategy - is efficient.
For each Si-problem, a Mental Arithmetic counterpart was introduced (MA-problem). MA-problems are problems for which mental simulation is too costly to attain the result – thus for which the Si-strategy is not efficient. On the contrary, the use and application of arithmetic knowledge is efficient and makes the problem easy (MA-strategy). For example:
II. Luc is playing with his 42 marbles at recess. During the recess, he loses 39 marbles. How many marbles does Luc have now? [42 - 39 = .]
The solution to problem II cannot be efficiently obtained by using the same procedure as for the first one; mentally simulating the action by counting down 39 marbles would be too costly. However the mental subtraction 42 – 39 is
easy when the complement principle is mastered and leads to counting up from 39 to 42.
The findings revealed that even after instruction, the Siproblems remained systematically and significantly easier than the corresponding MA-problems. Furthermore, a higher use of informal strategies was observed on Siproblems, while arithmetic principles were almost exclusively used on MA-problems. For instance, when students succeeded to solve an Si-problem such as Problem I, they exclusively used a direct subtraction strategy, which is the Si-strategy in this case. However, when they succeeded to solve an MA-problem such as Problem II,even though Si-strategies were (scarcely)observed, they were solved to a greater extent by MA-strategies, such as looking for a missing addend in the previous example ('39 + . = 42'). This was never observed for Si-problems: no child tried to solve a problem such as Problem I by the missing addend'3+ . = 42'.
Indeed, the arithmetic computations of both Si- and MAstrategies on subtraction problems are executed by the aforementioned mental computation strategies. The Switch model could accurately account for how the various arithmetic characteristics of the problems tested so far by the SSF framework yield a clear computational advantage for one strategy over another. However, the Switch model does not provide an explanation for why students fail to apply arithmetic principles, such as it is observed through the significantly lower success rates on MA-problems. Indeed, even though the Switch model accurately describes the numerical conditions that require a switch between direct subtraction and indirect addition, it does not account for the mental re-representation needed in order to make this switch when a presented strategy cannot be easily performed in the same format as the one it is presented in.
solely as "taking away" is too one-sided, and both models are required in order to be flexible in mental arithmetic.
We consider that the failure to apply arithmetic principles on MA-problems is due to a restrictive representation of arithmetic, an intuitive representation(such as the "taking away" model), which entails a limited interpretation of the arithmetic situation embedded in the problem statement. Such an extension of the SSF framework would also challenge the most commonly used classification of arithmetic word problems introduced by Riley, Greeno and Heller (1983). Their classification determines the difficulty of a problem based on the semantic category it belongs to, while the SSF framework puts emphasis on situation-based strategies and proposes thatthe efficiency of such strategies would be also a determining factor of difficulty.
Yet, all the subtraction problems that were tested by Brissiaud and Sander (2010) belonged to one same category of subtraction problems from Riley, Greeno and Heller's (1983) classification - change problems. These problems are dynamic in nature and describe an action with a temporal dimension,soliciting a mental simulation. However, the other problem categories do not involve this temporal dimension. They have been identified as more difficult than change problems, especially "compare" problems, in which a comparison between two quantities is involved and the question bears on the difference or on one of the compared quantities. It therefore remains an open issue if the mental simulation advocated by the SSF framework is still relevant for problems that do not unfold along a temporal dimension.
We propose that the attainment of a mental rerepresentation would reflect an underlying conceptual metaphor that guides the interpretation and application of arithmetic principles. Conceptual metaphors are based on everyday human experience. The underlying mathematical ideas are constructed through cognitive mechanisms called fictive motion, which refer to the conception of static entities in dynamic terms (Lakoff & Núñez, 2001). One of the main representations of arithmetic is object collection (Lakoff & Núñez, 2001). The most widespread conceptual metaphor of subtraction that can be drawn from itis "taking away" (Fischbein, 1989; Lakoff and Núñez, 2001). Alternatively, arithmetic can be considered as motion along a path (Lakoff & Núñez, 2001). The conceptual metaphor of subtraction that can be drawn from this conception is subtraction as a measuring stick (Lakoff & Núñez, 2001), or as "determining the difference" (Selter, Prediger, Nührenbörger & Hußmann, 2012). As Selter and collaborators (2012) pointed out, the "taking away" model might be more widespread, however seeing subtraction
Indeed, if the mental simulation of the problem was not solicited, then we could expect that the distinction between Si- and MA-problems among these categories would lose its relevance. It therefore remains an open issue if the mental simulation advocated by the SSF framework is still relevant for problems that do not unfold along a temporal dimension. If it would be demonstrated that the efficiency of the mental simulation influences a problem's difficulty even when it does not develop along a temporal timeline, it would warrant a broader view of Si-strategies and provide a new criterion for the assessment of problem difficulty, not based only on the semantic category, but also on the efficiency of the Si- strategy.
Aim of the study
The purpose of the study was to demonstrate that the mental simulation of the arithmetic relations is not a mere consequence of a dynamic semantics of the problem, but an intrinsic property of arithmetic problem solving. Firstly, we conducted a longitudinal study in order to test the distinction between Si- and MA-problems in contexts less favorable for a mental simulation. Secondly, we conducted individual verbal reports in order to gather confirmatory evidence of situation-based strategies for Si-problems and a switch to non-situation-based strategies for MA-problems.
Table 1: Example of the problems for the number set (31, 27, 4)presented with different contexts
Experiment 1
Method
Participants
269 second grade students from 13 classes in 7 schools from working-class neighborhoods participated in the study. The average age of the children in January, when the first test was passed, was 7.62 years (sd = 0.32, 138 girls).
value close to a was used for D[b+ . =a], D[a- . =b], C[b+b'= . ], E[b+ . =a], E[a- . =b]n S[b+ . =a], S[b-b'= . ]. To create MA-problems the opposite b value was respectively used for each problem, since it would make the Si-strategy costly.
Material
There were 8 addition and subtraction problem types belonging to 3major categories:
- compare problems: difference set(D[b+ . =a], D[a- . =b]) and compared set (C[b+b'= . ], C[ab= . ]),
- equalizing problems(E[b+ . =a], E[a- . =b]),
- combine problems(S[b+ . =a], S[b+b'= . ]).
The subtraction problems involved two numbers, a and b (a>b). The numerical values for a were either 42, 41, 33 or 31, while in order to differentiate between Si- and MAproblems the values for b were either kept small (3 or 4) or were close to a (39, 38, 29 or 27). To create Si-problems the small value of b was used for the C[a-b= . ], while the b
Addition problems S[b+b'= . ] and C[b+b'= . ] involved two numbers, b and b'. Both numbers had the same characteristics as b for subtraction problems, while the unknown value was equivalent to a. To create Si-problems the b value close to a was presented first, while the small b value (b') was presented second. To create MA-problems they were presented in the opposite order.
Thus the numbers involved in the data and the solution are (31, 27, 4), (33, 29, 4), (41,38, 3), and (42, 39, 3).
Note that the number size was not the determining factor in the Si vs. MA-problem distinction. In the Si- versions one problem had the b value close to a, while others had small b values 1 . Also the second experiment was conducted to support this, by directly investigating students' strategy use.
1 Furthermore, in the princeps study that introduced the SSF framework, the small b values, and the ones close to a were equally present in the Si- and MA-versions of the problems.
Four different contexts were used for the wording of the problems: marbles, euros, flowers and fruits.
Table 1 provides examples of each problem category.
Design
Children solved a total of 8 problems created by combining the 8 problems categories in either their Si- or MA- version. Each student therefore solved 4 Si-problems and 4-MA-problems.To control for the impact of position, numerical sets and context, 8 different problem sets were created. Another 8 problem sets were 'mirror' sets in which the Si-version of one problem would be presented in its MA counterpart, while the MA-problem would be presented in its Si-counterpart. Thus, 16 groups of problem sets were created altogether and counterbalanced across classrooms.
Procedure
The experiment was composed of two sessions. The first conducted in January and the second one, strictly identical to the first one, 6 months later, in June. It was administered in the students' classrooms. Each child received an 8 pages booklet. There was a square in the middle of each page in which they wrote their answer. Each problem was read aloud twice to the whole classroom and children had one minute to write down the number that was the solution.
Scoring
The solutions provided by the children were scored with 1 point when the numerical answer was exact, or within the range of plus or minus one of the exact value, in order to take into account mistakes in counting procedures. Any other answer received 0 points. The average of the sum of the scores on Si- and MA-problems was used as the dependent variable and analyses on these scores were carried out.
Results
A first analysis was conducted in order to compare children's average success rates on Si- and MA-problems at the beginning of the year, followed by a second set of analyses in order to compare the success rates on the problems at the end of the school year. A third analysis bore on the progression over the year.
Repeated measure ANOVAs, with the 'Si- versus MAproblems' variable (further referred to as Problem type)as within-participant independent variables, were conducted for each session. The analyses of the scores obtained in January showed a highly significant main effect of Problem type on performance (F(1, 268)=98.39, p< 0.001,ƞ²=0.11).Table2displays the average success rates. Indeed the Si-problems had a 19.57% higher success rate than MA-problems.
Table 2: Average success rates
Indeed, after performing a repeated measure ANOVA with the Problem type and the times of testing as withinparticipant independent variables, the results confirmed that there was a significant main effect of Problem type (F(1,268)=171.64, p<.001, ƞ²=0.12) and a main effect of the Time of testing (F(1,268)=106.19, p<.001, ƞ²=0.05), but most importantly there was no interaction between the two variables (F(1,268)=3.51, p>.1, ƞ²=0.001). Thus, as hypothesized, despite the progress made on each problem type throughout the year, the gap in performance persisted between Si- and MA-problems.
In order to test the hypotheses problem per problem, univariate ANOVAs, with the Problem type variable, were conducted for each of the eight problem categories and showed that almost all of the Si-problems were significantly easier than the corresponding MA-problems both in January and in June: D[a - . =b], C[b + b'= . ], C[a - b= . ], E[b + . =a], E[a - . =b] and S[b + . =a] (3.843 <F(1, 267)<72.501, p< .01, 0.01<ƞ²<0.20. The D[b+ . =a] seemed to be particularly hard in January when no difference was observed (F(1,267)=0.23, p>.1,ƞ²=0.001) (27.6% success rate on Si- and 25% on MA-problems), but the Si- versus MA-distinction was valid at the end of the year (F(1,267)=15.63, p<.001, ƞ²=0.06)(47% success rate on Siand 24% on MA-problems). The single exception for which no difference was observed on either time of testing was the combine superset problem S[b+b'= . ] (January F(1,267)=2.69, p>.1, ƞ²=0.01, June F(1,267)=1.223, p>.1, ƞ²=0.005), for which a difference was observed in the expected direction but not confirmed by the test (75% and 83% success rate on Si-problems and 66% and 77% on MAproblems, in January and June respectively).
Discussion
In June, there was a significant difference in performance between the two times of testing on Si-problems (F(1,268)= 86.39, p<.001, ƞ²=0.06) and on MA-problems (F(1,268)=36.58, p<.001, ƞ²=0.05). Yet, in accordance with our hypotheses, the results still revealed a highly significant main effect of Problem type on performance in June (F(1,268)=119.57, p<.001, ƞ²=0.13).As displayed in Table2, the Si-problems had a 24.38% higher success rate than MAproblems in June (experiment 2).
The results revealed that the distinction between Si- and MA-problems remain relevant for subtraction and addition word problems that do not evolve along a temporal timeline. Our study shows that indeed, problems efficiently solved by direct modeling strategies remain easier for students even after they acquired more advanced skills in mathematics at the end of the year. The progression between the two sessions did not obliterate the distinction between Si-and MA-problems. The similar progression on Si- and MA- problems might be explained by the advances children made in computational execution of the calculations, or regarding their general comprehension skills.
A second experiment was conducted in order to provide confirmatory evidence that the difference in difficulty between Si- and MA-problems actually results from the preferential use of Si-strategies when they are efficient and for the lack in the application of arithmetic principles when this strategy is inefficient.
Table 3 : solving strategies for each problem category (with an example of the number set (31, 27, 4))
Experiment 2
We collected additional information concerning the strategies children actually use when solving Si- and MAproblems. We asked them to solve problems and then to describe their solving strategy aloud. We predicted that the solution strategies which directly model the problem would be predominant for Si-problems but that alternative strategies would emerge for MA-problems.
from 31 and counting down30(1), 29(2), 28(3), 27(4), bearing the answer 4, and noted by the experimenter as 31- . = 27.Yet using the same Si-strategy of double-counting downward in the MA-problem to get from 31 to 4 is a costly procedure. When students would use this strategy they would describe the same solving process: starting at 31 and counting down30 (1), 29(2), 28(3), ... 5(26), 4(27), bearing the answer 27 and noted by the experimenter as 31- . = 4.
Method
Participants
42 Grade 2 students from 4 classes in2 different schools from working-class neighborhoods participated in the study. The test occurred in June and the average age of the children on the test was 7.93 years (sd = 0.26, 23 girls). None of the participants participated in the previous experiment.
Material & Design
The same material and design was used as in the first experiment.
Concerning the evaluated strategies, if we take the D[a- . =b] problem as an example, the Si- strategy used to solve it is to start from the largest presented quantity (31) and to double-count downwards until the second quantity is reached: in the Si-problem this would not be costly. The students would describe their solving process as starting
Nevertheless, when applying arithmetic knowledge we can easily know that taking away 4 from 31 provides the correct numerical answer to this MA-problem. One of the possible descriptions of the students' solving process would be to start from 31 and take away 4, with the result no longer being the number of times they counted down, but the number they reached. This Non-Si-,mental arithmetic strategy (MA-strategy) would be noted as '31- 4 = .'.
Procedure
The procedure was identical to the first experiment, except that the test was conducted individually in the school library and that after writing down the numerical answer, the student was asked to explain aloud how he or she found the solution. The possible strategies were established beforehand and there was no ambiguity in their coding. The strategies that the students reported were classified according to table 3 into Si-strategies when the strategy directly modeled the wording of the problem, or into NonSi-strategies when the strategy that the student described did not directly model the problem.
Scoring
For both Si- and MA-problems, we computed a score of Si-strategies (Si-score) and Non-Si-strategies (Non-Siscore). If a pupil provided a correct answer and explained a strategy, the nature of this strategy was assessed and contributed 1 point to either the Si-strategy score or the Non-Si-strategy score of the problem type. No points were attributed if a student did not provide a correct response and/or did not describe any strategy after providing the correct answer (only 7.5% of the correct responses were not accompanied by a strategy description). Given that children solved 4 problems of each type, the scores ranged from 0 to 4.
Results
The experiment replicated the previous findings, confirming that Si-problems were easier for children than MA-problems. The success rates were 67.2% and 41.5% respectively, and the variance analysis revealed that this difference was significant (F(1,41)=17.86, p<.001, ƞ²=0.13).
Table 3 shows strategy use for each problem category and the disparities between the two kinds of strategies, among students that provided the right numerical solution and described a strategy.
We further performed two variance analyses using the Sistrategy score and the Non-Si-strategy score as the dependent variables, and Problem type as the within factor variable. The average scores are presented in table 4.As expected, both differences were significant. Si-strategies were used significantly more on Si-problems (F(1,38)=79.1, p<.001, ƞ²=.5), as well as Non-Si-strategies on MAproblems (F(1,38)= 20.06, p<.001,ƞ²=.2).
Table 4 : Si- and Non-Si-score for solving strategies
Discussion
The variance analyses confirmed that solution strategies which directly model the situation were predominant for Siproblems and that solution strategies which required arithmetic knowledge were predominant for MA-problems. These findings suggest that the selected strategy drives the difference in performance on top of the problem category or factors such as mental calculation competences.
General Discussion and Conclusion
The experiments conducted in the present study account for the spontaneous and intuitive modeling of the situation described in arithmetic word problems, which leads to a primary use of situation strategies and the application of arithmetic principles only when the first one is too costly. The significant difference that was observed between Siand MA-problems fits with the previous findings on change problems (Brissiaud & Sander, 2010), and confirms that this problem distinction is not specific to problems that evolve along a temporal timeline. These findings complement the traditional classification of arithmetic word problems according to which problem difficulty depends mostly on the problem category. They also provide evidence that situation strategies are not only tied to the semantic wording of a problem, but could be a fundamental property solicited by arithmetic problems.
Acknowledgments
This study was supported by the "Fonds d'expérimentation pour la jeunesse" through the funding grant ACE_HAP_10for the project "ACE-ArithmEcole".
We thank the teachers and classes who participated in the the study, Adeline Lucchesi for her help with data collection and Sébastien Puma for his helpful comments.
References
Brissiaud, R., & Sander, E. (2010). Arithmetic word problem solving: a Situation Strategy First framework. Developmental Science, 13(1), 92-107.
Campbell, J. I. (2008). Subtraction by addition. Memory & Cognition, 36(6), 1094-1102.
Carpenter, T.P., Ansell, E., Franke, M.L., Fennema, E., &Weisbeck, L. (1993). Models of problem solving: a study of kindergarten children's problem-solving processes. Journal for Research in Mathematics Education, 24, 428–441.
Fischbein, E. (1989). Tacit Models and Mathematical Reasoning. For the Learning of Mathematics, 9(June), 9– 14.
Lakoff, G., & Núñez, R. (2001). Where mathematics comes from: How the embodied mind brings mathematics into being. New York,NY: Basic Books
Peters, G., Smedt, B., Torbeyns, J., Ghesquière, P., & Verschaffel, L. (2013). Children's use of addition to solve two‐digit subtraction problems. British Journal of Psychology, 104(4), 495-511.
Riley, M.S., Greeno, J.G., & Heller, J.I. (1983). Developmentof children's problem solving ability in arithmetic.In H.P.Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press.
Selter, C., Prediger, S., Nührenbörger, M., & Hußmann, S. (2012).Taking away and determining the difference - A longitudinal perspective on two models of subtraction and the inverse relation to addition. Educational Studies in Mathematics, 79(3), 389-408.
Torbeyns, J., De Smedt, B., Ghesquière, P., &Verschaffel, L. (2009). Acquisition and use of shortcut strategies by traditionally schooled children. Educational Studies in Mathematics, 71,1–17.
Verschaffel, L., & De Corte, E. (1997). Word problems: avehicle for promoting authentic mathematical understanding and problem solving in the primary school? In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective(pp. 69–97). Hove, UK: Psychology Press. | <urn:uuid:f81acada-b93d-469f-9c63-e9dcdc2f381e> | CC-MAIN-2022-21 | https://cogsci.mindmodeling.org/2017/papers/0410/paper0410.pdf | 2022-05-25T14:12:55+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00242.warc.gz | 232,480,001 | 6,112 | eng_Latn | eng_Latn | 0.992678 | eng_Latn | 0.994385 | [
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THE ALTERNATE VIEW - FROM THE COUNSELING DESK 3
HAS YOUR USE OF TECHNOLOGY COMPROMISED YOUR MENTAL HEALTH?
Spending too much time online can lead to mental illness. Overuse of internet can result in loneliness, depression, anxiety, low self-esteem and heightened aggression. Spending too much time on social media sites causes lowered levels of wellbeing. Spending too much time on computers, watching movies, playing video games, chatting and following others on social media leads to higher levels of emotional distress, depression, anxiety and self-rejection. High levels of screen time can lead to social isolation and feeling disconnected from family and friends Users of social media may experience increased levels of social dissatisfaction and unhappiness as a result of unfair and unrealistic comparison of themselves, their happiness and popularity to their friends and to celebrities they follow. Binge watching of your favorite T.V show or movie series leads to cognitive loss,depression, obesity, loneliness, fatigue and expectation of instant gratification.. Continuous browsing of social media and internet may cause distorted perception of time and reality.
MENTAL DISORDERS ASSOCIATED WITH MODERN TECHNOLOGY
1. Selfitis; The compulsive need to take and post pictures of yourself on social media.
2. Constant checker: Constantly almost obsessively checking your emails, texts and social media accounts
3. Gaming disorder/online gaming addiction: Compulsive playing of video games or unhealthy need to access online multiplayer games
4. Phone addiction: A dependence syndrome in which mobile phone user uses excessive amounts of time and money on mobile phone communication including using it in inappropriate situations and becoming preoccupied with phone use
5. Nomophobia: Fear of losing or becoming separated from your smartphone
6. Idisorder/technology addiction: Changes to your brain's ability to process information and ability to relate to the world that results in psychological disorders.
7. Face book depression: Depression caused by social interactions or lack thereof on Facebook or other social media sites/spending too much time on Facebook.
8. Phantom vibration syndrome: Where one feels like the cell phone is vibrating but it isn't.
9. Cyber bullying: The act of harassing someone online by posting nasty, mean messages anonymously.
10. Social media disorder/Social media addiction: Compulsive or problematic social media use.
11. "Truman show" delusion: Having the unsettling feeling that you are being constantly watched/or your life is being literary "broadcasted" for everyone to see.
12. Cyberchondria: The believe that you have the disease you read about online/seeking health advice and treatment cures from internet/making internet your favorite doctor.
13. Phantom ringing syndrome (fauxcellarm): Rushing to check your phone only to find it
was never ringing but your brain punked you into thinking it were buzzing.
14. Technoference: Use of phones during meals, conversations, dates and leisure time
15. Cyber sickness disorder: The disorientation and dizziness some people feel when interacting with certain digital environment.
16. Internet addiction disorder: A constant and unhealthy urge to access the internet/excessive internet use that interferes with daily life.
17. Google effect: Tendency of the human mind to retain less information because it knows that all the answers are only a click away.
18. FOMO: Fear of missing out when not logging especially into social media.
ENSURE YOU REMAIN MENTALLY HEALTHY AS YOU USE TECHNOLOGY BY:
Taking a digital detox/digital retreat/unplugging
Taking occasional breaks from internet use
Changing the way you use your smart phone
Trying a techno ' fast' for a specific amount of time
Instilling technology- free times and zones in your home e.g. meal times
Balancing and placing limits on your tech time e.g. for every hour I spend on computer or smart phone, I spend an hour away from them doing something else.
Leaving work at work and avoiding taking home computer based work projects.
Never sleep with your phone and tablet. Indeed be aware of the possibility of dangerous radiation emitted from them that could cause tumors
Practice proper moderation and digital 'hygiene'
Take a break from social media for a defined period of time.
Quit social media indefinitely if you are facing cyber bullying.
"Technology should be tools to help us not handcuffs to chain and enslave us".
By Winnie Student Counselor, For help consult the counselor as an individual or group for guidance and counseling Office No. 9, Old Administration block.
You can also email email@example.com | <urn:uuid:11d7a45b-8bfd-4cca-a57f-7e17b68991a0> | CC-MAIN-2022-21 | https://www.pu.ac.ke/forms/SERIOUS-MENTAL-HEALTH-RISKS-ASSOCIATED-WITH-USE-OF-TECHNOLOGY | 2022-05-25T12:28:57+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00242.warc.gz | 1,092,584,135 | 930 | eng_Latn | eng_Latn | 0.996785 | eng_Latn | 0.996872 | [
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Listening Bad Habits
Following is a list of 15 bad habits of listening. Check those listening bad habits that you are sometimes guilty of committing when communicating with others. Feel free to add to this list. Be honest with yourself! Being aware of these bad habits gets you one step closer to becoming a more empathetic listener.
1. I interrupt often or try to finish the other person's sentences.
2. I jump to conclusions.
3. I am often overly parental and answer with advice, even when not requested.
4. I make up my mind before I have all the information.
5. I am a compulsive note taker.
6. I don't give any response afterward, even if I say I will.
7. I am impatient.
8. I lose my temper when hearing things I don't agree with.
9. I try to change the subject to something that relates to my own experiences.
10. I think more about my reply while the other person is speaking than what he or she is saying.
11. Get distracted Listen only to facts Interrupt
12.
Assume the other person already knows
13. Prejudge
14. Tune out
15. Ignore nonverbal clues | <urn:uuid:5953dcc0-b291-4c1d-9aca-14494a29ff48> | CC-MAIN-2022-21 | https://img1.wsimg.com/blobby/go/dc0db04c-bec7-472b-b823-d8b71ba7abd2/Listening%20Bad%20Habits.pdf | 2022-05-25T14:11:15+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00243.warc.gz | 391,634,592 | 245 | eng_Latn | eng_Latn | 0.999494 | eng_Latn | 0.999494 | [
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Out of the chaos | Genesis 6:9-8:22 2022 Spring #5 - 5/1/22
My Story Questions
These questions/activities help the group know one another and transition to deeper discussion. Choose one.
1) Tell of any experience you have had with floodwaters? Has your house ever flooded?
2) Tell of a "Hero of Faith" that has touched your life
Study Questions
These are meant for personal preparation and group discussion. Use all or pick a few to discuss. Read Genesis 6:9-8:22
1)Though imperfect, Noah was considered righteous by his faith. How was Noah's faith demonstrated? (6:9, 6:22, 8:20) How is it described in Hebrews 11:7?
2) When have you demonstrated faith this week?
3) Why is "righteous" a word that can correctly be applied to you? See Romans 1:16-17
4) The cycle of creation, judgment, and re-creation is repeated in God's story. What new beginnings result after the flood?
5) What new beginnings result after the cross and resurrection? Read 2 Cor. 5:11-21
6) How does this new beginning impact how we live and how we understand the chaos of judgment?
7) Look at the 3 times God spoke to Noah in this account; 6:13, 7:1 and 8:15. List the promises God made to Noah and how they were fulfilled. What does this teach us about God's character?
8) What were some of God's instructions and how were they followed?
9) How could God's words have helped or encouraged Noah?
10) What promises or instructions would help you as you follow Jesus?"
11) How does Jesus compare the flood to the final judgment to come? See Luke 17:20-31
12) How does Peter use the flood narrative to warn people of coming judgment? See 2 Peter 3:1-10
13) As you read of the coming "day of the Lord," how does it make you feel? What does it motivate you to do or not do? How does it change how you pray?
14) What made Noah's response to build an altar pleasing to the Lord? What type of worship could you offer that would be pleasing to the Lord?
Responding to Jesus
Offer these questions for personal reflection before your group prayer time.
1) Lord, "Why are you so gracious to give me faith and count me righteous?"
2) Lord, "What can I do to be alert and prepared for your return and coming judgment?
3) Lord, "Where are you making a new beginning in me from some of the chaos of judgment?
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LIFTING SAFETY
Back injuries are one of the most common injuries. With this Toolbox Talk we will address proper lifting techniques, how to reduce the risk of a back injury and some other general safety tips.
Preparation:
* Ensure that you are wearing proper clothing and PPE
* Gloves are also recommended when lifting certain objects
* Steel toe shoes should always be worn when lifting heavy items
* Stretch before you attempt to lift a heavy object or at beginning of shift
* Have materials delivered as close to final destination as possible
* If possible, store materials at waist height to reduce the strain on your back
* Assess the object you are going to be lifting
* Determine best place to grip the object
* Determine the weight of the object before lifting
* Ensure that your travel path is free of slipping and tripping hazards
* Know your own lifting restrictions and capabilities
Get Help:
* Use carts, dollies, forklifts and hoists to move materials
* Use carrying tools with handles to carry odd-shaped loads
* When lifting a load more than 50 lbs., get help from another worker
Proper Lifting Techniques:
* Have your feet spread about shoulders-width apart.
* Get a firm grip on the object.
* Your feet should be close to the object.
* Keep your back straight and elbows close to your body.
* At the same time tighten your stomach muscles to provide back support (Don't hold your breath while doing this)
* Keeping your back straight and head up, straighten your legs to lift object
* While carrying the object DO NOT twist or bend at the waist, move your feet and legs when turning.
* Keep the load as close to your body as possible
* To set the object down, use the same technique used to lift the object
Other Useful Safety Tips:
* Take your time! You are more likely to be injured when you are tired or cold
* Lift as smoothly as possible, try not to "jerk" the lift
Group Discussion Topics:
* Has anyone had a back injury? How could this have been prevented?
* Are there common objects which you find yourself lifting frequently? Do you have specific procedures for lifting these objects?
* Do you have access to material handling equipment? If no, can you obtain them? | <urn:uuid:e7a27a6b-976e-4f02-8844-fd953eb5ac08> | CC-MAIN-2022-21 | https://asamidwest.com/wp-content/uploads/2022/01/Lifting-Safely.pdf | 2022-05-25T13:41:36+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00244.warc.gz | 159,138,682 | 468 | eng_Latn | eng_Latn | 0.998174 | eng_Latn | 0.99812 | [
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Rounding To Nearest Ten Worksheet
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Rounding to the Nearest Ten Rounding to the Nearest 10 Round Up And Down To The Nearest 10 Or 100 | Math | Grade 3 | Kids Academy Examples rounding to the nearest 10 and 100 | 3rd grade | Khan Academy How to Round to Tens and Hundreds! Rounding to the nearest 10 | 3rd grade | Khan Academy Rouding to the nearest 100 Rounding Numbers Song | 3rd Grade - 4th Grade | Rounding to the Nearest Ten \u0026 Hundred Rounding to the Nearest Ten
Round to the Nearest Ten
Rounding Numbers for Kids
Rounding to the Nearest Ten The Maths Prof: Rounding to the nearest 1000
Step by Step Rounding | Whole Number Rounding
Rounding - BrainPOP Jr.
Rounding
Roller Coaster Video # 2 - Rounding 3 Digit Numbers to the Nearest Ten
Rounding Decimals
Rounding to the nearest ten
Rounding Roller Coaster Video # 1 - Rounding 2 Digit Numbers to the Nearest Ten
Rounding a 3
digit number to the nearest ten
Rounding to the Nearest 10 and 100 Rounding to the nearest 10 How to estimate using rounding off | Math | Grade-3 | TutWay |
Round 2-Digit Numbers to the Nearest 10
Rounding to nearest ten, hundred and thousand
Rounding to the Nearest Ten (Part 1) Rounding to the Nearest Ten
Thousand / My Growing Brain ROUNDING TO THE NEAREST 10 || 3RD GRADE COMMON CORE MATH Rounding Off To The
Nearest 10 | Math | Grade-3,4 | TutWay |
Rounding To Nearest Ten Worksheet
Rounding to the nearest 10 Worksheets if it is less than 5 then round the number down by changing the ones digit to zero; if it is 5 or more then round the number up by adding one on to the tens digit and
changing the ones digit to zero.
Rounding to the nearest 10 Worksheets - Math Salamanders
Rounding to the Nearest 10 Printable Worksheets Let students practice rounding to the nearest 10! These worksheets provide several strategies to keep children learning as well as show different ways to practice rounding numbers, including color-by-numbers, addition series, and estimating sums.
Rounding to the Nearest 10 Printable Worksheets ...
Use these rounding to the nearest 10 differentiated activity worksheets to support the learning of rounding to 10.Children have to round up the two-digit numbers on the sheet to the nearest 10 by using the number line to help them. This resource includes an answer sheet to encourage peer or selfevaluation. Ideal for CfE Second Level.
Rounding to 10 Differentiated Activity Worksheets
Rounding to the Nearest Ten First, use the cipher code key at the top of the page to translate the picture symbols into regular numbers. Then round each number to the nearest ten. Includes 2 and 3-digit numbers.
Rounding (Nearest Ten) - Super Teacher Worksheets
Rounding 2-Digit Numbers to the Nearest Ten Get these three printable worksheets for kids and watch them round off 2-digit numbers to the nearest ten with poise and panache. Students will find 14 exclusive questions each that test their rounding skills through numbers and word problems here. Rounding 3-Digit Numbers to the Nearest Ten
Rounding to the Nearest Ten Worksheets
- Begin with rounding two-digit numbers to the nearest ten and then move on to rounding three-digit numbers. - For both two- and three-digit numbers, identify the two tens between which a given number lies, round a number to the nearest ten, and identify the number from a group of numbers that rounds to a given ten.
Round to the Nearest Ten - Practice with Fun Math Worksheet
A number line to help children to recognise how to round 2 digit numbers to the nearest 10. Read more. Free. Loading... Save for later. Preview and details Files included (1) doc, 47 KB. Rounding to the nearest 10 numberline. About this resource. Info. Created: May 14, 2011. Updated: Nov 26, 2014.
Rounding to the nearest 10 numberline | Teaching Resources
Worksheet for Levels 4 and 5 covering rounding whole numbers to the nearest 10, 100 and 1000 and moving on to rounding to one and two decimal places. Results section for students to record their own working level.
Rounding Worksheet | Teaching Resources
These rounding worksheets are great for teaching children to round money to the nearest one and ten dollars. These rounding worksheets are appropriate for Kindergarten, 1st Grade, and 2nd Grade. Rounding Arrows with Hundreds Charts These rounding worksheets produce arrows on hundreds charts to help students learn how to round numbers to the nearest ten. These rounding worksheets are appropriate for Kindergarten, 1st Grade, and 2nd Grade.
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Rounding Worksheets | Rounding Worksheets for Practice
We always round up numbers to make figures easy. Eg. 10/3 = 3.3333. Rounding numbers to the nearest whole number 3 makes this number easy to understand. 2. Rounding numbers makes them simpler to use. Eg. 3.33333. Is it easy to multiply 3.33333 x 5 or just 3 x 5. The latter is much easy compared to the former multiplication.
Rounding numbers worksheets - Math Fun Worksheets
Rounding worksheets have productive pdf exercises on rounding whole numbers to the nearest ten, hundred, thousand, hundred thousand and million. Also, MCQs on rounding to its nearest place value; rounding up and rounding down; matching the rounded number; rounding using a number line and more skills are given for the practice of 3rd grade and 4th grade children.
Rounding Worksheets - Math Worksheets 4 Kids
Parenting » Worksheets » Rounding to the nearest 10 Rounding to the nearest 10 This math worksheet lets your child practice finding numbers on a number line and rounding to the nearest 10. MATH | GRADE: 3rd
Rounding to the nearest 10 | 3rd grade Math Worksheet ...
Grade 5 rounding worksheets Rounding numbers to the nearest 10 within 0-10,000 Rounding numbers to the nearest 100 within 0-1,000,000 Rounding numbers to the nearest 1,000 within 0-1,000,000 Mixed rounding round to the underlined digit (up to nearest million) Estimating and rounding word problems
Rounding Worksheets | K5 Learning
For example, the 3-digit number 544 when rounded to the nearest ten will become 540, but the number 545 will become 550. Say hello a full-rounded rounding skill with these printable resources with answer keys! We recommend these free worksheets for children in 2nd grade, 3rd grade, and 4th grade. CCSS: 3.NBT
Rounding 3-Digit Numbers to the Nearest Ten Worksheets
Worksheets: Round 2-digit numbers to the nearest 10 Below are six versions of our grade 2 place value worksheet on rounding 2-digit numbers (10-99) to the nearest 10. These worksheets are pdf files.
Round 2-digit numbers to the nearest 10 - K5 Learning
Here is our generator for generating your own rounding off numbers worksheets. Our generator will create the following worksheets: rounding off to the nearest 10, 100, 1000 or 10000; rounding to the nearest whole, to 1dp, or 2dp. rounding off to 1sf, 2sf or 3sf
Rounding to the nearest 100 Worksheets - Math Salamanders
Round number to the nearest ten worksheet with answers to practice & learn 3rd grade math problems on estimation is available online for free in printable & downloadable (pdf & image) format. Tap on PRINT, PDF or IMAGE button to print or download this grade-3 worksheet for rounding off numbers to the nearest 10.
Round 3-Digit Number to Nearest Ten Worksheet
How does this resource excite and engage children's learning? Children complete the calculations and round each answer to the nearest 10. They then draw a line between the matching question and answer. A perfect introduction to problem-solving with rounding numbers to 10!
Give students the tools they need to meet--and exceed--the new language-arts standards in just ten minutes a day! Each book in this series contains 100 reproducible cards stocked with high-interest minipassages and key questions to quickly hone comprehension skills. Focus topics include main idea and details, making inferences, summarizing, predicting, citing text evidence, author's purpose, and much more. Perfect for whole-class, group, or independent learning.
Developed for the CCEA Specification, this Teacher File contains detailed support and guidance on advanced planning, points of emphasis, key words, notes for the non-specialist, useful supplementary ideas and homework sheets.
LAN004000 [BISAC]; LAN000000 [BISAC]; SOC000000 [BISAC]; SCI000000 [BISAC]; MAT000000 [BISAC]
The Ready for... series is a complete package of graded summer holiday worksheets (four books each for classes 1, 2, 3, 4, 5) to reinforce concepts and skills learnt in the previous classes.
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Download Ebook Rounding To Nearest Ten Worksheet
This text provides thorough coverage of algebra and number, carefully graded exercises to give pupils all the practice they need, and clear explanations of mathematical ideas to help understand them.
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Read: Luke 24:44-53
The Ascension of Our Lord
Luke 24:45
Then he opened their minds so they could understand the Scriptures.
In the name of the Father and of the Son and of the Holy Spirit. Amen.
Think of someone you have not seen in person for a long time. Perhaps a great distance or the pandemic have kept you from seeing each other. You long for the day when you can see one another again. In the meantime, you send cards, talk on the phone, or Zoom to keep in touch.
Now think about how Jesus' disciples must have felt when he ascended into heaven. Jesus had spent every day with them for the past three years. Then there was the gut-wrenching experience of his arrest, trial, crucifixion, and death. Then came the joyous miracle of his resurrection and the fellowship they shared together during the 40 days after Easter.
And then he was gone. Our reading says, "While he was blessing them, he left them and was taken up into heaven" (v. 51).
Oh, how the disciples must have missed Jesus! But the Bible tells us something different. "Then they worshiped him and returned to Jerusalem with great joy" (v. 52). Wait … when someone you love leaves you, are you filled with joy? Typically, no. You are probably a bit sad that the visit is over. That is normal for most people.
Something powerful must have come over the disciples—something that would help them overcome all the typical human emotions. Today's word of God offers a clue: "he opened their minds so they could understand the Scriptures."
The Old Testament (that part of the Bible written before Jesus was born) is filled with promises of a coming Messiah (a Savior) and what he would do. During the three years Jesus spent with his disciples, he said and did things that proved he was the promised one. Little by little, the disciples began to see it. And in the days and moments before he was taken into heaven, Jesus continued to help them understand. Their minds were open to recognize that Jesus belonged in heaven because his work on earth was finished. He went there to reign over and control all things for us. That makes us happy!
Maybe you are missing a loved one. Maybe you are struggling with a health challenge or having difficulties with a friend. Maybe you are angry, lonely, sad, or confused. You may feel all those things. But remember what you know from the Bible: Your Savior promises to speak to you in
the Bible and invites you to talk to him in prayer—powerful communication tools until you finally see him in heaven.
The questions below are to help families discuss this devotion. The questions are divided by age group as suggestions, but anyone could reflect on any of the questions as they desire.
Questions for the Younger Children
* Where is Jesus living right now?
* How can you keep close to Jesus even though you cannot see him?
Questions for Elementary Age Children
* Why were Jesus' disciples filled with joy even though Jesus left them and went into heaven?
* Discuss two ways your family can have that kind of joy.
Questions for Middle School and Above
* In addition to God's Word and prayer, how can believers remain close to Jesus? (ref. 1 Corinthians 11:23-25, Matthew 18:20)
* Discuss how we as believers can properly balance what we feel about our relationship with God and what we know is true about our relationship with God.
Closing Prayer:
Dear Jesus, keep us close to you through the tools you give us, until we see you face-to-face in heaven. In your name we pray, Amen.
Hymn: CW 282:1,2 – Lord, Open Now My Heart to Hear
Lord, open now my heart to hear,
And through your Word to me draw near.
Let me your Word e'er pure retain;
Let me your child and heir remain.
Your Word inspires my heart within;
Your Word grants healing from my sin.
Your Word has pow'r to guide and bless;
Your Word brings peace and happiness. | <urn:uuid:3ea1cc8f-27e5-48c4-b4c4-1a30d4466e5c> | CC-MAIN-2022-21 | https://cad.welsrc.net/download-cad/wels-family-devotions-2/?wpdmdl=3453&refresh=61ed93cc9f5e11642959820&ind=1620738330527&filename=CD-FamilyDev-05142021-3TheAscensionOfOurLord.pdf | 2022-05-25T14:24:24+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00245.warc.gz | 197,878,679 | 848 | eng_Latn | eng_Latn | 0.992918 | eng_Latn | 0.997711 | [
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Google Classroom Pupil Use Agreement
The purpose of our Google Classroom is to provide a safe and secure place to receive and share learning, and a place to connect with school staff and classmates. In Google Classroom, school staff can assign work to the students digitally, without paper. Google Classroom is accessible from any digital device with internet access and a web browser. Parents/carers can login and view the assignments that have been set, whether their child has completed and submitted them, and any feedback that they may have received.
Parents/carers and pupils are expected to read and adhere to the points outlined below.
Responsibility:
* Using your G Suite account, check Google Classroom every day to view new assignments.
* Complete your learning online by either completing it on a digital device, using Google apps, or by doing it in your book/on paper and submitting a photo of it (or other file, such as video or sound clip, if required).
* Complete the learning provided to the best of your ability.
* Remember to submit learning by clicking 'Turn in' on Google Classroom.
* Check and respond to any feedback you may have received from school staff.
Safety:
* Do not share personal information such as e-mail, home address or phone number.
* Only login using your own username/login and password.
* During 'learning time', you will be expected to use Google Classroom to access, complete and submit learning. You should not use this time to access other content on the internet unless it is for the learning that is being done.
* Ask permission of a parent/carer when accessing content on different websites or apps. You should only use those recommended by your teachers or in links provided.
* When submitting images, sound clips or video, make sure that these are appropriate for the learning task. Check with you parent/carer if you are unsure.
* When on Google Meet, ensure you have adult supervision.
If you are ever unhappy or upset by anything you see or hear online, speak to a trusted adult (parent/carer or teaching staff if online) as soon as you can about it – they will be able to help. If you don't want to talk to a trusted adult you know, you could contact www.childline.org.uk which is a website where there are people to listen to any worries children may have; you can also call them for free anytime on 0800 1111.
Respect:
* Your G Suite account (and Google Classroom) is to be used for learning and not for social purposes.
* Be polite, friendly, and encouraging in any communication with school staff and other pupils.
* When on Google Meet, listen to the teacher carefully and always greet and leave appropriately e.g. Goodbye and thank you.
* Send polite and responsible messages and think carefully about how online messages affect others.
Comments:
* Make sure your comments are about the learning and that they make sense. Be sure to check and edit comments if necessary.
* Be aware that any comments deleted by pupils are still visible to school staff.
* Avoid using text language like 'u' for 'you', etc.
* Do not use strings of exclamation or question marks: one '!' or '?' will do.
* Try to correct your spelling mistakes.
* Use capital letters in the correct places: proper nouns (names of people and places, the beginning of a sentence, and for the pronoun, 'I'. Please don't use ALL capitals.
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Schlessinger Media World Religions Guide
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It is your categorically own era to conduct yourself reviewing habit. along with guides you could enjoy now is schlessinger media world religions guide below.
The five major world religions - John Bellaimey Understanding World Religions - Chapter 1: What is a Worldview? One World Religion and World Peace 1. An Introduction to the Study | World Religions What is Buddhism?Islam (World Religions: A Whirlwind Tour) Similarities Between World Religions | Ejaz Bhalloo | TEDxYouth@Msasani Buddhism (World Religions: A Whirlwind Tour) World Religions Ranking - Population Growth by Religion (1800-2100)What Is Hinduism? Judaism in a Nutshell | The Basics of World Religions Series with Dr. Ali Ataie (Part 3)10. Confucianism | World Religions 14. Taoism | World Religions15. Zoroastrianism | World Religions Christianity in a Nutshell | The Basics of World Religions Series with Dr. Ali Ataie (Part 6) World Religions Understanding World Religions - Chapter 1, Video 1 - Irving Hexham - Textbook Plus Understanding World Religions Lectures, Chapter 24: Muslim Beliefs and Practices - Irving Hexham Hinduism (World Religions: A Whirlwind Tour) Hinduism in a Nutshell | The Basics of World Religions Series with Dr. Ali Ataie (Part 7) Schlessinger Media World Religions Guide Download Free Schlessinger Media World Religions Guide Amazon.com: Buddhism (Religions of the World ... World Religions. This is a 20 question activity where the student will answer each question that describes: Judaism, Islam, or Christianity. Saved by TpT Pins. 3. World Religions Judaism Teacher Pay Teachers Christianity School Schools.
Schlessinger Media World Religions Guide
Product Description This fill in the blank question guide follows Schlessinger Media's Understanding World Religions "What is Islam?" video, allowing students to take notes on the most important aspects of the religion. The guide follows the exact order of the video, so teacher's just pause, allow
Acces PDF Schlessinger Media World Religions Guide
students to write, and then continue the video.
Schlessinger Media Understanding World Religions "What is ...
Mar 29, 2019 - This fill in the blank question guide follows Schlessinger Media's Understanding World Religions "What is Islam?" video, allowing students to take notes on the most important aspects of the religion. The guide follows the exact order of the video, so teacher's just pause, allow students to write, an...
Schlessinger Media Understanding World Religions "What is ...
This fill in the blank question guide follows Schlessinger Media's Understanding World Religions "What is Islam?" video, allowing students to take notes on the most important aspects of the religion. The guide follows the exact order of the video, so teacher's just pause, allow students to write, an
Schlessinger Media Worksheets & Teaching Resources | TpT
Abstract: Introduces the major religions of the world and their significant components, such as history and beliefs, traditions and practices, ceremonies and holidays, sacred writings and places of worship. Includes interviews with religious leaders and footage of celebrations and ceremonies.
Understanding world religions (DVD video, 2006) [WorldCat.org]
Schlessinger Media.;] -- History and beliefs of major world religions presented through documentary film, recreations, and specialist explanations. Home. WorldCat Home About WorldCat Help. Search. Search for Library Items Search for Lists Search for Contacts Search for a Library. Create ...
Religions of the world (VHS tape, 1998) [WorldCat.org]
What is religion?. [Andrew Schlessinger; Ashleigh V Denneth; John-Michael Zuerlein; Colleen Needles Steward; Schlessinger Media.;] -- "Religions around the world have practices and beliefs that help people understand the meaning of life, and give people answers to the important questions that they have about life, death, and the ...
What is religion? (DVD video, 2006) [WorldCat.org]
Add to Watchlist Understanding World Religions provides an interesting and insightful look at the major religions of the world and their significant components, such as history and beliefs, traditions and practices, ceremonies and holidays, sacred writings and places of worship. Grades 4-7.
Understanding World Religions Online - Full Episodes of ...
Schlessinger Media; Author division. Schlessinger Media is currently considered a "single author." If one or more works are by a distinct, homonymous authors, go ahead and split the author. Includes. Schlessinger Media is composed of 5 names. You can examine and separate out names. Combine with…
Schlessinger Media | LibraryThing
With DVDs from favorite brands like Bill Nye the Science Guy, Schlessinger Media, and Standard Deviants Teaching Systems, to hot new releases, we have every classroom DVD your school needs. We cover all grade levels from Pre-K to college. MARC Records available.
Schlessinger Educational DVDs For Educators, Schools and ...
Get this from a library! Religions of the world. [Ben Kingsley; Greenstar Television.; Schlessinger Media.;] -- History and beliefs of major world religions presented through documentary film, recreations, and specialist explanations.
Religions of the world (VHS tape, 1999) [WorldCat.org]
Home > By Series > FEATURED: Schlessinger > Social Studies > World Religions We found 15 results matching your criteria. Find by Pricing 29 to 32.99 (6) 33 and Above (9)
Schlessinger World Religions Educational DVDs For ...
As a result of the vast religious diversity in the world, students gain an appreciation for the need to respect people of all faiths. Part of the multivolume Understanding World Religions DVD Series. A Teacher's Guide is included and available online. Rating - Not Rated
Understanding World Religions: What Is Religion? DVD
Religions of the World Protestant Christianity DVD (Religions of the World) on Amazon.com. *FREE* shipping on qualifying offers. Religions of the World Protestant Christianity DVD (Religions of the World) ... Publisher: Schlessinger Media (2000) ISBN-10: 1572256168; ISBN-13: 978-1572256163; Customer Reviews: Be the first to write a review ...
Religions of the World Protestant Christianity DVD ...
This note-taking guide is the perfect accompaniment for Schlessinger Media's video "What is Hinduism?" from their world religion series. Students fill in the guide as they watch the video. All questions are in the same order as the video. A key is
Jana Giger Teaching Resources | Teachers Pay Teachers
COVID-19 Resources. Reliable information about the coronavirus (COVID-19) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this WorldCat.org search.OCLC's WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus ...
What is Judaism? (DVD video, 2006) [WorldCat.org]
World Religions Graphic Organizers, Activities This resource is a perfect way to help students organize basic facts about the world's religions that have the highest number of adherents. The organizers are arranged in alphabetical order. They are: Buddhism, Christianity, Confucianism, Hinduism, Islam, Jainism, Judaism, Native Religions, Shinto...
Comparative Religions - Pinterest
This fill in the blank question guide follows Schlessinger Media's Understanding World Religions "What is Islam?" video, allowing students to take notes on the most important aspects of the religion. The guide follows the exact order of the video, so teacher's just pause, allow students to write, an. Subjects: World History, Religion, Arabic.
Arabic Movie Guides | Teachers Pay Teachers
Watch world religion video lessons and learn about important Jewish beliefs, rituals, holidays and more. These easy-to-follow lessons are just a portion of our online study guide and video collection.
Twenty-two leading scholars offer a comprehensive guide to American religious history--from colonial times to today--organized topically, in a resource that includes an extended glossary and bibliographies listing relevant books, films, articles, music and media resources.
Teaches a basic note-taking process and gives specific source ideas and subject headings for a variety of topics. Grades 3-8.
Copyright : www.bluejacketsxtra.com
Help students get the most out of studying medieval history with this comprehensive and practical research guide to topics and resources. * Covers 100 significant events across four continents, between 410 C.E. and 1485 C.E. * Offers an easy-to-use chronological organization that facilitates research and saves time for students, faculty, and librarians * Includes an annotated bibliography of primary source materials for each topic
Globalization and high-speed communication put twenty-first century people in contact with adherents to a wide variety of world religions, but usually, valuable knowledge of these other traditions is limited at best. On the one hand, religious stereotypes abound, hampering a serious exploration of unfamiliar philosophies and practices. On the other hand, the popular idea that all religions lead to the same God or the same moral life fails to account for the distinctive origins and radically different teachings found across the world's many religions. Understanding World Religions presents religion as a complex and intriguing matrix of history, philosophy, culture, beliefs, and practices. Hexham believes that a certain degree of objectivity and critique is inherent in the study of religion, and he guides readers in responsible ways of carrying this out. Of particular importance is Hexham's decision to explore African religions, which have frequently been absent from major religion texts. He surveys these in addition to varieties of Hinduism, Buddhism, Judaism, Christianity, and Islam.
Offers activities to students that describe the major themes in world history between 300 and 1000 C.E., including the growth and spread of world religions, the rise of Islamic civilization, and the expansion of trade and technology throughout the world.
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BIOCHEMISTRY AND MOLECULAR BIOLOGY, B.S. (BERKS)
Begin Campus: Any Penn State Campus
End Campus: Berks
Program Learning Objectives
* Students will be able to explain the following core concepts as recommended by the American Society for Biochemistry and Molecular Biology (ASBMB):
* Energy:
* Students will explain how energy is utilized and transformed in biological systems.
* Students will explain their knowledge of basic chemical thermodynamics to biological systems.
* Structure and Function:
* Students will explain the importance of macromolecular structure in biological systems.
* Students will be able to discuss the diversity and complexity of various biologically relevant macromolecules and macromolecular assemblies in terms of the basic repeating units of the polymer and the types of linkages between them.
* Information Storage:
* Students will be define what a genome and explain how the information in the various genes and other sequence classes within each genome are used to store and express genetic information.
* Students should be able to explain the central dogma of biology and relate the commonality of the process to all of life.
* Students should be able to illustrate how DNA is replicated and genes are transmitted from one generation to the next in multiple types of organisms including bacteria, eukaryotes, viruses, and retroviruses.
* Students will demonstrate competence in the following skills related to experimental design:
* Students will be able to develop a hypothesis, design and conduct appropriate experiments.
* Students will analyze and interpret data using appropriate quantitative modeling and simulation tools.
* Students will keep an accurate laboratory notebook.
* Students will demonstrate competency in the following skills related to information technology:
* Students will be able to assess and use available information.
* Find and use the primary literature.
* Use databases and bioinformatics tools.
* Students will be able to present scientific data in both written and oral formats.
* Students will use visual and verbal tools to explain concepts and data.
* Students will translate science into everyday examples.
* Students will be able to read, interpret and critically analyze primary literature.
* Students will be able to recognize and apply ethical principles to basic and applies practice and seek opportunities for interdisciplinary.
* Students will be able to work effectively as a member of a team.
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Calculators as an aid, not an impediment,
in maths teaching
W Mier-Jedrzejowicz, Ph D
Using a calculator is a skill to be taught
* Engineering and science students find advanced graphing calculators almost indispensable as tools for learning and for calculation.
* But before they get there, how do they learn to use and appreciate calculators properly?
Using a calculator is a skill to be taught
* Engineering and science students find advanced graphing calculators almost indispensable as tools for learning and for calculation.
* But before they get there, how do they learn to use and appreciate calculators properly?
* In my experience, teaching Physics students, some got there the wrong way, or only by luck.
* So I want to talk about ways in which calculators can be an advantage, not an impediment, in teaching maths. Naturally, I shall mention HP calculators and emulators in particular.
Using a calculator is a skill to be taught
* There are 3 important stages in mathematics teaching, at which calculators can be used as tools, but can instead be an impediment.
* These are:
− First access to arithmetic
− First experience of functions
− First use of a graphing calculator
* A big problem is that no one mathematics teacher controls all these.
Using a calculator is a skill to be taught
* School teachers of mathematics have a variety of approaches to calculators. A few even forbid calculators entirely.
* I have much sympathy with this.
* Children aged 5 to 8 or thereabouts, being introduced to the basics of numbers and arithmetic, need to understand what they are being taught. Those who have access to calculators can do arithmetic, but may not understand it!
* It is better to let them learn numbers from seeing mobile phones, but to teach so that calculators are not useful in lessons.
*
Question – should numbers on calculator be arranged like those on mobile phones?
Using a calculator is a skill to be taught
* Simple calculators should be introduced to help 5 to 8 year olds verify what they have learned, but if introduced too early they make understanding more difficult.
* An excellent example is that children with calculators know how to use the % key, but few understand it. One teacher suggested to me that makers of school calculators should not be allowed to provide a % key!
* Once + – x ÷ have been taught, calculators are an excellent tool for practice, using games, for example:
− 12 = 3 × 4; 56 = 7 × 8
− + and × are commutative, – and ÷ are not
− 1/x and CHS (change sign) are their own inverses
* Those teachers who approve of stack notation (RPN) on calculators can teach it at this age:
* 12 + 17 = 29 is horizontal, or algebraic
* but
is vertical, or stack notation, the way addition really works.
* If you have an HP33S available, or an emulator, you can see that it allows both methods to be learned – a significant HP ADVANTAGE.
* HP quality is also an HP advantage.
* At ages about 9 to 14, school students learn about functions. Again it is important for them to understand the functions before they calculate values.
* So, again, it can be worth avoiding calculators, this time those with built-in functions.
* Question: do teachers explain the names of functions? Why "ln", why "sine"? Such questions can be tied in with the names on keys.
* One particular skill worth teaching is the use of precision.
* All teachers meet the student who insists on giving answers to 10 or more significant digits for no good reason
* Question: how do we teach students to use an appropriate precision? This is one place where our friends who teach business maths are ahead. Two digits after the fraction mark and that's it!
* Squares and cubes, square roots and cube roots are a good starting point for teaching functions, then a calculator can be introduced as a wonderful tool for calculating them.
* Question: are logs and antilogs necessary at this stage? I have with me a very inexpensive scientific calculator with trig functions, but not logs and antilogs. Would teachers like an HP quality calculator with arithmetic, roots/powers, and trigonometric functions only?
* Trigonometric functions can be taught with a nongraphing calculator, but once their cyclic properties are introduced, a graphing calculator can be a great help.
* This is the third stage at which calculators need to be introduced with care.
* If calculators have been introduced as tools (not as substitutes for thinking) at the first two stages, then students naturally go on to use graphing calculators as tools too.
* But many school boards forbid the use of these models in exams. Maybe the teacher will use a PC program with an overhead projector instead? This could be Mathematica™ or a calculator emulator. Have we time for another demo?
Using a graphing calculator is a skill to learn
* This, finally, gets me back to where I began.
* If students have been taught to use calculators as tools, not as substitutes for thinking, then at this third stage they can learn for themselves to use graphing calculators, as tools to work and to understand.
Using a graphing calculator is a skill to learn
* This, finally, gets me back to where I began.
* If students have been taught to use calculators as tools, not as substitutes for thinking, then at this third stage they can learn for themselves to use graphing calculators, as tools to work and to understand.
* HP provide a whole range of graphing and advanced graphing calculators for this.
Choosing a calculator is a skill too
Graphing
Advanced graphing
HP calculator features
* Algebraic and stack notation available.
* The HP Solver.
* Units.
* Aplets on the HP39G+ and the HP40G.
* CAS (Computer Algebra System) on the HP40G, HP48GII, HP49G+.
* Fractions on the HP33S, HP39G+, HP40G, HP48GII, HP49G+.
* HP made the first scientific calculator and are not going to stop now.
Using a graphing calculator is a skill to develop
* Let us see an example of an HP calculator feature – aplets on the HP39G+.
* These allow teachers and students to develop their own tools.
* A simple example – the Trig Explorer built into the HP39G+.
* Many more aplets are available on HP's web site and on others. I would like to emphasize the "Conic Plotter" and the "Residuals" aplets on HP's web site in particular.
Resources
* Because many professionals use HP calculators, many resources developed by them are available to students, and students can develop their own resources too.
* Aplets have already been mentioned.
* HP's web site and others. Newsgroups. Clubs.
* Books and commercially sold programs.
* Dealers, and experienced users, whether in the college, lab, on the trading floor, at the survey site or elsewhere, even in space.
Where next?
* If a student has well-developed calculator skills, he or she will go on to use the calculator in their professional life.
* Where could and should HP calculators go next? PDAs will not replace calculators for a long time, if at all.
* Question: From the very first scientific calculator, HP have been innovators. What new or enhanced features do teachers and students expect from HP now? | <urn:uuid:3a780c55-043e-4165-9ba4-bdb69b6174d0> | CC-MAIN-2018-43 | http://pahhc.org/2004/HHC2004/Aid_not_impediment.pdf | 2018-10-20T15:42:59Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00238.warc.gz | 286,825,071 | 1,591 | eng_Latn | eng_Latn | 0.993198 | eng_Latn | 0.999348 | [
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* Understanding Light
* Wireless Communication
* Subject Area (Unit): Engineering
* Concept: Wireless Communication, Optics
* Objectives: This section is a basic introduction to the behavior of light, particularly in relation to communications. The students are guided on an exploration of lights behavior as a wave that reflects or is absorbed, can be shaped and focused and has a finite amount of power from a source. Using provided materials students first explore the interaction of light with different optical and everyday materials. After the initial exploration they are directed to create a guide a laser through a maze to a specified target.
o Students will be able to…. understand the behavior of light and its interactions with different materials understand how light can be focused, shaped and distributed depending on materials and the nature of the source understand how power propagates and that the power emitted by a light source is finite use geometry to understand the propagation of different sources design a method to guide a laser light through a maze and explore why other sources of light may be guided in the same manner identify how different light sources can be used to communicate under different circumstances depending on the need of the user
* PA Academic Standards: 3.1.7ABC, 3.2.7BCD, 3.4.7AB
6
* Grade Level:
* Setting/Group Size: Classroom split into small groups of 3-4.
Drexel-SDP GK-12 LESSON
* Duration/Time Required: 2 60 minute sessions
* Materials: Various lenses, microscope objectives, magnifying glasses, small mirrors, aluminum foil, wax paper, material with a rough surface, cardboard and other items with interesting optical properties, A laser pointer, A flashlight, LEDs attached to 1.5V batteries (Can easily be taped together), Tape, Worksheet "Understanding Light"
* Context: Understanding the behavior of light is key to understanding wireless communication. In this exercise the students are first given a set of materials including mirrors, lenses, magnifying glasses and different surfaces and asked to answer several questions on their interaction with several sources of light, including a laser pointer, a flashlight and LEDs. The instructor can lead the exploration in different directions depending on the questions asked by students and the interest of the group. Light through a lens becomes bigger, what is the relationship between the positions of the source, lens and surface? After this initial investigation the instructor sets up a maze with complexity depending on the aptitude of the students involved. The students are then asked to design a guide for the laser to hit the specified target using the materials they have investigated previously.
* Methods and Procedure:
There is no set procedure for this lesson, aside from the setting up of the maze itself. Students should be given the material and engaged according to their interest. Small groups are best for this lesson.
The maze can easily be constructed using cardboard and tape on a table. The laser point should also be secured with tape, allowing for the "on" button to be accessible from the top. A small sheet of paper can serve as the target.
Start them with the provided worksheet and expand the discussion/lesson from their discoveries there.
There are many additional possible areas of discussion such as using the LEDs to discover how intensity changes according to the number of batteries attached to the LEDS. The directionality of the light sources can also be discussed in particular in relation to communication. Where does the light go from each source, how far does it go? Are there different situations in which one source would be better to communicate with than another? From what angles and distances can each source be seen? Use of geometry is appropriate here to model light propagation and investigate how the circumference of a circle grows with distance (LED power) and how unequal side of an isosceles triangle grows with distance (flashlight power).
Does the flashlight or LED work in the maze? Why not?
After 30 to 45 minutes ask the students to record their observations in their science notebooks. What additional questions do they have, what experiments might they consider to discover the answer. Ask some specific questions to see that the basics have been learned and relate them specifically to wireless communication.
* Assessment: A short discussion on what was learned after they complete their notebook entries followed perhaps by an expanded discussion into questions that they may have asked.
Presentation – Poster and Oral
Science Journal Entry
Teacher Observation Checklist
* Keywords: Engineering
* Author: Eric Gallo
Understanding Light-What Did we learn from the laser maze and our experiments with LED's
How did the laser react to different materials?
Draw a diagram of the light that came out of the laser, flashlights and LEDs. How is the light different, what is different about the shape, brightness and direction?
If I shine the laser at an angle to a mirror where will it hit? How do you know?
What different problems did you encounter when you were guiding the laser through the maze? What happened, why did it happen?
What other observations did you make about light? What did you notice that you didn't know before? What experiments could you do to learn more about the different sources of light?
Why do you think understanding light might be important to an engineering designing a wireless communication system?
Where do you find different sources of light in your home? Which type are they and why do you think they are used there? | <urn:uuid:eecd7537-d4cd-4913-ae60-6e630ef34632> | CC-MAIN-2018-43 | http://gk12.coe.drexel.edu/modules/doc/Eric_Gallo/Understanding_Light.pdf | 2018-10-20T16:22:30Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00238.warc.gz | 161,744,743 | 1,088 | eng_Latn | eng_Latn | 0.998179 | eng_Latn | 0.998233 | [
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Special Feature
An iceberg is a large mass of floating ice, which has broken off glaciers or polar ice sheets laid down over 15,000 years ago. Icebergs in the Northern Hemisphere mostly originate from Greenland, and those in the Southern Hemisphere from Antarctica.
Icebergs mainly occur during the spring and summer seasons in each hemisphere, when the weather warms up. The breaking off or separation of an iceberg is called calving and about 10,00013,000 icebergs are calved each year from the Greenland coast.
Icebergs are made of fresh water, which is slightly less dense than seawater, allowing icebergs to float in the sea. However, only about 10% of an iceberg is visible on the surface, with the rest hidden underneath.
Icebergs are mostly white. The ice is full of tiny air bubbles and the surfaces of these bubbles reflect white lighting, giving overall white appearance. Blue streaks through some icebergs are areas of ice that do not contain air bubbles and so reflect blue in a similar way to the sky. Icebergs are classified by their shape and size. They can range from flat-topped to domed to having a central pyramid and have interesting names ranging from "Growler" (which is a berg less than 1m above the sea surface and less than 5m in length) to a "Very Large Berg" (which is greater than 75m above the sea surface and greater than 200m in length). Icebergs from Greenland and the North Atlantic are more often peaked and irregular in shape, while those from Antarctica are more often flat-topped with straight sides.
It is hard to predict how long an iceberg will survive before it melts. Weather conditions play a big part. If an iceberg remains in cold waters, it can survive for many, many years, only melting a little during the summer
months. However, if the iceberg drifts into warmer waters it will melt rapidly, helped by wind and wave action.
The tallest iceberg in the North Atlantic was located in 1958 off the coast of Greenland. It measured 168m and was the same height as a 55-storey building.
The biggest iceberg on record is an iceberg covering more than 4,000 square miles, which broke off the Ross Ice Shelf in Antarctica, in early 2000. It measured 183 miles by 22 miles.
www.naturesweb.ie
Winter 2006
Icebergs from Greenland can move upto 7 km per year. On average, about 375 icebergs float into the North Atlantic shipping lanes each year, where they are a hazard to navigation, particularly because so much of an iceberg is hidden under water.
Following the loss of the Titanic in 1912, due to a collision with an iceberg, a patrol of the North Atlantic shipping channels began in 1914. 13 nations came together and agreed to fund an International Ice Patrol, which would be managed by the United States Government. Each year, they monitor the icebergs that threaten the main shipping routes in the North Atlantic, between Europe, the US and Canada. This is usually between the months of February and July.
© 2006 Sherkin Island Marine Station & its licensors. All rights reserved.
15 | <urn:uuid:d77b25b6-539f-4a20-af9a-4c5ed5b85b2f> | CC-MAIN-2018-43 | http://naturesweb.ie/Winter2006Page15.pdf | 2018-10-20T16:17:59Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00238.warc.gz | 268,483,925 | 668 | eng_Latn | eng_Latn | 0.998802 | eng_Latn | 0.998802 | [
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Name: _____________________
1) For each of the following compounds: indicate the most acidic hydrogen; draw the most important resonance contributor resulting from the removal of the acidic hydrogen.
O
2) Rank the following compounds in order of increasing acidity. Indicate which compounds will be more than 99% deprotonated by sodium ethoxide.
3) Pentane-2,4-dione (acetylacetone) exists as a tautomeric mixture of 8% keto and 92% enol forms. Draw the stable enol tautomer and explain its unusual stability. | <urn:uuid:02ae3805-f2ac-479b-8fa3-c100eaac2ff2> | CC-MAIN-2018-43 | http://drsapnag.manusadventures.com/chemistry/organic-chemistry/practice-sheets/Wade18-1AlphaCarbonAcidity.pdf | 2018-10-20T15:47:09Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00239.warc.gz | 102,549,200 | 119 | eng_Latn | eng_Latn | 0.967263 | eng_Latn | 0.967263 | [
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Responsibilities of the Husband
According to the verses of the Quran the husband needs to do the following:
1. Pay marriage gift or money ( ), unless the wife doesn't need the money and is willing to forego her right.
2. Accept that he is the head of the family and responsible for fulfilling the financial and other needs of the wife.
3. Be loving and affectionate.
4. Should not maltreat his wife, even if she has some shortcomings.
5. Satisfy the sexual needs of the wife.
6. Have as many children as her health will allow.
7. Be gentle and loving towards the whole family.
Hadees Tirmizi:
"The husband should fulfill the basic responsibilities that fall upon him due to the marriage ( ) agreement i.e. marriage gift or money and the provision of food, clothes, board and lodging.
Hadees Ibne-Maja:
"A person only excels if he is nice to his wife".
Quran – Surah-e-Baqara – Ayat 187:
"Husband and wife are as close to each other as the body of a person is to its clothes".
21.1 The rights of a husband
1. See the woman before marrying her. The prophet (1) of Allah advised repeatedly in favour of this, and he stated that in this way the chances of mutual love and cooperation between the couple are greater, as the person will be marrying a woman he likes.
2. The wife should listen to her husband, unless she can persuade him otherwise, or she is asked to do something prohibited by Islam.
3. Not to have intimate relations with any other man.
4. Protect the wealth and property entrusted to her, in the home or otherwise.
5. Cooperate with her husband and try her utmost to keep him satisfied and happy.
6. She should avoid, as much as possible, making him cross and angry.
21.2 Responsibility towards the parents
The Quran exhorts humans to be kind, affectionate and caring toward their parents, as they gave birth to them, nurtured them, and made them healthy adults in order to live a good life. The parents are considered only second to Allah. The mother gets special mention as she is the one who bore him/her for nine months and suffered greatly in the pregnancy and birth. She also took care of him/her till the age of in independence
Hadees: Abu Dawood:
"Paradise lies at the feet of mothers.
Hadees- Ibn-e-Maja & Abu Dawood:
The revered Umro bin Shuaib (2) reported that a person said to the prophet (1) of Allah "I am wealthy, can I give some money to my father as he is in need." The prophet (1) of Allah replied "Your father owns you as well as your wealth."
Then he stated "Your children are your life's good work, and you are entitled to their wealth."
Hadees- Bukhari & Muslim:
The prophet (1) stated "Upon your behaviour towards parents depends whether you go to hell or heaven."
Hadees - Muslim:
The prophet (1) stated "One who provokes the displeasure of the parents will not enter paradise."
(1) May Allah bless with eternal peace
(2) May Allah be Pleased | <urn:uuid:2e3eb197-ee94-4e8a-bf1f-226cf688e41e> | CC-MAIN-2018-43 | http://kph.org.pk/sex_books/english_book/Chapter-21.pdf | 2018-10-20T15:17:30Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00238.warc.gz | 216,545,074 | 677 | eng_Latn | eng_Latn | 0.998074 | eng_Latn | 0.998524 | [
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INTRODUCTION
Faïk bey Konitza (1875-1942) was one of the great figures of Albanian intellectual culture in the early decades of the twentieth century and was no doubt the first Albanian whom one might consider to have been a real European.
Konitza was born on 15 March 1875 in the now village of Konitsa in the Pindus mountains in northern Greece, not far from the present Albanian border. After elementary schooling in Turkish in his native village, he studied at the Jesuit Saverian College in Shkodra which offered him not only some instruction in Albanian but also an initial contact with central European culture and Western ideas. From there, he continued his schooling at the Frenchlanguage Imperial Galata secondary school in Constantinople. In 1890, at the age of fifteen, he was sent to study in France where he spent the next seven years. After initial education at secondary schools in Lisieux (1890) and Carcassonne (1892), he registered at the University of Dijon, from which he graduated in 1895 in Romance philology. After graduation, he moved to Paris for two years where he studied mediaeval French, Latin and Greek at the Collège de France. He finished his studies at Harvard University in the United States, although little is known of this period of his life. As a result of his highly varied educational background, he was able to speak and write Albanian, Italian, French, German, English and Turkish fluently.
Konitza's stay in France, a country of long-standing liberal democratic traditions, was to have a profound effect on him and he was able to acquire and adopt the patterns of Western thinking as no Albanian intellectual had ever done before him. The young Konitza was particularly marked by the uninhibited freedom which the French press enjoyed in the years of open and caustic debate sparked by the Dreyfus affair. It was during this period that he began to take an interest in his native language and his country's history and literature, and to write articles on Albania for a French newspaper.
In September 1897 he moved to Brussels, where at the age of twenty-two he founded the periodical Albania, which was soon to become the most important organ of the Albanian press at the turn of the century. He moved to London in 1902 and continued to publish the journal there until 1909.
It was in London that Konitza made friends with the noted French poet and critic Guillaume Apollinaire (1880-1918), initially through correspondence on an article published by the poet in 1903 in L'Européen. Apollinaire stayed with Konitza at the latter's Chinford home in 1903 and 1904 while endeavouring to regain the affections of his beloved Annie Playden. Konitza not only hosted the poet, but seems also to have served as an intermediary in the 'affaire de coeur.' Contacts between the two writers were finally lost in 1909 when Konitza emigrated to the United States. Apollinaire endeavoured to find the Albanian publisher there, but received no response to his letters.
Konitza's first stop in the New World was Boston where he became editor of the Albanian-language newspaper Dielli (The sun), which was founded by Fan Noli (1882-1965) in 1909. Dielli was the organ of the important Pan-Albanian Vatra (The hearth) federation of Boston, of which Konitza became general secretary in 1912. He also edited another short-lived periodical, the fortnightly Trumbeta e Krujës (The trumpet of Croya) in St Louis, Missouri, which he ran for a short time (three editions) in 1911. In 1912 he travelled to London on behalf of the Vatra federation to defend Albania's interests at the Conference of Ambassadors. This conference, held in the autumn of that year, was to consider recognition of the fledgling Albanian state which had declared its independence from the Ottoman Empire on 28 November. On 17 December 1912, the ambassadors agreed to recognize Albanian autonomy, though www.elsie.de / Dr. Robert Elsie
initially under the continued suzerainty of the Sultan. At the beginning of March 1913, Konitza, who had quarrelled with Ismail Qemal bey Vlora (1844-1919) and initially given his support to the government of Esad Pasha Toptani (1863-1920), also spoke before three hundred delegates at the Albanian Congress of Trieste who had gathered to discuss their country's fate during the political anarchy precipitated by the Balkan Wars. He became disillusioned with AustroHungarian policies, which he had earlier supported, when it became clear that Vienna was only interested in a fixed northern border for Albania and that his native town of Konitsa was to be awarded to Greece.
In 1914, at the start of the First World War Faik Konitza was in Austria (Vienna, Feldkirch and Baden). There, in the political tension created by the war, rumour spread that he was spying for Italy and he was obliged to leave the crumbling Austro-Hungarian Empire for neutral Switzerland. In Lausanne, he met up with Mehdi bey Frashëri (1874-1963) and Mid'hat bey Frashëri (1880-1949), and on 2 November 1915 published a treatise entitled L'Allemagne et l'Albanie (Germany and Albania), in which he attacked German support for a proposal to partition Albania between the Greeks and Slavs. In March 1916 we find him in Sofia with Dervish Hima (1873-1928) and in July of that year he was back in Baden (Austria). He was subsequently obliged to leave Austria once again, this time for Italy, because of his criticism of Austrian and German policies in Albania and the consequent suspicion with which the Austrian authorities treated him. In 1921, back in the United States, he was elected president of the Vatra federation in Boston and resumed editing the newspaper Dielli (The sun) there, in which he now had his own column, Shtylla e Konitzës (Konitza's Column). In the summer of 1926, Faik Konitza was appointed Albanian ambassador to the United States by the dictator Ahmet Zogu (1895-1961), a post he held until the Italian invasion of his country over Easter 1939. He died in Washington on 15 December 1942 and was buried in Forest Hills cemetery in Boston. After the fall of the Communist dictatorship, his remains were transferred to Tirana and interred in a park at the edge of the city.
Faik Konitza wrote little in the way of literature per se, but as a stylist, critic, publicist and political figure he had a tremendous impact on Albanian writing and on the culture of his time. His periodical Albania, published in French and Albanian under the pseudonym Thrank Spirobeg, not only helped make Albanian culture and the Albanian cause known in Europe, but also set the pace for literary prose in southern Albanian dialect. It is widely considered to be the most significant Albanian periodical to have existed up to the Second World War. Writers like Thimi Mitko (1820-1890), Kostandin Kristoforidhi (1830-1895), Andon Zako Çajupi (18661930) and Gjergj Fishta (1871-1940) first became known to a broader public through the pages of the periodical which Faik Konitza published faithfully over the course of twelve years. Albania, financed to some extent by the Austro-Hungarian authorities under the auspices of the Kultusprotektorat and accordingly betraying pro-Austrian proclivities, contained articles and information on a wide range of topics: history, language, literature, folklore, archeology, politics, economics, religion and art, and as such constitutes a mini-encyclopaedia of Albanian culture of the period. Konitza valued a free exchange of ideas and he placed the columns of Albania at the disposal of his rivals whom he countered with caustic wit. In literature, he attacked the often banal nationalist outpourings on the lofty virtues of the Albanian people and called for a more realistic and critical stance towards his nation with all its failings. Steeped in Western culture, he found it difficult to appreciate the poets of early romantic nationalism like Naim bey Frashëri (1846-1900) whose ideals were those of a bygone age and whose verse he regarded as unsophisticated. How could they, with their sacrosanct expressions of patriotic fervour, compare with the higher level of literary and artistic achievement he had encountered in France, to writers like Verlaine, Baudelaire and Apollinaire? The biting sarcasm with which he expressed his www.elsie.de / Dr. Robert Elsie
intransigence towards the naivety of his compatriots and towards the many sacred cows of Albanian culture and history let a breeze of fresh air into Albanian letters.
Konitza strove for a more refined Western culture in Albania, but he also valued his country's traditions. He was, for instance, one of the first to propagate the idea of editing the texts of older Albanian literature. In an article entitled Për themelimin e një gjuhës letrarishte shqip (On the foundation of an Albanian literary language), published in the first issue of Albania, Konitza also pointed to the necessity of creating a unified literary language. He suggested the most obvious solution, that the two main dialects, Tosk and Geg, should be fused and blended gradually. His own fluid style was highly influential in the refinement of southern Albanian Tosk prose writing, which decades later was to form the basis of the modern Albanian literary language (gjuha letrare). Konitza's ties with the Zogu regime in later years created consternation among many Albanian intellectuals and it is this more than anything which caused his influence on Albanian literature and culture to be underestimated and ignored by post-war critics in Tirana. His sarcastic comments and polemics in Albania and elsewhere, and his irascibility and arrogance did not always make him a popular figure, but the spontaneity and refinement of his prose are universally recognized and admired.
Faik Konitza's writings are nonetheless fragmentary. He was the author of numerous editorials and articles on politics, language, literature and history which appeared for the most part in Albania e vogël (Little Albania), a fortnightly supplement to his periodical Albania from 1899 to 1903, He also wrote what could be regarded as a novel, although he never completed it. This is the satirical Dr. Gjëlpëra zbulon rënjët e dramës së Mamurrasit (Dr Needle discovers the roots of the Mamurrasi drama) in which he makes some delightfully pungent observations on the backwardness and the questionable hygienic standards of his compatriots. Konitza's only book publication in Albanian was a translation of Arabic tales from a Thousand and One Nights, entitled Nën hien e hurmave, Boston 1924 (In the shade of the date palms). In Dielli (The sun) from 1929 on, he also edited the narrative of his travels to Albania, a series entitled Shqiperia si m'u-duk (How Albania appeared to me), in which he expressed much unflattering criticism of various character types he had encountered there: bureaucrats, social climbers, pretentious aristocrats etc. It is only in very recent years that his writings in Albanian have been collected and published. In English, a selection of his work was edited by Qerim M. Panarity in the 175page volume Albania, the rock garden of southeastern Europe and other essays, Boston 1957.
The present publication, bringing together not only the first English translation of Guillaume Apollinaire's short essay on Konitza, but also much of the Albanian publicist's previously inaccessible correspondence with noted figures of his age, constitutes a further achievement and another step major forward in making this much neglected figure known to the Western reader.
Robert Elsie Olzheim / Eifel, Germany Autumn 2000
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KINDERGARTEN SCOPE AND SEQUENCE
There are MANY good ways to structure and organize the curriculum. This is one way that I think ties topics together well, and follows a logical progression of skills. All of the curricular content areas are listed below and the competencies are the vehicles through which we teach the content so they would be connected to each content standard.
1) Ways to make 5 – 5 frames, rekenreks
2) Repeating Patterns with 2 or 3 elements – this is a great way to utilize the ways to make 5 (by counting the elements in the patterns) and we want to ensure students understand from a young age that math is all about patterns and relationships
3) Number Concepts to 10 – 10 frames, Rekenreks, Cuisenaire Rods
* Equality as a balance
* Decomposition of numbers to 10
* Change in quantity to 10
* Financial literacy – use coins to play store
4) Direct Comparative Measurement – this ties into understanding number and uses terms more than, less than, same as, which can also be used when exploring number concepts to 10
* Likelihood of familiar life events – connect ideas of more, less likely to more/less with quantities and measurements
5) Single attributes of 2D and 3D objects – this gives another opportunity to practice counting as well
* Explore attributes of coins and their values – you can also use the equality as a balance to explore the values of coins
6) Concrete or pictorial graphs as a visual tool – this can be done weekly by creating a weekly graph with the students (how many siblings, how they get to school, etc.) – this can also be another opportunity to bring in the idea of equality and more than/less than | <urn:uuid:60daa9cc-df2a-4bf7-afa7-afc0cf99e7bb> | CC-MAIN-2018-43 | https://s3-us-west-2.amazonaws.com/ednow.giveaways/KINDERGARTEN+sequence.pdf | 2018-10-20T15:53:14Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00237.warc.gz | 772,448,861 | 373 | eng_Latn | eng_Latn | 0.997148 | eng_Latn | 0.997148 | [
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Congressional Workshop Series: THE INTERSECTION OF OBESITY POLICY AND SCIENCE
Tuesday, November 16th, 428 Russell Senate Office Building
BACKGROUND
Obesity is one of the most costly diseases affecting America's adults and children. In fact, it is the single greatest contributing factor to every other major chronic disease afflicting Americans today. This year, Congress enacted health care reform legislation that included a strong focus on prevention —particularly obesity—demonstrating that promoting health and wellness, particularly among children from a young age is a key priority of Congress.
This briefing will review the science behind obesity and overweight from birth to adulthood. Studies show that poor infant nutrition can lead to unhealthy weight gain in children.
However, health care reform—and other legislative initiatives— have not addressed strategies to prevent excessive weight during infancy as well as how to diagnose and treat the growing number of U.S. children and adults afflicted with obesity. While many widely accepted methods and approaches exist to treat and prevent overweight and obesity, including nutrition counseling, increased physical activity and prescription and surgical interventions, these tools have yet to be incorporated in our nation's health care policies nor covered by public and private payors.
THE WORKSHOP
The workshop will help Members of Congress and their staff, as well as key members of the public health community, academia and industry identify policy solutions for addressing obesity by answering these questions:
What Does Science Say About Unhealthy Weight Gain in Infants and Children?
What are early indicators for obesity in infants and children?
What steps can be taken during infancy to avoid unhealthy weight gain?
What role does infant nutrition play in excessive weight gain?
What are the main causes and influences for overweight and obesity in children?
What is the role of parents and physicians in diagnosing, preventing and treating overweight and obesity?
How early should overweight and obesity prevention begin?
What are the long term effects if childhood obesity is not treated?
What Does the Science Tell Us About Diagnosing, Preventing and Treating Adult Overweight and Obesity?
What issues contribute to an adult's overweight or obesity?
What is the role of physicians in diagnosing and treating overweight and obesity?
What is the role of pharmaceutical and surgical interventions in treating overweight and obesity?
In addition to science, are there behavioral changes that need to occur in the battle against overweight and obesity?
CONCLUSION: What Is the Role of Federal Policy in Adopting These Innovations?
Workshop Details
"The Intersection of Obesity Policy and Science"
Tuesday, November 16 th 8:30 – 11 a.m. 428A Russell Senate Office Building
Space is limited. Response requested by Friday, November 12 th . RSVP to Chris Fox at firstname.lastname@example.org, or 202-466-5524.
The Campaign to End Obesity cordially invites you to participate as a DELEGATE at our
Congressional Workshop Series: THE INTERSECTION OF OBESITY POLICY AND SCIENCE
Tuesday, November 16 th 8:30 – 11 a.m.
428-A Russell Senate Office Building
Space is limited. RSVP by Friday, November 12 to Chris Fox, email@example.com or 202-466-5524.
**This invitation is non-transferrable.** | <urn:uuid:87aa9757-dd5d-46a7-83fb-0123e50955d6> | CC-MAIN-2018-43 | http://campaigntoendobesity.org/documents/SavetheDatetheintersectionofobesitypolicyandscience.pdf | 2018-10-20T15:26:23Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00239.warc.gz | 56,918,710 | 662 | eng_Latn | eng_Latn | 0.987129 | eng_Latn | 0.998231 | [
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Locations Around Town
Where is your local Post Office?
Questions
* Excuse me. Where is the Post Office?
* Excuse me. Is there a bank near here?
* Excuse me. Could you tell me where the nearest supermarket is?
Responses
* It's between the bank and the big department store.
* Yes, there is. It's on the corner of Queen Street, next to the museum.
* Certainly. It's behind the library, near the park.
Follow-up Questions
* Thank you very much.
* Thanks. Is it far?
* Behind the library, near the park? Thank you for your help.
Responses
* You are welcome.
* Not really. It is about five minutes on foot.
* No problem. You are very welcome.
Sounds Like...
1. Could you tell me where... //kudju//
2. Do you know where... //djuno//
3. It is next to the department store. //depaar'men'//
Practice i Use the information to practice asking and answering questions. i.e.
* Bank/Queen Street
A) Excuse me, is the Bank near here?
B) Yes, it is. The Bank is on Queen Street.
1. Post Office/Central Avenue
2. Bookstore/Ocean Way
3. Hospital/Dunlop Road
4. Park/Acorn Avenue
5. London School of English/St. Peter's Street
6. Thompsons Department Store/Oxford Street
Practice ii Use the map on the next page and the information below to practice giving locations around town. i.e.
* Bookstore - the Bank and the Post Office/between
A) Excuse me, could you tell me where the bookstore is?
B) Certainly, the bookstore is between the bank and the Post Office.
1. Coffee shop - on the corner/Chinese Restaurant/next to
2. Cinema - Fish & Chip shop/next to
3. Newsagents - Bookstore/behind
4. Library – Park/next to
5. Bank – on the corner/Park/opposite
Chinese
Italian
Bank
Post Office
Pet
Shop
Exercise i Match the statements on the left to the endings on the right. i.e.
a. The department store is...
1. ...behind the bank on the left side of Central Avenue.
b. The hair salon is...
c. The Indian restaurant is...
d. The sushi restaurant is...
e. The Park is...
2. ...in front of the flower shop, next to the book shop on Sunset Street.
3. ...on Sunset Street, next to the Chinese restaurant.
4. ...opposite the Royal Hotel and the department store.
5. ...on South Road, between the Royal Hotel and the train station.
f. The Post Office is...
6. ...next to the cinema, behind the fish & chip shop.
Exercise ii Using the map, fill in the blanks with the vocabulary from the box below.
John:
Excuse me, do you ______ where the Newsagents is?
Mr. Smith:
Sure, it's ______
Sunset Street.
John:
Thank you. Is Sunset Street ______ here?
Mr. Smith:
Yes, it is. Just follow this road and ______ left ______ the Park.
John:
Okay, left after the park.
Mr. Smith:
Yes, that's Sunset Street. Go straight along the street and you'll see a Book shop on the _____. The Newsagents is ______ the Book shop.
John:
Got it.
Mr. Smith:
It's ______ the Flower shop and the Hair Salon.
John:
Thank you very much for your help.
Mr. Smith:
You're welcome.
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Kris' Corner:
A Series of Articles by Parenting Expert Kris Imbrie
Avoiding the Tornado
Calming Ourselves Down and Understanding Pain-Based Behavior
How many times can you remember asking your child to do something and then seeing them become angry or upset as soon as the words are out of your mouth? It could be something simple like asking them to take their shower, or to sit down and do their homework. Then what follows? Perhaps your mind starts racing with thoughts like, "Oh, here we go again!" or "Why does it ALWAYS have to be a fight?" or "This is ridiculous! I'm not asking for the moon! Who's the boss around here, anyway?"
While those thoughts are going through your head, your body may be getting ready for a fight. You may not realize it, but your heartbeat might be speeding up, your muscles may be tensing, your breathing getting shallow, your jaw may be tightening and there may be knots in your stomach. As your autonomic nervous system feels the effects of all the stress hormones going through your body, your reasoning ability, your ability to be clear and rational and especially your ability to be compassionate goes out the window!
So how does the situation usually play out? My younger son gave me a real run for my money and I still remember the way I would lose control. Between the two of us being out of control I had a full—blown tornado on my hands. In the course of this mess I would inevitably do something I regretted later. After it was all over I would feel terribly guilty and like a failure as a Mom.
There is a better way. It's not easy, and it takes practice, but the investment is worth it.
The first step is to recognize that YOU are part of the whole reaction. The reason you are such an important part of this equation is that we are biological creatures who are programmed to need each other for survival. The parent/ child relationship is particularly governed by this biology. As a child, when our parent is upset with us it can be very destabilizing. Even though our child seems to be impervious to our approval at times, their biology is very reactive to ours. When we add our anger and frustration to their own, we pour gasoline on the fire. We may be thinking, "I've got to show him who's boss!" Meanwhile, your child actually hears, "Your upset feelings are not legitimate and I will not tolerate you acting this way." The child feels panicked and scared that you are rejecting them with your anger. Consequently, they feel even more out of control. The message has the effect of making him/her less able to be reasonable and rational. And there you have it … Tornado!
I believe one of the most important jobs we have as parents is to help our children understand their emotions, learn effective tools to calm themselves down, and tolerate all the frustrating and upsetting things that life is going to throw at them. But we have to teach by example.
Consequently, we have to learn these tools ourselves first in order to be able to model the behavior for our children. We have to be able to calm ourselves down when they upset us, before we go to them to address an issue.
EMPATHIC SELF-TALK
Just as those negative messages that fly through our heads when our child triggers us have the effect of causing our whole system to get into a high state of alert (ready to fight), there are messages we can summon up that will have a beneficial effect on us. Try to remember that when your child is at their worst, they are NOT happy. This is not fun for them. They are in "emotional pain". If you can look at your child and say to yourself: "My child is in emotional pain, this is pain-based behavior", your whole body will have a different response. Instead of getting ready for battle, when your child is in pain you will experience an urge to comfort your child.
For example, if your child comes in the door from school and has a melt-down because you made Rice Krispie treats instead of brownies, chances are this is not about the brownies. In the past, you might have punished them for being disrespectful and ungrateful, and sent them to their room. However, in this scenario, they learn nothing about themselves and their own reactions and behaviors. Instead, they learn that they are "bad", as their selfesteem goes lower and lower. They know that their behavior was wrong, but they don't know WHY they behaved that way. When our first reaction is to punish, we're actually losing an opportunity for a "teaching moment". Children need a better understanding of themselves, and as parents, I believe that giving them that self-knowledge is our most important job.
If you don't take their reaction personally, and if you are able to look at your child and see their emotional pain, you may be able to say to yourself, "This is pain-based behavior, my child is in emotional pain." Consequently, you might have a different response to them. When our child is in pain, it engenders in us the urge to comfort. You might say something like "Wow, it sounds like you might have had a really bad day at school. What happened?" This sends the message that you know this is not who they truly are, and that something very upsetting must have caused this behavior. Then you can play "detective" with your child to discover, together, the cause of all this distress. You will get to the true source of the pain. Perhaps your child might collapse in your arms in tears and you'll learn that a friend was mean to them that day or that a teacher yelled at them when it wasn't their fault. By helping your child to recognize the origin of their behavior, you will put yourself in a positive position to collectively brainstorm solutions to the problem. This reinforces to your child that you can be a partner with them in their challenges and that they're not alone.
This process is very educational and you will be playing the part of "teacher". The root of the word "discipline" is "disciple." We're talking about the Student/Teacher relationship. Educating your child about their behavior and listening to their feelings, will pay off in the long run; your child will mature with good self-esteem and be better able to have compassion and empathy for others. On the other hand, children with low self-esteem have a hard time having empathy for others. They often end up as bullies or followers who are unable to stand up for themselves and frequently succumb to peer pressure.
So try Empathic Self-Talk to calm yourself down the next time your child's resistance is starting to trigger you. Then play detective with them to figure out where these feelings originate, and recognize that you are making good use of a "teaching opportunity". Not only will your child benefit from the self-knowledge but the two of you will benefit from an enhanced, deeper connection. The parent/child bond will be more secure and you can enjoy each other more fully. When that bond is secure, our channels of communication are open and our children will feel comfortable coming to us for help dealing with difficult decisions. We are setting the stage for a rewarding, lifelong relationship with our child.
Kris Imbrie began the first 15 years of her career as an Elementary School Teacher, then crossed over into the field of social work as the Child Advocate at a battered woman's shelter for 10 years. She has written two violence prevention curriculums which received state awards. She has been a licensed clinical social worker in private practice in Sparta, NJ. since 2004. She specializes in trauma and about half of her clients are children.
For more information, visit www.healingforchange.com.
Project Sussex Kids, the Sussex County Council for Young Children, has been designed by the New Jersey Department of Children & Families to address the needs of local families who are expecting or who are parenting young children. County Councils for Young Children have been established in all of the state's 21 counties to bring together parents, caregivers, as well as health, education and social service professionals to enhance communication, coordination and collaboration of services. Additional information is available at www.projectsussexkids.org. | <urn:uuid:746a7106-4268-4393-8f4d-c7a5ca6157f0> | CC-MAIN-2022-21 | https://www.projectsussexkids.org/_files/ugd/830a97_09b7337d95e34402b4d1d7d28809b0cd.pdf | 2022-05-25T12:05:28+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662587158.57/warc/CC-MAIN-20220525120449-20220525150449-00249.warc.gz | 1,098,754,819 | 1,742 | eng_Latn | eng_Latn | 0.998778 | eng_Latn | 0.998951 | [
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Living with floods
By Naren Karunakaran
There was a time when the people of north Bihar, India's most flood-prone state, celebrated the monsoons and lived with floods. How and when did they become victims of floods, struggling to control the waters? Now, a silent movement to empower citizen's groups to re-establish their cultural ownership over rivers is taking shape
The recurring abundance of water in the river basins of north Bihar and the northeast is what people living in these regions fear most. While countrymen elsewhere yearn for life-giving water, the fury of many rivers in spate engulfs the lives of the people here. The monsoon months turn them into a miserable, helpless populace, dependent on state and voluntary support for their survival.
It is indeed ironic that their forebears, who gravitated towards and lived in these very river basins, looked forward to and welcomed the floods. The silt left behind by the rising, flowing waters enriched their fields. Bumper crops and prosperity ensued. It was in fact this fertility that attracted early settlers to the plains of north Bihar just as it did along the Nile, the Tigris, the Euphrates and the Indus valley.
In the Mithila region of Bihar there is a saying: "Ael Balan ta banhaloun dalaan; gel Balan ta tutale dalaan, " (let the Balan (river) spill this year, we will build a new extension to our house; if it doesn't, then we lose whatever we have in the house). Indeed, the monsoon months -- a time for floods -- was a festive time and women, on starlit nights, would often come out in boats, singing and celebrating the floods. There was a certain kinship with the rivers.
Occasionally, the rising waters did overwhelm the people but they, generally aware of every aspect of the floods (depth, duration, etc), took reasonable precautions.
Over time, the people of north Bihar who constitute over 56% of India's flood-affected, have undergone a nomenclature change -- from being 'worshippers of floods' to 'victims of floods'. What has brought about this transformation?
The floods of yore used to come, wash over the land, and go. But, thoughtless
development unleashed by politicians and engineers over the years has pushed the populace of Bihar into a permanent flood trap. Sustained attempts have been made to control and hem in rivers along their course by building embankments. The unplanned construction of roads, canals and railways across the Bihar plains, blocking the natural drainage of rivers, has made them unwieldy, unpredictable and destructive. "Floods that sneaked in like cats earlier, now come roaring like lions," says Dinesh Kumar Mishra of Barh Mukti Abhiyan (BMA). Misra, an Indian Institute of Technology engineerturned-activist, has been trying to re-establish peoples' cultural and political ownership of rivers since 1991, when the Abhiyan took shape. The BMA's aim is to promote local and traditional alternatives to government flood-control policies. The organisation has over 700 rural groups of flood activists.
Eight major river basins -- the Ghagra, Gandak, Buri Gandak, Bagmati, the Adhwara group of rivers, the Kamla, Kosi and the Mahananda -- spread across north Bihar. Most of them originate in Tibet or Nepal, erode the soil easily as they flow downwards, depositing it on the Bihar plains before draining into the river Ganga. Deltas created by this avalanche of sediment often provoke the rivers to meander and flood the plains. Shifting courses also create and leave behind chaurs (huge land depressions).
The Kosi, the most notorious of north Bihar's rivers, also known as 'the sorrow of Bihar' (a British term) has thus shifted westwards by 160 km over the past 250 years. "The annual sediment load in the Kosi is such that if a bund, one metre high and one metre wide, is built it would circle the equator three times," says Misra.
The British tried to 'tame' the Damodar, 'the sorrow of Bengal' by building embankments. Still, the river overwhelmed them. Consequently they refrained from touching the Kosi (they eventually demolished the Damodar embankments in the 1850s). Since Independence, however, successive governments have tried to confine the Kosi and other rivers in the region in a maze of embankments that often breach and divide communities and cause permanent waterlogging.
When heavy silt-laden rivers are restrained between embankments, the silt that would have spilled over into a large area is confined between the embankments. This raises the level of the riverbed. The rising bed level provokes the building of higher embankments. As a consequence, in certain areas, rivers flow above the surrounding ground level. The Kosi's embankments have been raised over two metres since they were first constructed in the mid-50s.
Embankments meant to protect people living along rivers have often been breached. The Kosi breach of 1984 wiped out 11 villages, inundated 196 and rendered 4.5 million people homeless. In the 1987 floods there were 105 breaches along Bihar's river
embankments.
These mud barriers have also caused considerable social friction, especially amongst those living within and outside the embankments. As a river rises, people living within the embankments breach them in many places to enable the floodwaters to flow out, lest they drown in it. Those outside, obviously, are adversely affected and oppose it. The ongoing confrontation occasionally leads to gunfights.
Over 800,000 people in 338 villages continue to live within the Kosi's embankments even today. They converge and live on the embankments for months when the river is in spate.
Fields within the embankments are also sand-cast, rendering them useless for cultivation. Kant Lal Mandal of Sikatia (Azamnagar block) used to grow paddy and jute before the Mahananda embankments were built in the 1970s. The land in this part of Bihar was so fertile that farm labourers from other parts of the state converged here to harvest grain. Today, Mandal migrates to Punjab during the harvest season to make ends meet.
River embankments have thus turned Bihar into a land of farm labourers who travel to other states to earn a living. "Landlords with tens of acres of land have today become paan and bidi vendors," says Pancham Bhai of the Lok Bharati Seva Ashram in Supaul where the Kosi enters India from Nepal.
In 1954, when India's flood control policy was first introduced, Bihar had 160 km of embankments and 25 lakh hectares of flood-prone land. Today, after spending over Rs 1,327 crore, the embankments on Bihar's rivers total 3,430 km. And the state's floodprone areas, instead of decreasing, have increased to 68.8 lakh hectares!
Waterlogging is the other major problem. Rainwater, which gets collected in the socalled 'protected' area outside the embankments, cannot flow into the river. This causes serious, permanent waterlogging. Tributaries are also thus blocked, leading to backflows into the protected area. Scores of sluice gates were built at the confluence of rivers to control flows in and out of the rivers. None of them, except one, is functional today.
The Kusheshwar Asthan block in Darbhanga, where the Kamla, Kosi and Kareh rivers converge, has thus turned into a huge expanse of water that refuses to drain away. Boats ply round the year and water hyacinth has replaced paddy. Landlords have turned into waterlords! In keeping with the fast-changing character of the land here, the government has been quick to declare the area a bird sanctuary! About 124,000 hectares in the Kosi-Kamala Doab is waterlogged.
Nowhere in Bihar is the problem of waterlogging more acute than in the Gandak command area, extending to over seven districts (Gopalganj, Saran, Siwan, Vaishali, Muzaffarpur and East and West Champaran) and boasting a canal network of over 6,000 km. Water seepage from embankments and the maze of canals and roads, including haphazard village roads built under the Jawahar Rojgar Yojana, have worsened the situation. The Gandak canals irrigate over 3.5 lakh hectares; waterlogging however has gobbled up over 7.5 lakh hectares. "The persistent problem has demolished the livelihoods of over 6 million people," says Misra. For them, migration is the only solution.
The chaurs of Bihar stand testimony to the problem of waterlogging. The Hardia chaur , for instance, spreads over 32,000 hectares in Saran district. "The Gandak canals have impeded the drainage of this chaur and the waterlogging has worsened over the years," says Jitendra Kumar of the Jal-Jamav Virodhi Sangharsha Samiti. The Samiti has been trying to retrieve submerged land by devising simple, community-driven drainage systems. The government, meanwhile, has done little to clear waterlogged stretches. In fact, through the entire 1990s, no funds were sanctioned for this purpose.
Years of suffering have now emboldened village communities to seize the initiative and take issues into their own hands. Embankments are being breached systematically at vantage points to benefit people within and outside the embankments. Consequently, the floods, when they do come, rise slowly, unlike when embankments suddenly give way.
The Mahananda Tatbandh Virodhi Sangharsha Committee has not only broken the Mahananda embankments at several places, but has also prevented the government from plugging them. In 1996, the Samiti, following an agitation, secured written assurances from government engineers and local contractors that they would leave the breaches untouched. The 'public cuts' on the Mahananda embankments have been accepted by the state bureaucracy.
Vinodanand Sah, secretary of the Samiti, today gloats over the bumper crops of wheat on both sides of the embankments. "The kind we have never seen before," he says. The villagers have been coping marvellously well with the 'normal' floods. It was the man-made ones that wreaked havoc on them all these years.
The accent now is on going back to the old traditions that enabled their forebears to live with the floods. Seven breaches to the Bagmati embankments, made in 1993, remain, as the villagers have prevented their plugging. Such examples of the closing of ranks by communities are slowly gaining momentum in Bihar.
Partapur village on the banks of the Balan in Madhubani district often enters the
spotlight when its village elders talk of tradition. Partapur had one big and three small tanks. The big one, located at a height, was linked to the Balan with a drain, the entry point of which was blocked with mud. As the Balan rose during the monsoons, villagers would open the drain allowing river water into the main tank. When full, the water was diverted to the other tanks through link drains.
This store of water lasted throughout the year, enabling the village to irrigate over 100 hectares of land. Moreover, the villagers grew a variety of deep-water paddy that tolerated submergence. Hundreds of seed varieties, typical to the region, existed then. Many have been lost forever.
Today, Partapur is only a name. The village was abandoned in the 1960s when trapped between the embankments of the Kamla-Balan.
Many tales of tanks -- integral to life in the Mithila region -- abound. These village tanks were not only harnessed for irrigation they were also used as fisheries and for growing makhana (a water fruit peculiar to the region). Once a year, on sankranti day (midApril), the villagers would come together to clean the tanks.
A couplet captures the grandeur of the Mithila region: "Pag pag pokhar, paan, makhan;tab dekhiau Mithila kai saan (tanks, betel and makhana all over; that was the grandeur of Mithila). But this grandeur is a thing of the past. Today, most of Mithila's tanks are dilapidated or have slipped into the hands of the government.
Surprisingly, the people of yesteryear also had a solution to the problem of land erosion and sand-casting caused by meandering rivers. Neighbouring villages often extended land to those affected, for cultivation and to build houses, albeit on a temporary basis. Such gestures or examples of traditional social security networks are beyond the ken of the present-day populace.
People in flood-prone areas had also devised a number of locally-inspired mechanisms to cope with the floods -- right from the use of building material (bamboo, stilts, etc, as in the northeast) to floating platforms for defecation.
"Modern interventions in the name of flood control have disturbed the equilibrium between rivers and communities. It's about time we seek lessons from our past," says Misra. But that's easier said than done. Money-guzzling relief and rehabilitation operations during recurrent floods have turned into a virtual industry for politicians, engineers, contractors and even non-governmental organisations seeking to perpetuate themselves.
There is a vested interest in maintaining the status quo. It is this lobby that often
resurrects the call for the building of the Barahkshetra dam, or the high dam on the Kosi in Nepal, as a permanent solution to floods in Bihar. Despite it being a known fact that dams do not banish floods and flooding. Every monsoon since the 1950s, the propaganda machine for the Kosi high dam is cranked up.
(Naren Karunakaran is an independent writer and journalist based in Delhi)
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NEAR AND FAR ACTIVITY
The concept of 'NEAR AND FAR' activity was conducted by nursery class on 28 th September 2018. The teachers took the students in garden area and explained the concept by dividing the students into two groups, one for 'Near' and the other for 'Far'. Various places and objects were used to explain them. The concept like near and far to a tree, swing, see- saw, cycle, football, table. The students enjoyed the activity very much. | <urn:uuid:470fbfd2-d9c0-4015-84db-70057e85e5f1> | CC-MAIN-2018-43 | http://hanumantrbk.org/images/photogallery/2018/sep-2018/near/NEAR%20AND%20FAR%20ACTIVITY.pdf | 2018-10-20T14:59:05Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00241.warc.gz | 172,939,339 | 104 | eng_Latn | eng_Latn | 0.999463 | eng_Latn | 0.999463 | [
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3 of 440 DOCUMENTS
The Toronto Star
March 20, 2007 Tuesday
Runaway 'stayed alive for a reason';
Taunted for her deafness and race, her struggles motivated her into a lifelong role of activism, writes Nicholas Keung
BYLINE:
Nicholas Keung, Toronto Star
SECTION:
GTA; Pg. B08
LENGTH:
428 words
As a newcomer from Trinidad in the 1970s, Beverley Halls was constantly taunted by other school kids in a city still getting used to its growing Caribbean population.
Not only was she one of the few blacks in her elementary school near College and Shaw Sts., her deafness made her an easy target for exclusion and bullying.
It wasn't until she was 12 that a teacher discovered her hearing problem, noticing she did not respond even when someone spoke right in front of her.
"It was just horrible. I hated everything here," recalls Halls, who arrived in Canada in 1969 to join her parents. "I
wanted to go back home to Trinidad every day."
Hall says her experiences as a struggling newcomer have motivated her lifelong activism on social issues ranging from immigrant settlement to education, affordable housing, food access, disability, income security and violence against women. For her tireless volunteer work, she is among six recipients of the 2007 New Pioneers Award for community service.
When Halls finished her education at Old Orchard Public School, she hoped for better things in high school. Instead it only got worse; she dropped out of West Toronto Collegiate in Grade 10 and ran away from home.
"You feel isolated and truly believe that you're less than others. Whenever you try to do something good for yourself, you get put down again," recalls Halls. "With the bombardment of hatred, I fell in despair."
A "loafer" she met a mall seemed caring but also led her into a life of drug and alcohol abuse.
She lived on the streets for a few months, then moved to an aunt's home in Manitoba to get straight. Even then, she suffered from depression and once tried to end her life. Eventually she won the battle to shed her addictions.
"I believe I stayed alive for a reason," says Halls, now living in Mississauga and the mother of two adult daughters.
"I can't change what already happened. I just have to accept myself in every way."
Halls later went back to school and began to devote her life to helping others.
Runaway 'stayed alive for a reason'; Taunted for her deafness and race, her struggles motivated her into a lifelong role of activism, writes Nicholas Keung The Toronto Star March 20, 2007 Tuesday
The provincial government appointed her to the board of the College of Nurses in the 1990s.
She has volunteered at Foodshare, Second Harvest, York Hispanic Centre, Co-op Housing Federation of Canada and the Income Security Advocacy Centre.
"Kids must understand that not being accepted is not a reason to go out there to injure yourself," she says.
"I could have had a different life. What I've gone through has allowed me to help others and be a catalyst for change. Everyone should lend a hand to the community. It's the best way to celebrate your humanity."
LOAD-DATE:
March 20, 2007
LANGUAGE:
ENGLISH
GRAPHIC:
checking Colin McConnell toronto star Community volunteer Beverley Halls was ostracized in school as reaching out to others.
a new kid from Trinidad with a hearing disability. She spun out of control for awhile, before righting her life and
DOCUMENT-TYPE:
COLUMN
PUBLICATION-TYPE:
NEWSPAPER
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ED 427 909
RC 021 805
ABSTRACT
American Indian students generally have not done well on traditional standardized tests. Such tests have been criticized because their ability to predict academic success is questionable, and they correlate with socioeconomic class, reward superficial learning, encourage classroom practices that fail to provide high-quality education, and are culture and gender biased. In contrast, authentic or performance-based assessment allows students to construct, rather than select, responses. An ongoing assessment based on observations of student behavior on tasks, performance-based assessment evaluates the learning of critical thinking skills, demonstration of applied knowledge, and performance of tasks in the real world. American Indians have historically used performance-based assessment, and the adoption of this method may provide the first fair indication of what Indian children know and can do. New performance-based methods of assessing student learning are being developed, and all schools receiving Title I funds are required to have performance-based assessment systems in place by the 2000-2001 school year. The Bureau of Indian Affairs has adopted the Learning Record, developed in Great Britain and adapted for use in California, as the performance-based assessment system to be phased in over 3 years. Although performance-based assessment has great potential for American Indian education, Indian educators can also improve assessment by promoting the inclusion of oratory skills to balance reading skills, by ensuring culturally relevant curriculum, and by factoring in students' language and experience when judging their abilities. Contains endnotes and a bibliography. (TD)
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Reproductions supplied by EDRS are the best that can be made from the original document.
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EDUCATfONAL RESOURCES INFORMATION CENTER (ERIC) or This document has been reproduced as received from the person or organization originating it.
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CHAPTER 7
Student Assessment in Indian Education or What Is a Roach?
SANDRA J. Fox'
New performance-based methods of assessing student learning are being developed as part of the education reform movement. These new methods offer educators the opportunity to adopt a system that more fairly and completely assesses what Indian students know and can do. Because successful performance on standardized tests correlates with socioeconomic status and the provision of mainstream experiences, Indian students generally have not done well on them. Performance-based assessment can give Indian children alternative ways to demonstrate their knowledge and skills. According to the National Center for Fair and Open Testing (FairTest),
Assessment is a process of obtaining information about student learning that can be used to guide a variety of decisions and actions. . . . The primary purpose of assessment is to improve student learning. Teachers assess to learn students' strengths and weaknesses, to understand their interests and how they learn, to figure out how to help each individual and the class as a whole, and to help students think about their own learning, as well as to measure what they have learned and how well they have learned it.2
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The terms authentic assessment and performance-based assessmenthave become increasingly familiar as educators across America explore alternative ways to assess student learning. But understanding the methods and purposes of these new forms of assessment challenges both educators and the general public, partly because the topic is so politically and morally charged. The old paradigm is deeply entrenched. The established process of norm-referenced standardized testing to determine student achievement and school effectiveness has been sacred in America, and it has been deemed politically incorrect to question it. Those who disputed the usefulness of norm-referenced standardized testing of Indian students were discounted as trying to avoid accountability or not caring enough for Indian children to want them to be as competent as others.
This venture will not be easy. The Indian population, like the general American population, is brainwashed in regard to thinking about testing. It would be easy to stay in old paradigms or fall back to them. The criticism of new methods of assessment is already starting. We must stay the course. We must try new methods of assessment that are being created, including the Learning Record, a system recently adapted by BIA-funded schools, and we must evaluate proposed methods to find the best ways to assess the learning of Indian students.
But the old paradigm is now being questioned by the education establishment, making this an ideal time for Indian educators to question openly the process of assessment used for Indian children. To paraphrase Sitting Bull, "We must put our minds together and see what we can make for our children." Indian educators must take advantage of this opportunity. They must learn what the general education system proposes for assessment and how it can apply to or be adapted for Indian students so we might finally have a fair and more complete picture of what Indian students can do.
Why Are New Methods of Assessment Being Developed?
The U.S. Department of Education explains that three phenomena have prodded changes in the assessment process:
1. concern from the business community that students entering the workforce could not produce in real-world workplace situa-
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STUDENT ASSESSMENT IN INDIAN EDUCATION OR WHAT IS A ROACH?
tions and could not solve problems necessary to keep our country competitive in the world economy
2. emergence of the constructivist model of learning, which emphasizes how students learn and the importance of their existing knowledge base, and predicts greater student motivation to learn when learning is based in real-world experiences
3. pressure on educators to be more accountable for student learning as a result of the 1991 report Indian Nations At Risk, which promotes "teaching to the tests," even though the tests were actually measuring lower order skills (not the ones required by the business community) and knowledge out of context (not related to the real world).3
Further pressure came from reports that students in the United States were not learning as much as students in other countries, emphasizing the need for an assessment system to measure the learning of more difficult content. A review found assessment practices of other countries more performance based. The U.S. government now urges new, more challenging instructional content in America's schools and use of new assessments to measure the learning of that content. At this writing, recipients of federal Goals 2000 or Title I funds have begun implementing new content standards and piloting new assessment systems. All states are required to have performance-based assessment systems in place by the 2000-2001 school year.
Many have long criticized the use of standardized, norm-referenced tests for assessment. In 1997 Peter Sacks summarized research regarding standardized testing in America:
I. Standardized tests generally have questionable ability to predict academic success. Even though educators and the general public have been led to believe that standardized tests provide sound measures of students' achievement and schools' success and many decisions are made based on results of those tests, they are often not reliable indicators of what students know or how well students will do in subsequent educational experiences. Teachers often testify that standardized tests don't accurately measure their students' achievement or abilities. Performance on tests such as the SAT, for example, is very poorly
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correlated with student success in college. Sacks concludes that high scores on standardized tests only predict high scores on standardized tests.
2. Standardized test scores tend to be highly correlated with socioeconomic class. This finding is true across races. Standardized test scores correlate well with the income and education of one's parents.
3. Standardized tests can reward superficial learning. Standardized tests assess rote learning of facts and formulas. They are designed to test information that can be put into multiple choice questions for ease of scoring. They cannot test active, critical thinking skills. They cannot test whether someone can truly solve problems or write an essay. Studies of students who scored high on the SAT and a standardized reading exam found that those students acquired information through rote learning. Students who valued learning and literacy activities did not do as well. Schools that continue to use standardized tests are working in opposition to the attempt to teach problem-solving and other thinking skills. Standardized tests drive instruction in undesirable directions and inhibit meaningful educational refo rm.4
FairTest cites two main problems with traditional standardized tests: (1) they fail to measure important learning adequately; and (2) their use encourages classroom practices that fail to provide highquality education, especially for children from minority groups and low-income families. FairTest goes on to state that the multiplechoice format is incompatible with how people learn. The normreferencing and bell curve used for standardized testing reinforce the view that instruction will not be effective for certain students and will encourage low expectations. Standardized tests are culture and gender biased. Determining important actions regarding individual students on the basis of one test is misuse with serious implications.
The U.S. Department of Education report The Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments, published in 1997, provides guidance on making accommodations and other considerations in the testing of limited-English-proficient (LEP) children. It acknowledges that pro-
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ficiency in the English language is another factor that affects a student's performance when assessed. This issue must be considered and addressed.
In general, American Indian students have continuously scored low on standardized achievement tests.5 Educators of Indian students have long believed their students could do more than was revealed by the standardized achievement tests. Until recently, it was not questioned. Many educators of Indian children think the tests are definitely culturally biased and can give examples to support this belief. Dorothy King, who works with Navajo children, documented the following:
Again, why are new methods of assessment being developed? They are being developed for all of the reasons listed above and will provide new direction for education in this country.
Another item had four pictures: two men in a boat hauling in a net, a Navajo woman seated at a loom weaving with another woman seated at a metate grinding corn some distance away, a woman in a car returning to a house with a man working on the roof, and a girl mowing a lawn while a mailman walks by. The item asked one to identify the picture that shows helping each other do a job. Most of the students said they had wanted to choose all four. In their concept of the world, everyone is always helping each other do whatever job there is, working together for the good of their family and community regardless of whether they are doing diverse tasks or at what distance they are doing them.6
A standardized test is probably a good measure of one's acculturation into mainstream society. The fact that successful test performance correlates with socioeconomic status indicates that Indian children are at a definite disadvantage. Most Indian children have been included in large-scale standardized testing without accommodations for limited English proficiency, even though many are LEP students, whether identified as such or not.
What Is Performance-Based Assessment?
Assess comes from Latin meaning "to sit beside." This implies a teacher sits beside students and watches them do their work or talks
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with them. Assessment is a good thing meant to help students.
Portfolios are collections of student work representing various performances. Portfolios are derived from the visual and performing arts tradition that showcases artists' accomplishments. A systematic gathering of performances can provide a reliable assessment system. Performance-based assessment is not completed in one sitting on one day. Many performances are taken into account before determinations are made about one's achievement. This also alleviates problems that can arise if a student is absent on the day of testing. Assessment and instruction are merged, improving both.
In performance assessment, students construct, rather than select, responses. Students may write, give a speech, solve a problem, or do a project to show what they know. Teachers observe student behavior on those tasks and systematically record information about the student's learning gained from the observation. Teachers are able to see patterns in students' learning and thinking. This method of assessment is ongoing, built as a part of the instructional process. It also drives the instructional process. Students are well prepared for what is expected of them and understand criteria that will be used in assessment. Rubrics explain how tasks will be assessed by defining exemplary, competent, minimal, or inadequate performance (or other delineations such as advanced, proficient, and partially proficient, as required by the Department of Education).
Performance-based assessment is designed to assess the learning of content found in the emerging, more challenging content standards that promote critical thinking. Performance assessment is often termed authenti c assessment because it promotes the demonstration of applied knowledge and the performance of tasks of the real world.
The main criticisms of performance-based assessment are the possibilities of lack of reliability (e.g., different people might assess individual performances differently), validity (e.g., particular per-
Performance-based assessment allows students to be involved in assessing their own progress. It also allows parents to be involved in assessing the progress of their children and to provide information about the child's application of knowledge at home. Performancebased assessments shed light on students' understanding of a problem, involvement with the problem, approach to solving the problem, and ability to express themselves.
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formances may not be good indicators of specific content knowledge), and lack of access to data used to compare students and groups of students (as was provided by norm-referenced tests). These concerns are being addressed, and some interesting solutions are taking shape, as will be described later in this chapter.
Performance-based assessment examines student performance on specific tasks that are important for life. Those tasks can be determined at the local level, providing relevance to the assessment system. Performance-based assessment can take place in a child's Native language, a situation in which a student's language and culture would count as a strength.
American Indian people have historically used performance-based assessment to evaluate the skills and abilities of the young and to determine their readiness for taking on various duties in the tribes.7 Performance assessment is alive and well in tribal systems today. Contemporary examples include powwow dance competitions, sports competitions, art contests, and some tribal princess contests that require contestants to speak the Native language, prepare Native foods, and so forth.
Performance-based assessment may, at last, provide the first fair indication of what Indian children know and can do. Schools serving Indian studentsparticularly the schools funded by the Bureau of Indian Affairs (BIA)are delving into performance assessment. A system known as the Learning Record is being adapted for Indian children in those schools.
What Is the Learning Record System?
The Learning Record is a performance-based assessment system that provides teachers with a structured method of tracking students' academic development and planning instruction to meet students' needs. It has evolved from the Primary Language Record, first developed and used in Great Britain. The Record was adapted for use in California as the California Learning Record.8
The Learning Record provides common forms and procedures for recording and summarizing information based on selected assessment indicators that provide multiple viewpoints and common performance standards of achievement (rubrics), called scales. The Learning Record summarizes evidence from a variety of student
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work and activities to assess student achievement in the contexts of the classroom and the home. It builds on what students from ethnically and linguistically diverse backgrounds know and can do and provides a system to ensure more valid and equitable assessment results.
The Learning Record system has undergone 10 years of research and development throughout California, the last four at the Center for Language in Learning, a not-for-profit organization in El Cajon. By June 1994 the system had been tested in small-scale studies so it could be phased in by schools, including Chapter I program schools, as an alternative to or in conjunction with norm-referenced, standardized testing. The Center for Language in Learning continues to conduct research on implementation of the Learning Record.
All schools receiving Title I funds must utilize a new form of assessment starting in the 2000-2001 school year. BIA schools can choose the new performance-based assessment system of the state in which they are located or the Learning Record, adapted for use by BIA schools. At this writing, staff from 34 schools are being trained to pilot this system at their schools.
The Learning Record system of assessment is standards referenced, based on the content to be learned, as specified in the new standards and on standards of performance described in scales. (See example of reading scales on page 169.) Standards-referenced assessment requires an analysis of performance in various settings and from multiple perspectives and relies on various indicators and information from people who are important in the child's educational process. (See page 170 for a diagram of the multiple perspectives used in the Learning Record process.) Notice that standardized tests can be one of the indicators for schools and teachers who still feel that such testing is important. Examples of student work and other documentation provide evidence that individual students have either met or not met the standards. Use of the Learning Record requires extensive staff development. Teachers learn what various pieces of documentation indicate about student learning and how these data can be summarized to determine students' achievement levels.
A moderation process is unique to the Learning Record model of assessment. Moderation readings of student records ensure the quality, consistency, equity, and reliability of teacher assessments. A first
MIN
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Reading Scale 2, Grades 4-8: Becoming Experienced in Reading
Inexperienced
Language 1
Language 2
experienced
5 - Exceptionally
4 - Experienced
An enthusiastic and reflective reader who has strong estab-lished tastes in fiction and non- fiction. Enjoys pursuing own reading interests independently. Can handle a wide range and variety of texts, including some adult material. Recognizes that different kinds of text require dif- ferent styles of reading. Able to evaluate evidence drawn from a variety of information sources. Is developing critical awareness as a reader.
ADVANCED
PROFICIENT
PARTIALLY
A self-motivated, confident andexperienced reader who may be pursuing particular interests through reading. Capable of tackling some demanding texts and can cope well with the read- ing of the curriculum. Reads thoughtf ully and appreciates shades of meaning. Capable of locating and drawing on a vari- ety of sources in order to re- search a topic independently.
experienced
3 - Moderately
2 - Less experienced
A confident reader who feels at home with books. Generally reads silently and is developingstamina as a reader. Is able to read for longer periods and cope with more demanding texts, in-cluding novels. Willing to reflect on reading and often uses read- ing in own learning. Selects books independently and can use information books and ma- terials for straightforward refer- ence purposes, but still needs help with unfamiliar material,particularly non-narrative prose.
Developing fluency as a reader and reading certain kinds of ma- terial with confidence. Usually chooses short books with simple narrative shapes and illustra- tions. May read these silently; often re-reads favorite books. Reading for pleasure often in- cludes comics and magazines. Needs help with the reading de- mands of the classroom and es- pecially with using reference and information books.
1 - Inexperienced
Experience as a reader has been limited. Generally chooses to read a very easy and familiar text where illustrations play an impor- tant part. Has difficulty with any unfamiliar materials and yet may be able to read own dictatedtexts confidently. Needs a great deal of support with the reading demands of the classroom. Overdependent on one strategy when reading aloud, often reads word by word. Rarely chooses to read for pleasure.
PROFICIENT
This scale has been adapted with permission for use in the California Learning Record assessment system with funding provided by the California Department of Education. Originally developed and copyrighted by the Centre for Language in Primary Education, Webber Row, London SHOW, the scale appears in the Primary Language Handbook for Teachers, which is distributed in the U.S. by Heinemann Educational Books.
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The Multidimensional CLR
Multiple Viewpoints
Parents
Student
Other teachers
Teacher
/California Learning Record
2
3
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Independence
Reading, Writing,
Math Scales
Information from outside of
school, opportunities to learn
Observation Notes
talking
listening
reading
writing
"On demand"
test scores
Student Samples
reading
writing
Reading Assessments
informal
running record
miscue
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round of moderation readings is held at the school's own site among teachers who are keeping Learning Records. Participants read in pairs a sampling of the completed records and student work without seeing the originating teachers' judgments. Looking at the evidence, they judge a student's performance according to the performance standards scale. The process is repeated at inter-site readings, conducted by teachers from other schools using Learning Records. Altogether, this makes three evaluations of student progress: original evaluation by the teacher, evaluation by a pair of readers from the same school (based on documentation of the teacher's evaluation), and evaluation by a pair of readers from another school at the regional inter-site. If there is a difference among judgments by the readers, other readers highly experienced in using the Learning Record make a final determination. The Center for Language in Learning reports annually to each participating school on the consistencyand therefore trustworthinessof teacher, site, and intersite judgments. For schools using the Learning Record schoolwide or with an identified target population, the center also reports on individual student achievement at each K-12 grade level.
The Department of Education approved the BIA's state plan to use the Learning Record as its new method of assessment because of the moderation process and studies that have shown it to be a valid and reliable way of assessing student learning. A Learning Record (Language Record) system is also being used with a multiethnic population in New York City. Beverly Falk and Linda DarlingHammond of the National Center for Restructuring Education, Schools and Teaching list the major principles of the system in New York City as "encouraging meaningful parent involvement, respecting each family's linguistic and cultural background, recognizing
The Learning Record summarizes information about student learning to be used with students of different ethnic backgrounds and students with disabilities. It is endorsed by FairTest. The Learning Record requires observation and documentation in assessing not only what children know but how they learn. The assessment for each child requires active involvement of many teachers, parents, and the student. The process can be used for all grade levels. It can be used to summarize information about reading, language arts, and mathematics for Title I requirements and to evaluate student language and mathematics abilities in languages other than English.
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OWN Si that children come to school with prior knowledge and experience, looking at children individually and noting their growth rather than comparing them with other children, and respecting teacher knowledge and professionalism."9
Resulting implications of the Learning Record for Indian students can be great. The system includes many of the ingredients Indian educators have called for in an educational process suitable for Indian students. Indian educators should watch the progress of the implementation of the Learning Record with great interest. At present, we are gaining insight into the ramifications of its use by reading what teachers participating in the Learning Record training have to say (see box).
Comments of Participants in Learning Record Training
"I am proud to be a part of this needed change in education."
"Thank you for giving me a system/means to note my observations and progress of the students I teach. It will be put to good use."
"I am very impressed with the new method of assessing our children [Native Americans]. We've been seeking such an assessment."
"This is such a neat way to find out what your kids knownot what they don't know, and it gives you a wonderful insight into your students as human beings!"
"I believe the Learning Record will benefit my teaching abilities and increase our parents' commitment to our school, its teachers, and most importantly our students' success."
"Retrieving information from the student and parents to form a database will provide a better understanding of the student."
"Finally, an assessment tool which will work instead of culturally or socially biased tests. Also, putting the sharing of the educational experience with parents and students is excellent."
"I have become very excited about the Learning Record and its potential for all students. I feel very privileged to be in a position that can have such a professional effect on our children's education."
"It was exciting how it all fit together and we were able to get quite an overview of our student!"
"It seems like common sense to me and simplifies my ideas about portfolios."
"I believe in 'asking the child'this will provide a tool for accountability."
"I feel this is a good way of assessing our children, and you have planned it out so everyone doesn't feel pressured by something new."
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STUDENT ASSESSMENT IN INDIAN EDUCATION OR WHAT IS A ROACH?
What Should We Be Questioning Further?
Despite the fact that performance-based assessment, and the Learning Record in particular, appears to offer a real breakthrough for Indian education, our work in this area must continue. Indian educators are calling into question many aspects of the educational process. Some of the questions educators commonly ask about assessment are discussed in this section.
Oratory or reading skills? In performance-based assessments, one indicator of success might be the number of books read. In the Indian world, reading a lot of books is not highly prized. For Indian people, more credence is given to the skill of oratory. Is oratory not a worthy process? Is it not related to reading? Given that assessment drives instruction, is it not wise to give more weight to a skill, such as oral language, that tribal members have long recognized as needing more emphasis in Indian education? Should this not be taken into consideration when framing the assessment of Indian students?
What about content? The whole matter of content for Indian students needs to be examined carefully. While the process of performance-based assessment holds great potential, it still could promote cultural bias or emphasize learning that is not important to Indian people, thereby putting us back where we started. This brings us to the main question: What do we want Indian students to learn? For example, the BIA has adapted national content standards to include aspects of Indian culture. If this cultural information is important, the learning of it must be assessed. What should Indian students know and be able to do when they leave school?
How do language and experience factor in? What about the fact that assessment of reading is in large part the assessment of one's knowledge of and experience with the topic of the material being read? It is also the assessment of one's English vocabulary. Yet, one's reading ability is firmly determined (judged) by an English reading assessment. How can we say that Indian students cannot read as well as other students as indicated by standardized tests and national norms? It brings to mind the story of one of the chiefs of the Iroquois Confederacy saying he would send young men to the schools of the White settlers as long as they sent some of their young men to live with and learn from his tribe. How well would non-Indian children do if they had to read something from the
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Indian world for which they had no reference? For example, if an Indian story referred to someone wearing a roach, the non-Indian student might assume the author meant an insect when, in fact, the text referred to a headdress made of deer tail and porcupine hair that is worn by male Indian dancers at powwows. The experience one brings to the assessment situation is of utmost importance. If Indian students are expected to read and understand materials, they must be given the cultural experiences that relate to those materials. But is that really what we want? Does that require Indian students to learn things that are really not important to them? Again, Indian communities must decide what their children should know and be able to do and then assess student learning within that body of knowledge and skills.
In many Native languages, a single word may have meaning that may take a paragraph to explain in English or that cannot be explained at all, or certain linguistic patterns may suggest entirely different meanings from those expressed in English. How then do Native speakers process English? What implications does that have for assessment? We must question, question, question.
Leaders in the Assessment Process
We are just on the brink of improving the education of Indian children. This is the result of new assessment processes and new insights into what should be learned and how it might be learned better. We need to work very closely with our communities to make sure full advantage is taken of this opportunity. Indian educators must become very interested in the new assessment process and its implications. They must ask questions that may affect the teaching and learning of Indian children.
An Indian educator who has taken a special interest in the assessment process is Roger Bordeaux:
Standardized norm-referenced testing is no longer universally accepted as the one best measure for determining learner success. Although some American Indian/Alaska Native students have shown academic success in this type of testing, the continued exclusive use of norm-referenced assessments could shortchange many AI/AN learners. One caution, however, for those involved in developing alternative assessment measures: The
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effort to improve cultural relevance of curriculum and assessment must be guided by all stakeholders, including parents and other tribal community members.m
The teaching and learning process for American Indian/Alaska Native learners will improve as curricula and assessment become more culturally relevant. Culturally relevant performance assessment can help schools see language and culture as integral parts of a total curriculum. According to Elise Trumbull Estrin and Sharon Nelson-Barber of the Far West Laboratory,
Many Native students are thriving in programs that are based on culturally responsive curriculum, instruction and assessment. Andfortuitouslythe current climate of reform provides all of us an opportunity to reexamine old assumptions and develop new bases of knowledge from which to re-create instruction and assessment."
We must revisit the works of Karen Swisher and colleagues whose special interest has been assessing the learning styles of Indian students.'2 We must reread the work of Richard Nichols,'3 who concludes the practice of standardized testing has been hurtful to American Indians and encourages educators to rely more heavily on measures of attitude and skill mastery and to utilize student portfolios. We must not forget the early questioners Dean Chavers and Patricia Locke, who wrote "The Effects of Testing on Native Americans" for the National Commission on Testing and Public Policy in 1989.
Finally we must not forget that Indian people had a way to assess the learning of their children long ago. It was performance-based assessment.
Epilogue
The BIA has adopted the Learning Record as its new assessment system. BIA-funded schools have the option to utilize the new assessment systems of the states in which they are located or the Learning Record. Teachers from 34 schools are currently involved in extensive professional development activities to build leadership capacity among schools choosing to use the Learning Record.
Other information from the reauthorization of the Individuals
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with Disabilities Education Act indicates a need for performancebased assessment to better meet the needs of students with disabilities, thus strengthening the requirement for such assessment practice. BIA-funded schools, as well as other schools, must provide for fair testing of this population.
A three-year phase-in plan has been designed to help school staffs implement the Learning Record in BIA schools. To follow progress, contact a School Reform Team Leader, Office of Indian Education Programs, Mail Stop 3512, 1849 C Street NW, Washington, DC 20240, or visit the Learning Record Web site maintained by the Center for Language in Learning: http://www.learningrecord/lrorg.
The California Learning Record was to be one model for the classroom assessment part of a new, three-part California assessment system. (To learn more about how that assessment system fell to defeat before it could be fully implemented, read Crispeels' "Educational Policy Implementation in a Shifting Political Climate: The California Experience.") The since-renamed Learning Record Assessment System has been developed to provide a classroom assessment that can be used to inform teaching and learning as well as to serve public accountability purposes.
Notes
1. Sandra J. Fox (Ogala Lakota) has worked for the Bureau of Indian Affairs as a teacher, education specialist, and team leader.
2. FairTest, Implementing Performance Assessments, 3.
3. See U.S. Department of Education, Assessment of Student Performance.
4. Sacks, "Standardized Testing," 24-31.
5. See Indian Nations At Risk Task Force, Indian Nations At Risk.
6. King, Standardization vs. Learners, 6.
7. See Bordeaux, Assessment for American Indian and Alaska Native Learners.
8. See Barr, California Learning Record
9. Falk and Darling-Hammond, The Primary Language Record at P.S. 261, 8.
10. Bordeaux, Assessment for American Indian and Alaska Native Learners, 2.
11. Estrin and Nelson-Barber, Issues in Cross-Cultural Assessment,7.
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12. For more about the learning styles of Indian students, see Swisher and Deyhle, "Styles of Learning and Learning of Styles" and Swisher, "American Indian Learning Styles Survey."
13. See Nichols, Continuous Evaluation ofNative Education Programs.
Bibliography
Barr, Mary A. Califorma Learning Record: A Hanclbookfor Teachers, Grades 6-12. El Cajon, CA: University of California at San Diego Bookstore, 1995.
Bordeaux, Roger. Assessmentfor American Indian and Alaska Native Learners. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1995. ERIC Document Reproduction Service No. ED 385 424.
Chavers, Dean, and Patricia Locke. The Effects ofTesting on Native Americans. Paper commissioned by the National Commission on Testing and Public Policy, April 1989. ERIC Document Reproduction Service No. ED 336 445.
Crispeels, J. H. "Educational Policy Implementation in a Shifting Political Climate: The California Experience."American Educational Research Journal3 (1997): 453-81.
Estrin, Elise Trumbull, and Sharon Nelson-Barber. Issues in Cross-Cultural Assessment: American Indian and Alaska Native Students. Knowledge Brief No. 12. San Francisco: Far West Laboratory, 1995. ERIC Document Reproduction Service No. ED 388 484.
FairTest. Implementing Performance Assessments: A Guide to Classroom, School and System Reform. Cambridge, MA: National Center for Fair and Open Testing, 1996.
Falk, Beverly, and Linda Darling-Hammond. The Primary Language Record at P.S. 261: How Assessment Transfornzs Teaching and Learning. New York: National Center for Restructuring Education, Schools, and Teaching, Columbia University, Teachers College, 1993. ERIC Document Reproduction Service No. ED 358 964.
Indian Nations At Risk Task Force. Indian Nations At Risk: An Educational StrategyforAction: Final Report ofthe Indian Nations At Risk Task Force. Washington, DC: U.S. Department of Education, 1991. ERIC Document Reproduction Service No. ED 343 753.
King, Dorothy. Standardization vs. Learners: The Abyss Between Assumptions. Chinle, AZ, unpublished paper, 1989.
Nichols, Richard. Continuous Evaluation of Native EducatiOn Programs of American Indian and Alaska Natzbe Students. Washington, DC: U.S. Department of Education, Indian Nations At Risk Task Force, 1991. ERIC Document Reproduction Service No. ED 343 760.
Olson, John F. The Inclusion ofStudents with Disabilitks and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent
SANDRA
J. Fox
Progmss. Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997.
Sacks, Peter. "Standardized Testing: Meritocracy's Crooked Yardstick." Change 29(2): 24-31 (1997).
Swisher, Karen. "American Indian Learning Styles Survey: an Assessment of Teacher Knowledge." Journal of Educational Issues of Language Minority Students 13 (1994): 59-77.
Swisher, Karen, and Donna Deyhle. "Styles of Learning and Learning of Styles: Educational Conflicts for American Indian/Alaska Native Youth." Journal ofMultilingual and Multicultural Development 8(4): 345-60 (1987).
U.S. Department of Education, Office of Educational Research and Improvement. Assessment of Student Performance. Washington, DC: U.S. Department of Education, 1997.
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Communication,
Dance Unit 1
dance.
Values
Learning Dispositions
Responsibility, Honesty, Freedom,
Co-operation,
Link to Values dislike and name the
feelings attached to
I agree and follow choices I make and
know the difference between right and
I can use my voice
I can make sounds
I can sing as part of
I can build structures,
Year 2 Unit of Learning – Autumn 1
Rhapsody in Blue
Guiding Questions
Central Idea
What is imagination?
Dance Unit 2
idea.
humans.
Year 2 Unit of Learning – Autumn 2
Values
Learning Dispositions
Central Idea
Guiding Questions
PHSE Link to Values
achievements and one thing I want to improve
I know that people and other living things have
needs and responsibilities.
responsibilities that I have at home and elsewhere.
Year 2 Unit of Learning – Spring 1
Values
Learning Dispositions
The Maker
Guiding Questions
I can discuss what I think my feelings and opinions
restorative conversations voice expressively
Values
Responsibility, Honesty, Freedom, Respect, Perseverance, Tolerance, Kindness, Trust, Forgiveness, Peace
Co-operation, Resilience, Curiosity, Problem Solving, Emotional Intelligence
Learning Dispositions
Computing
I know how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions I can create and debug simple programs
I can use logical reasoning to predict the behaviour of simple programs
I can use technology creatively to store, manipulate and retrieve digital content
I can technology safely and respectfully, keeping personal information private,
I can recognise common uses of information technology beyond school.
Specific foci for unit: See South Rise Computing Curriculum
Text and Multimedia, Images, Video and Animation, Sound,
Electronic
Communication
, Digital Research, Data Handling,
Data logging, Control,
Simulations and Spread sheets
Physical Education Knowledge and Skills Games Unit 2 – aim, hit and kick
I can master basic movements such as running, jumping, throwing, catching and use these skills individually or in combinations I can improve the way I coordinate and control my body I can participate in team games, I can choose use and vary simple tactics I can remember, repeat and link combinations of skills
Gym Unit H – high and low
I can develop balance, agility and co-ordination I can remember, repeat and link combinations of gymnastic actions, body shapes and balances with control and precision
I can choose, use and vary simple compositional ideas in the sequences I create and perform
Science
Knowledge and Skills
All living things and habitats
I can identify and name a variety of plants and animals in their habitats, including micro-habitats I can explain how plants and animals in a habitat depend on each other
I can describe how animals obtain their food from plants and other animals, using the idea of a simple food chain,
I can construct a simple food chain, e.g. grass, cow, human
I can identify and name different sources of food.
Physical Education Evaluation, Fitness and Health
I can recognise and describe what my body feels like during different types of activity
I can understand the importance of warming up and cooling down.
I can recognise good quality in performance
I can use information to improve my work
I can watch and describe dance phrases and dances and use what I learn to improve my own work
I can recognise how different dance activities make me feel
Science Working Scientifically
I can think of a question/ I can say my question.
I can choose a method (from those suggested) and explain why.
I can explain why something is fair.
I can use my experience to suggest why something might happen.
I can record my measurements using standard measures.
I can observe carefully using simple equipment (e.g. magnifying glasses)
I can use labelled diagrams to show what I found.
I can present my results in a variety of appropriate ways, e.g. table,
pictogram
I can say what I have found out
I can begin to explain why something has happened using scientific
language.
I can say what might go wrong in an experiment.
Year 2 Unit of Learning – Spring 2
Central Idea Understanding the past allows us to make sense of the present.
Vile Victorians
Core Texts/ Visits
Oliver Twist
Suggested visit:
Greenwich Heritage Centre Hall Place
Writing Genres
Fiction
Descriptive/observational poetry Play scripts
Non-Fiction
Information text
Instructions
Maths
Refer to Progression in Calculation
Geography Locational knowledge
History
I can name, locate and identify characteristics of the four countries
and capital cities of the United
Kingdom and its surrounding seas
Human and physical geography
I can use basic geographical vocabulary to refer to key human
features, including: city, town, village, factory, farm, house, etc.
Geographical skills and field work
I can use aerial photographs and plan perspectives to recognise
landmarks and basic physical features; devise a simple map; and
use and construct basic symbols in a key
I can devise a simple map and use and construct basic symbols in a key.
I can use information and my own observations to help me ask and answer questions and express my views about places and environments.
I can use globes and maps and plans.
I know about events beyond living memory that are
significant nationally or globally
I can compare the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria
I can use common words and phrases relating to the passing of time.
I can place events, objects and people in the correct
time order
I can identify similarities and differences between ways of
life in different periods.
I can ask and answer questions about the past
using pictures and stories
Guiding Questions:
What was a good life for a Victorian? How did life change for Victorian children? How do new discoveries impact on society?
Religious Education
Greenwich Windows on Faith
Christianity 1 Unit 2- Jesus the Teacher Key Questions
PHSE Link to Values
What values do Christians believe
Jesus taught? How do Christians believe Jesus taught them these values?
Beliefs
Jesus' teaching and life give Christians the perfect example, there are stories about Jesus which develop Christian values: Zacchaeus
Jesus told stories about forgiveness and love:
The Lost Son, The Good Samaritan
Jesus taught the two greatest Commandments are 'Love God' and 'Love your neighbour'
The Bible is a special book:
Christians read it to learn about Jesus
Singing
I can use my voice expressively.
I can make sounds that are very different.
I can sing dynamically.
I can imitate changes in pitch.
I enjoy singing.
I can sing as part of a group.
Design Technology
Textiles
Design I can design purposeful, functional, appealing products for myself and other users based on design criteria
I can generate, develop, model and communicate my ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make I can select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing
I can select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
I can explore and evaluate a range of existing products
I can evaluate their ideas and products against design criteria
Technical knowledge I can build structures, exploring how they can be made stronger, stiffer and more stable
I can explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.
Refer to KS1 Progression in Design and Technology Skills
I know that people and other living things have needs and responsibilities. I can identify responsibilities that I have at home and elsewhere I understand how my behaviour affects the people around me. I can recognise important issues related to the environment and understand that I can have an influence.
Values
Responsibility, Honesty,
Dance Unit 3
patterns.
slower longer statutory)
Year 2 Unit of Learning – Summer 1
Learning Dispositions
Co-operation, Resilience,
Central Idea
Guiding Questions
What is a force?
PHSE Link to Values
I am able to make positive choices based on the understanding that my choices affect others.
I can talk about issues which affect my local
I can make sounds
I can sing as part of skills
Year 2 Unit of Learning – Summer 2
Values
Learning Dispositions
Central Idea
Guiding Questions
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Section 2.0 Natural Resources
A full treatment of Natural Resources inventory and analysis can be found in the Appendix as Section 2 Natural Resource Inventory. The following summaries, actions and strategies outline key issue areas and methods to address them.
The Town of Barnstable is centrally located on Cape Cod, a sandy peninsula surrounded by ocean. The land in Barnstable is low lying, with extensive areas of wetlands, ponds and marshes. The boundaries with the sea are flat, there are no rocky cliffs, and the sea and shore form a shifting pattern of sandy beaches, dunes, estuaries and marshes. The highest elevation is less than 250 feet. From lookout points along Route 6, both the south shore and the north shore of the town can be seen. The sea is never far from the land.
Water resources are a natural system of groundwater, ponds, salt water estuaries and embayments. Groundwater is the only source of drinking water on Cape Cod, a sole source aquifer. All natural resources have scenic and recreational value for boating, fishing, swimming, walking, or viewing. Traditional natural resource dependent industries such as cranberry culture, finfishing and shellfishing are closely identified with Barnstable. The town's scenic and recreational resources support tourism and retirement economic sectors.
The natural environments are distinctive and varied. Together with the built environment, they form the essential character and identity of the area. To maintain Barnstable's character the natural resources must be protected.
This section is divided into nine subsections and the Open Space and Recreation section that addresses principal natural resources and their protections. Each subsection has goals, actions and strategies:
Section 2.A Natural Resources
2.1 Drinking Water Resources
2.2 Coastal Resources
2.3 Freshwater Resources
2.4 Wetland Resources
2.5 Wildlife and Plant Habitat Resources
Natural Resource Protection
2.6 Wastewater Management
2.7 Stormwater Management
2.8 Hazardous Materials and Waste Management
2.9 Public Education
Section 2.B
Open Space and Recreation
Section 2.A NATURAL RESOURCES
2.1 Drinking Water Resources
Groundwater is the only source of drinking water. Groundwater flows through layers of saturated sands and gravels to form an extensive "unconfined aquifer" throughout the Cape. Public wells draw water from wide areas known as Zones of Contribution, which occupy approximately thirty percent of the area of the town. Drinking water supplies are vulnerable to contamination because these contributing areas are extensive, because the coarse-grained soils drain rapidly, and because of the low-lying nature of the land, providing little depth to groundwater. The quality and quantity of groundwater is a significant factor in the protection and healthy function of other natural resources, such as ponds, wetlands, marshes, and salt water embayments.
2.2 Coastal Resources
Shoreline systems consist of embayments, beaches, dunes and salt marshes. Salt water embayments and salt marshes are spawning grounds
and nurseries for a great variety and quantity of coastal and oceanic species. Traditional aquaculture and fishing industries utilize these resources. Coastal environments are also very significant recreational, scenic and community character resources.
Shellfish are abundant in the shallow, sheltered coastal embayments in Barnstable. Clams, both soft-shelled and hard-shelled, scallops and oysters can be found in the saltwater embayments and along the shore. Cotuit oysters, cultivated since the mid-19th century, are internationally renowned delicacies. There are approximately 6,178 acres of shellfish beds. Shellfishing is a traditional economic pursuit and recreational pastime. Shellfish resources require pristine water quality to thrive in the quantities necessary to support these activities. In recent years, contamination of coastal waters has caused a decline in harvests.
Coastal systems of dunes, barrier beaches and salt marshes provide storm protection to coastal banks and coastal properties, and provide habitats for wildlife, some of which are listed as endangered species.
Through the Massachusetts Estuaries Program (MEP), the Town, County and Commonwealth are mapping recharge areas for all major estuaries and embayments to identify areas where development and land use have the most impact on coastal water quality. This effort will lead to the establishment of Total Maximum Daly Loads (TMDLs) of nitrogen by the DEP. These TMDLs will become the management tool to restore and protect coastal water quality from the impact of septic systems, fertilizers and runoff. Each embayment has a TMDL. These critical nitrogen-loading rates should not be exceeded. Where they may be exceeded, the town will develop management strategies to reduce the nitrogen load on the embayment.
2.3 Fresh Water Resources
Numerous ponds throughout Barnstable provide natural, recreational and scenic resources. Fifty-five ponds exceed three acres and all are highly valued by the residents. The shorelines of several shallow coastal plain ponds contain several rare and endangered species that thrive in these highly specialized environmental niches that are globally rare. Streams are relatively uncommon but where they do occur they provide freshwater for animal species and anadromous fish runs at the entrance to salt water embayments for species such as the alewife.
2.4 Wetland Resources
Numerous wetlands are found throughout Barnstable. "Wetland" is a collective term that includes marshes, bogs, swamps, wet meadows and similar environs that reside between open water and dry land. Wetlands function to "polish" water quality effectively by retaining nutrients and sediments, by storing and attenuating floodwaters, and by providing fish and wildlife habitat. Many significant open space vistas are provided by wetlands.
The greatest conflict in wetland protection in Barnstable arises from the development pressure on private property. Development of marginal lots challenges regulators to reconcile development with wetland resources protection performance standards such as adequate buffer zones. Regulatory changes that increase protection for wetlands are recommended.
2.5 Wildlife and Plant Habitat
Critical wildlife and plant habitats are numerous in Barnstable. Freshwater fisheries are found in the great ponds and streams. Vernal pools with associated upland areas and margins of shallow ponds are specialized
habitats for rare and endangered species. Upland open space with unfragmented forest supports a wide variety of plant and animal species. Cranberry bogs are specialized agricultural wetlands and are part of the traditional Barnstable landscape. Protecting these resources requires vigilance through careful implementation of and adherence to land use regulations.
NATURAL RESOURCE PROTECTION
The town's natural resources continue to experience pressure from increasing development and intensifying use. Careful, consistent resource management is essential to the continued viability of these life sustaining natural systems.
Undeveloped areas protect groundwater quality through the natural system of infiltration and recharge. Over time, some land uses have contaminated groundwater resources and the ponds, streams and estuaries fed by groundwater. While we now have knowledge to avoid these mistakes in the future, contamination requiring closure or treatment of public and private water supplies has already had financial impact on water supply users. Contamination of ponds and salt water embayments has a serious impact on the ability of these systems to support reproduction of freshwater and saltwater species.
Development has resulted in the loss of natural woodlands and grasslands. These upland areas provide habitats for wildlife and are significant scenic and recreational resources. Where development has isolated open space areas, the town should ensure that wildlife corridors are maintained for linkage.
The Town has exercised stewardship through active participation in the Massachusetts Estuaries Program, Wastewater Facilities planning; open space acquisition and sound land use planning in addition to regulatory and outreach programs.
2.6 Wastewater Management
The town's water supply protection program of land use controls and restrictions on sewage flows is working. No well has exceeded the Federal Maximum Contamination Level (MCL) of 10 ppm nitrate nitrogen and only one well in Hyannisport, BW HY with 5.7 ppm, exceeds the 5 ppm planning advisory limit.
Town of Barnstable Comprehensive Plan 2010
The Water Pollution Control Facility located in Hyannis off Bearses Way has an average daily discharge of 1.4 million gallons per day (mgd) and a design capacity of 4.2 mgd. This treatment plant is essential to protect groundwater quality, public supply wells and public health. The plant serves the most densely populated area of the Cape including regional commercial areas and high density Hyannis neighborhoods.
On-site treatment systems have a major impact on water quality. Septic systems do not remove nitrogen, phosphorous or other contaminants. These compounds are discharged into the aquifer and flow into wells, ponds, estuaries and coastal waters. Only 12% of all development, part of Hyannis and a small portion of Barnstable Village is connected to town sewer. All other land uses are served by individual on-site septic systems.
It is essential to limit nitrogen, the contaminant of concern for coastal waters, and phosphorous, the contaminant of concern for fresh waters. The inventory for Section 2 includes a thorough discussion of the implications of cesspools, Title 5 Systems, innovative/alternative wastewater treatment facilities, and small wastewater treatment facilities that include privately owned or Package Sewage Treatment Facilities (PSTF). An update on the content and progress of the Wastewater Facilities Plan is also included.
Through the Wastewater Facilities Plan, the Town has begun a town wide Nutrient Management Plan. This plan includes an assessment process to establish wastewater alternatives to restore and protect coastal waters.
2.7 Stormwater Management
Stormwater runoff from roads, parking lots and other impervious surfaces contains a variety of contaminants, including: hazardous chemicals derived from oil, gasoline and other automobile fluids; heavy metals; fertilizer, pesticides and herbicides washed off lawn surfaces; and bacteria from animal droppings. Road runoff is the principal cause of closure for shellfish beds and swimming areas. New roads, reconstruction of existing roads, parking lots and drainage systems need to be designed to minimize contamination of groundwater. Many existing stormwater drainage systems that discharge directly to coastal areas have been prioritized for remediation; freshwater areas also need this evaluation and remediation program.
Barnstable is a Phase II Stormwater Community. This program is discussed in detail in Section 4 Capital Facilities and Services. Phase II, mandated by
the Federal Environmental Protection Agency through the Clean Waters Act, was enacted to preserve, protect and improve the nation's water resources from polluted stormwater runoff. This program incorporates best management practices (BMPs) for construction and post construction management of stormwater facilities thereby providing maximum protection to sensitive natural resources.
To help reduce stormwater impacts to sensitive environmental areas, the Town should explore adopting low impact development standards in appropriate regulations.
2.8 Hazardous Materials and Waste Management
Spills and leaks of hazardous materials may be the greatest threat to drinking water supplies. Five wells in Barnstable have been closed due to contamination with volatile organic compounds (VOCs) and one, BWC ST, remains closed. Other water resources, ponds, streams and coastal embayments can also be affected by groundwater contamination. Cleanup is slow, difficult and very costly. Every effort should be made to prevent contamination with hazardous chemicals, to protect the environment and drinking water supplies.
Many household cleaning agents, paints and stains contain synthetic organic chemicals that can contaminate groundwater, surface water and drinking water supplies if disposed in septic systems or on the ground. Programs to educate homeowners and the public about the Town's ongoing easy to use collection and disposal program should be continued.
With the extension of sewers to the industrial and commercial zone, pretreatment programs and enforcement of hazardous waste regulations are essential to protect the wastewater treatment facility processes, and prevent contamination of sludge.
Leakage of heating fuel and gasoline from underground storage tanks to groundwater can also result in contamination of water resources and extraordinary costs to property owners. The Town must ensure proper oversight and removal of these tanks. Over the last 20 years, Board of Health regulations have minimized the potential threat of leaking underground storage tanks by requiring inspection and testing programs and removal of underground storage tanks.
Provincetown Center for Coastal Studies
Barnstable's coastal resources are threatened by off shore activities. Single hulled vessels routinely transport very large quantities of petroleum products via shipping lanes in Nantucket Sound and Cape Cod Bay. Proposed industrial uses in Nantucket Sound may pose additional threats to sensitive habitat and valuable town resources, which are at risk from spills resulting from vessel collisions, strikes on marine structures or vessel failure.
Solid waste is now disposed by SEMASS waste-to-energy incinerator in Rochester. Illegal dumping of solid waste on open lands remains a town wide problem.
2.9 Public Education
Perhaps more than any other issue area, natural resource protection depends largely on public education. Public education increases knowledge of natural resources and encourages residents to engage in activities that protect natural resources. The Town administers several programs that involve and educate the public. These programs reach out to and cooperate with schools and local organizations.
The Town should continue and foster educational outreach programs that promote environmental stewardship and awareness; create opportunities for community involvement; increase community responsibility for actions and their impacts; and build understanding for informed decision making through education and active involvement in stewardship activities.
Consistency
This plan adopts the Regional Policy Plan Goals 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.3.1, 2.4.1 and 2.5.1. In lieu of adopting the RPP Minimum Performance Standards the following sections outline Barnstable's action plan in support of these goals.
NATURAL RESOURCES
Section 2.1 Drinking Water Resources
Goal: 2.1.1: To maintain and improve quality and quantity of groundwater to ensure a sustainable yield of high quality drinking water with the ultimate goal of achieving an untreated water supply.
Action 188.8.131.52 Maintain and improve groundwater quality to prevent expensive closure and replacement of public supply wells or the need to treat public water supplies. All public policies shall be compatible with protection of public water supply wells to ensure that all existing and future public supply wells provide high quality drinking water.
Action 184.108.40.206 Long range planning for future provision and protection of Barnstable public water supply shall remain the highest priority in the key areas of water supply, land use, and capital facilities planning.
Strategies
* The Town shall share with and acquire from the independent water districts serving town residents mapping information, demographic information and build out projections to ensure that a comprehensive strategy is in place to facilitate acquisition of future wells and associated lands before development of these land areas.
* Estimate water supplies needed for buildout population.
* Working with all appropriate agencies and water companies, determine, map and protect through regulation the Zones of Contribution and Wellhead Protection Zones for future public supply wells.
* Ensure that town-wide future water supply needs assessments include areas dependent on private wells.
Town of Barnstable Comprehensive Plan 2010
Action 220.127.116.11 The town shall protect public drinking water supplies by continuing to regulate land use in existing Zones of Contribution to public supply wells and as they may be redefined to accommodate additional withdrawals or installation of new wells.
Strategies
* Determine if protection exists for Barnstable ZoC's in the neighboring towns of Sandwich, Mashpee and Yarmouth. This report shall also recommend a strategy for obtaining these protections if missing. An informal inter-municipal arrangement to update this information every few years should be explored.
* Determine and protect through regulation neighboring towns' Zones of Contribution that extend into Barnstable.
* Using GIS capabilities identify key land areas for public water supply. Protect the land areas determined by this assessment through regulation.
* Collect and map water quality data from all water suppliers. Use map products to monitor, detect and locate water quality trends. Provide this data to independent water districts.
Action 18.104.22.168 No development shall occur within a 400-foot radius of a future public supply well. Lands within 400 feet of wells shall be acquired wherever possible.
Strategy
* Identify and map all public supply well 400' Zone 1s. For unprotected areas within these radii, determine a land use strategy, including acquisition, to ensure maximum drinking water supply protection.
Action 22.214.171.124 Practice water conservation measures to help ensure adequate water supply.
Strategies
* Explore development and redevelopment regulations to require water saving devices for large quantity users.
* Encourage water suppliers to identify and reduce system leakage.
Action 126.96.36.199 Encourage development and implementation of water resource supply management program for the entire town. Coordinate a Comprehensive Water Supply Assessment.
Strategies
* Work with the water districts to develop a groundwater model to evaluate water protection areas and undertake a water management optimization assessment.
* This assessment, conducted in cooperation with the private water companies, shall include short term and long term water supply needs of the entire town; water supply management needs; land acquisition needs; land protection needs; and a comprehensive strategy for implementing recommendations.
* Ensure adequate water supplies in the event of short and long-term closure of supply wells.
* Work with independent water districts to develop cross connections and agreements for the exchange of water during emergencies or drought.
* Support the work of the Town's Water Quality Advisory Committee, which provides a forum for regular meetings between the Town and the independent water districts.
Action 188.8.131.52 Ensure, in addition to the state's permitting determinations, that all water supply wells, public and private, are located to avoid water withdrawal impacts on ponds, streams, coastal embayments and wetlands.
Strategies
* Ensure that public and private supply well pumping does not cause saltwater intrusion.
* Prevent groundwater mining or overdraft and ensure that withdrawals do not exceed the safe yield of the aquifer.
* Develop regulations to protect adverse impacts to wetlands and water bodies from large quantity private well or public water supply withdrawals to fill swimming pools or other large quantity use.
Action 184.108.40.206 Public water supply infrastructure expansion should be prioritized for areas where private wells are vulnerable to contamination from wastewater effluent, saltwater intrusion or other contaminant.
Strategies
* Designate areas for connection to public water supply where water quality tests reveal contamination trends.
* Map lots served by private wells.
Section 2.2 Coastal Resources
Goal 2.2.1 The major goal for Coastal Resources is to develop a comprehensive Coastal Resources Management Plan (CRMP). The Town of Barnstable Comprehensive Plan 2010
natural resource, aesthetic, historic, and cultural qualities of Barnstable's coastline should be maintained. The unique maritime character of working harbors, coastal villages and other developed areas should be protected and, if possible, enhanced.
Action 220.127.116.11 Develop a Coastal Resources Management Plan. Strategies
* Include a Resource Management Plan for the Sandy Neck ACEC that meets DEP/MCZM requirements, to aid in the management of this important resource.
* The CRMP shall include an inventory of existing coastal resources, all available water quality data, an inventory of existing public and private access for recreational and commercial uses, an overview of existing federal, state and local regulations, an assessment of potential impacts from coastal storms, identification of conflicts, projections for future conditions including a buildout analysis for FEMA A and V zones, barrier beaches and coastal banks, and recommendations for protecting critical habitats and important resources while providing for recreational and commercial uses.
Goal 2.2.2 Development in high hazard areas should be limited in order to minimize loss of life and structures, and reduce erosion and other environmental damage resulting from storms, natural disasters and sea level rise.
Action 18.104.22.168 To protect the integrity of coastal features that serve as a natural barrier from storms to the greatest feasible extent and so protect human life and private property new development and redevelopment shall be restricted in velocity zones where there is known to be danger of significant flood damage.
Strategies
* To reduce potential for erosion, damage to structures and loss of sensitive habitat the Town shall acquire land in the FEMA A and V zones and barrier beach areas. The Town will prepare a Pre-Disaster Mitigation Plan in accordance with FEMA regulations. When approved
* The Town shall adopt a sewer neutral regulation through a General Ordinance. In barrier beach areas and FEMA A and V Zones where there is existing development the Town may install wastewater infrastructure to better protect or improve coastal waters or sensitive habitat areas subject to the sewer neutral regulation.
this plan will make the town eligible for land acquisition funds for these areas, particularly properties subject to repetitive damage.
* Development in FEMA V Zones, on barrier beaches or on coastal dunes shall be limited. Existing structures may be reconstructed or renovated in conformance with all regulatory requirements provided there is no increase in area or intensity of use. Where applicable non-water dependent development shall be concentrated on that part of the lot outside the A and V Zones.
* To avoid "taking" of property by regulatory requirements ensure reasonable use of property through regulations.
* Locate new development outside the FEMA A and V Zones through regulations and incentives.
* The town shall adopt a regulation that prevents armoring structures and mounded septic systems from interfering with the natural flood protective function of barrier beaches and other coastal formations.
* To prevent earth placement or removal that interferes with the natural flood protective function of barrier beaches and other coastal formations the Town shall develop a regulation that limits earth removal and placement and develop an appropriate building height definition.
* Explore adoption of the Cape Cod Commission Model Floodplain Bylaw as an ordinance to better protect land subject to coastal storm flowage and its buffer areas.
Action 22.214.171.124 Control erosion in barrier beaches and coastal banks to the greatest extent possible to protect important wildlife habitat, storm surge protection and recreational amenities.
Strategies
* Development or redevelopment on a coastal bank or dune or within 100 feet landward of these resources shall be designed to have no adverse effect on the height, stability or use of the bank or dune as a natural sediment source. In areas where dunes or banks are eroding, the setback for all new buildings and septic systems from the top of the bank or dune crest shall be at least 50' in conformity with present Conservation Commission policies and Board of Health regulations requiring 100 feet or more septic system setback from the top of coastal banks.
* Development and redevelopment shall be controlled to the greatest extent possible on barrier beaches or coastal dunes as identified and defined by the Wetlands Protection Act and local Conservation Commission regulations.
Action 126.96.36.199 Buildings and infrastructure in areas of projected sea level rise should be designed for protection from flooding as well as to minimize risk to human health and safety.
Strategies
* Design stormwater management systems and new and replacement septic systems within FEMA A and V zones to accommodate a rise sea level.
* Determine the extent of protection needed from the real threat of sea level rise.
Goal 2.2.3 Maintain and improve coastal water quality to allow shellfishing and recreation as appropriate, and to protect coastal ecosystems which support shellfish and finfish habitat with the ultimate goal of restoring and maintaining ecological integrity in our coastal waters.
Action 188.8.131.52 Continue, through the Massachusetts Estuaries Program (MEP), Town, County and Commonwealth mapping of recharge areas for all major estuaries and embayments to identify areas where development and land use have the most impact on coastal water quality. This information is available through the Town's GIS system as it is developed.
Strategies
* The Town should determine a course of action to comply with the Total Maximum Daily Loads (TMDLs) established as part of the Massachusetts Estuaries Program (MEP).
* Through the MEP, a long-term coastal resource water quality monitoring program is underway in Barnstable. The Town will continue to participate through the completion of the project in Barnstable.
Action 184.108.40.206 Protect environmentally fragile areas and reduce nitratenitrogen loading in marine recharge areas.
Strategies
* Adopt a town-wide regulation to limit impervious surface area.
* Reduce impacts in FEMA A and V zones by amending the Zoning Ordinance to require floor area ratio requirements and impervious area limitations to allow development and redevelopment that does not create large impervious areas that interfere with the flood mitigating function of natural resources.
Goal 2.2.4 Develop a local Harbors Management Plan (HMP).
Action 220.127.116.11 Coordinate the management of harbors that are under the jurisdiction of multiple Town Departments, Boards and Commissions. The HMP shall commence within one year of the adoption of this Comprehensive Plan.
Strategies
* Inventory, assess existing conditions, needs, and methods for maintaining navigation channels in the HMP. Evaluate the impact of piers and docks on navigation channels.
* Inventory public and private uses in harbors to monitor changes in water and marine dependent uses.
* Inventory and prioritize necessary repairs to harbor facilities.
* Assess the need for and feasibility of additional public restrooms at harbor facilities.
* Assess harbor improvements that may contribute to increased access and improve harbor functions.
* Establish watersheet zoning to protect and preserve traditional maritime uses dependent on harbor location and proximity to marine waters.
Action 18.104.22.168 A mooring plan shall be included in the HMP. This plan should be reviewed and revised at least every two years.
Strategies
* Site, design and manage new mooring fields to minimize damage to benthic habitats, protect boats from storms and maintain navigability.
* Inventory existing moorings. Evaluate capacity for new moorings in existing mooring fields. Determine if new areas should be designated to meet future demand. Inventory rental and transient mooring permits.
Action 22.214.171.124 Marine vessel sanitary wastes shall not be discharged to coastal waters. Marine wastes from boats and other sources including oil spills, dredge material, solid waste and all other types of waste should be disposed of using environmentally responsible practices.
Strategies
* In addition to the three shore side facilities at Three Bays, Bismore Park and Barnstable Harbor and the two boats that serve the area from East
* Working with existing programs such as Three Bays and Mass Bays the town shall explore instituting a No Discharge zone in a 500 foot strip from Oregon Beach to the Kennedy breakwater.
Town of Barnstable Comprehensive Plan 2010
Bay to Hyannis, the Town should locate additional pump-out facilities as needed.
* Develop and adopt a regulation to be applicable to new construction and/or change, alteration or expansion of an existing facility requiring private marinas to provide pump out facilities for their clients.
Goal 2.2.5 Habitat for shellfish, finfish, rare and endangered species, other coastal wildlife and native coastal plants shall be protected to ensure their survival and sustain their biological diversity.
Action 126.96.36.199 Wildlife and plant habitat should be protected and managed to ensure long-term viability of a wide variety of coastal species, including fish and shellfish taken for commercial and recreational use. Particular care should be taken to preserve habitats of rare and endangered species.
Strategy
* Plant and wildlife species in the areas depicted on the Sensitive Habitat map should be monitored for changes in population. This map shows Natural Heritage and Endangered Species Program Estimated and Core Habitats. If it is determined that impacts from human activities are detrimental to these species protective measures shall be taken.
Action 188.8.131.52
Continue to identify, rate and map existing high value significant shellfish habitat to expand and protect existing and potential habitat areas.
Strategies
* Shellfish species in Significant High Value Shellfish Areas, as shown on the CP Sensitive Habitat Map and the Town of Barnstable Significant High Value Shellfish Habitat Maps as may be amended from time to time, shall be monitored for changes in population. Protective measures shall be taken if it is determined that impacts from human activities are detrimental to species in these areas.
* The Town shall make special efforts to protect the variety of shellfish species as well as the benthic habitat native to the area.
* The Town shall continue rating and mapping of significant high value shellfish habitat for the north side.
* The Town shall rate and map potential high value shellfish areas.
Action 184.108.40.206 Barnstable should continue to promote marine research in local waters and continue to manage licensed aquaculture areas and support aquaculture where appropriate for coastal resources.
Strategies
* The Town should explore providing additional shellfish grants to the aquaculture industry.
* Barnstable shall promote aqua farming, marine research and aquaculture in local waters.
* The Town should encourage and coordinate with existing aquaculture education and training programs.
Action 220.127.116.11 The town will explore, develop and implement watersheet zoning as a mechanism for balancing and regulating competing interests in coastal waters such as protecting shellfish, finfish, avian and plant habitat, protecting overall coastal water quality and providing coastal access for passive and active water dependent recreational activities and to ensure that traditional maritime uses continue.
Strategies
* The Conservation Commission should continue to require site-based performance requirements in areas where piers are permitted. Until watersheet zoning is fully implemented, the existing policy shall remain in effect. The existing policy states that construction or expansion of docks and piers shall not be permitted in significant high value shellfish habitat areas as shown on the Town of Barnstable Significant High Value Shellfish Habitat Maps as may be amended from time to time.
* The creation of a map depicting existing conditions and proposed expansion areas for critical coastal habitat, mooring fields, public and private navigation channels, docks and piers shall be included in this process. Water dependent uses shall be allowed or limited based on these mapped findings.
* The Planning Board should assess their process for Chapter 91 application review.
Goal 2.2.6 Protect the public interest in the coast and rights for fishing, fowling and navigation and preserve and, where appropriate, expand public access to the shore.
Town of Barnstable Comprehensive Plan 2010
Action 18.104.22.168 Development or redevelopment of filled tidelands projects should provide or enhance coastal access and use of the shoreline in conjunction with the Chapter 91 licensing program. Continue to re-establish and/or designate through appropriate legal means traditional rights of way to the water to ensure that these are not lost or abandoned,
Strategy
* Inventory and map filled tidelands. Analyze results to ensure access is provided in accordance with Chapter 91 requirements.
Action 22.214.171.124 Continue Ways to Water program building on completed research revealing about 75 ways to water. Develop maintenance, signage and outreach program including GIS mapping for posting to the Town website and internet sites.
Section 2.3 Fresh Water Resources
Goal 2.3.1 The major goal for Fresh Water Resources is the development of a comprehensive Fresh Water Management Plan (FWMP). To the greatest extent possible, the water quality of Barnstable's freshwater water bodies should be maintained to standards that support living organisms appropriate for the pond, and allow recreation for the neighborhood, town residents and other recreational users.
Action 126.96.36.199 Identify Coastal Plain Ponds. The long-term viability of freshwater ponds serving as habitat for rare and endangered species should be ensured in particular Coastal Plain Ponds, a globally rare natural resource.
Strategies
* Wherever possible, land within 100 feet of any freshwater pond should be maintained in its natural, vegetated condition. Where significant populations of rare, endangered or threatened species have been identified, every effort should be made to ensure permanent control over these buffers through acquisition by the town or a conservation organization through acquisition, conservation restriction or deed restriction.
* Include an analysis of the recharge areas and any water supply withdrawal as they relate to Coastal Plain Ponds. This information will be shared with the Health, Conservation and Planning departments and the appropriate Water Companies.
Action 188.8.131.52 Within pond recharge areas development or redevelopment located within 300' of freshwater water bodies shall be required to meet critical nutrient loading standards. Where existing development exceeds identified critical loading standards for a fresh water recharge area, redevelopment should maintain or improve existing levels of nutrient loading. Strategies
* Develop management strategies based on scientific studies to ensure diversity of freshwater plant and animal species.
* Support the county testing program through existing and new volunteer programs. Include neighborhood stewardship organizations in this program. The Town should develop and adopt regulations, for development and redevelopment within pond recharge areas that encourage or require septic leaching fields to be located outside of a 300' buffer to ponds.
* Determine the capacity of these ponds to attenuate the impacts from onsite septic systems within their recharge areas. Develop incentives through regulations or other approaches including, but not limited to acquisition of undeveloped land or transfer of development rights, to ensure that these capacities are not exceeded or to ensure improvement where necessary.
Action 184.108.40.206 Continue Ways to Water program to ensure public access to fresh water bodies.
Section 2.4 Wetland Resources
Goal 2.4.1 Preserve and restore quality and functions of Barnstable's coastal and inland wetlands. Reclaim filled or non-functioning wetlands where possible.
Action 220.127.116.11 Under existing regulations, only 2500 square feet of a wetland area is allowed to be altered. Inventory altered wetlands and determine whether alteration has impacted their function. Monitoring data collected pursuant to Chapter 237, Section 7E shall be included in this study. Review existing regulations for amendment based on these findings.
Action 18.104.22.168 Where the size of the lot permits, a buffer of at least 100' from the edge of coastal and inland wetlands including isolated wetlands shall be maintained in an undisturbed, natural state to protect the natural functions of these areas, including but not limited to mitigation of stormwater impacts and
Town of Barnstable Comprehensive Plan 2010
wildlife habitat value. Where the lot size does not permit a 100' buffer, the maximum feasible buffer shall be maintained but in no case shall this buffer be less than 50'. The Conservation Commission may require a larger buffer to protect sensitive areas or where the site conditions such as slopes or soils suggest that a larger buffer is necessary to prevent adverse impacts.
Action 22.214.171.124 Continue state and federal grant funded measures through the Conservation Division and Commission to restore impaired ponds, salt marshes and estuaries.
Goal 2.4.2 Preserve, and restore where feasible, quality and function of isolated lands subject to flooding needing additional protection, including vernal pools.
Action 126.96.36.199 Continue to identify, certify and map vernal pools.
Action 188.8.131.52 Determine, through scientific research, if existing buffer regulations for vernal pools adequately protect this resource. Review existing regulations for amendment based on these findings.
Action 184.108.40.206 Vernal pools shall not be used for stormwater management. Identify and map vernal pools that are now stormwater receptors. Ensure that appropriate remediation for vernal pools is included in the Town's Stormwater Management Program. Develop and enact additional regulations as needed to prevent future incidences of this practice.
Action 220.127.116.11 Examine the need to amend Wetland Replication Ordinance to exclude vernal pools.
Action 18.104.22.168 Identify and map other isolated lands subject to flooding. Determine their flood control and flood mitigation value and assess the need for additional regulation to protect this vital function.
Section 2.5 Wildlife and Plant Habitat Resources
Goal 2.5.1 Prevent loss or degradation of critical wildlife and plant habitat, minimize the impact of new development on wildlife and plant habitat, maintain existing populations and species diversity, and maintain areas which will support wildlife's natural breeding, feeding and migration patterns.
Action 22.214.171.124 The Sensitive Habitat Map shall guide development decisions.
Strategy
* In mapped Sensitive Habitat Areas, clearing of vegetation should be limited. In areas that have multiple habitat attributes, no clearing or cutting of vegetation should be permitted. In less sensitive areas, clearing may be permitted, but will be limited to the minimum area needed for building construction, roads, driveways and accessory structures, and as needed for safe sight distances. In any other undeveloped areas, clearing and alteration of topography should be minimized, with appropriate vegetation planted as needed to enhance or restore wildlife habitat.
Action 126.96.36.199 In all other undeveloped areas, minimize the impact of development. Fragmentation of wildlife and plant habitat should be minimized.
Strategies
* Clearing of vegetation and alteration of natural topography shall be minimized, with appropriate vegetation planted as needed to enhance or restore wildlife habitat.
* Regulations and policies should ensure the establishment of greenways and wildlife corridors of sufficient width to protect edge species and species that inhabit the interior forest through the protection or acquisition of large unfragmented areas and open space or cluster development. Wildlife should be provided with opportunities for passage through developed areas where such opportunities will maintain the integrity of wildlife corridors.
* Minimize fragmentation of wildlife and plant habitat and create green infrastructure by identifying and protecting wildlife corridors and existing large and unfragmented tracts, and by encouraging use of open space and cluster subdivisions.
Action 188.8.131.52 The Town shall develop and adopt ordinances limiting land clearing and alteration of natural topography. This is a high priority for implementation.
NATURAL RESOURCE PROTECTION
Section 2.6 Wastewater Management
Goal 2.6.1 Minimize wastewater contamination of water resources from private or public wastewater management systems to improve drinking water quality, with the ultimate goal of achieving an untreated water supply, and to improve the ecological integrity of streams, ponds and coastal embayments using all available data including Massachusetts Estuaries Program (MEP) data.
Action 184.108.40.206 Analyze contaminant capacity to assess impacts to public supply wells, potential public supply wells, private wells, wetlands, ponds, streams, coastal embayments, rare and endangered species habitats and future water resource areas from increased nutrients, pathogens, volatile organic chemicals or metals from wastewater.
Strategies
* Prioritize locations within Zones of Contribution that are calculated to exceed contaminant capacities for remediation with connection to sewer or alternative wastewater treatment, either on-site, community or package sewage treatment plant.
* To maintain the highest levels of water quality and to minimize contamination with other pollutants, such as pathogens and volatile organic chemicals, limit on-site sewage effluent discharges and density of development in Zones of Contribution to public supply wells.
* Implement Wastewater Facilities Plan strategies and actions.
Action 220.127.116.11 Development shall minimize, to the greatest feasible extent, contamination of water resources.
Strategies
* Existing Board of Health Regulations adequately protect existing and proposed public water supply under S 232-5 and private water supply under S 360-27.
* The town shall develop and adopt a sewer neutral policy that will apply to all properties and establish that development in a sewered area shall not modify any existing structure or change its use so as to increase sewage flow based on the sewage flow estimates listed in 15.02(13) 310 CMR 15.00, Title V of the State Environmental Code or Board of Health Regulation.
* To reduce impacts to public water supply, new and expanded developments located in zones of contribution to public water supply
wells that generate more than 2,000 gpd shall connect to sewer where available, or if not available, require innovative or alternative wastewater treatment.
* Identify and map land areas outside of Zones of Contribution with no abutting private well users. Develop regulations, similar to existing Board of Health regulations, to protect water supply in these areas.
* To reduce impacts to private water supplies, new and expanded developments that generate more than 2,000 gpd shall connect to sewer where available, or if not available, require innovative or alternative wastewater treatment.
* In sensitive barrier beach areas any construction of public sewers shall not allow increase in sewage flow from existing development. Such wastewater infrastructure shall be designed and constructed to protect sensitive habitats, maintain natural flood protection systems and withstand coastal inundation and erosion.
* Commercial and multi-family development and redevelopment in areas outside the growth center generating more than 2,000 gpd sewage effluent shall connect to sewer where available or, if not available, require innovative or alternative wastewater technology or a private sewage treatment facility (PSTF).
* The Hyannis Growth Incentive Zone growth center is served by the Town's Water Pollution Control Facility (WPCF).
* Residential development supported by the Town that is not located nor will impact environmentally sensitive areas and that also provide a public benefit through diversification of housing stock, provision of workforce housing or other substantial public benefit may generate more than 2,000 gpd. These developments shall connect to sewer where available or, if not available, shall make every possible effort to employ innovative or alternative wastewater technology or a PSTF.
Action 18.104.22.168 The Town will review Cape Cod Commission impaired groundwater areas designations and develop regulatory strategies as needed.
Strategies
* Water quality remediation efforts will be prioritized as determined through water quality data as evaluated and prioritized by the Town.
* Continue to collect data from all water suppliers, monitor groundwater quality and analyze sensitivity of down gradient receptors.
Action 22.214.171.124 The Board of Health shall continue to monitor and regulate the location of wastewater treatment facilities in environmentally fragile areas.
Goal 2.6.2 Encourage, in coordination with the Wastewater Facilities Plan, the use of public and private wastewater treatment facilities in appropriate areas where they will provide environmental or other public benefits.
126.96.36.199 To maintain water quality, manage wastewater flows in areas dependent on private wells.
Strategy
* Complete mapping of private water supply wells. Prioritize areas dependent on private wells for additional groundwater protection regulations.
Action 188.8.131.52 Locate private WTFs in areas where it is necessary to protect drinking water supply or to remediate impaired water quality.
Strategies
* The Town prefers that private WTF effluent receive tertiary treatment. In all cases, the nutrient removal rates shall be consistent with TMDLs or other water quality standards.
* Private and community wells and septic systems or wastewater treatment facilities (WTF) shall be located to avoid contamination. Development and redevelopment shall identify proposed well locations and any existing wells within 400 feet of the proposed and existing septic system or WTF effluent disposal area.
Action 184.108.40.206 Areas of Concern (AOC), which are priority areas for connection to the Wastewater Treatment Facility, are detailed in the Town's Wastewater Facilities Plan (WFP). To implement this plan the town will:
Strategies
* Conduct an analysis of potential effluent discharge sites. Implement expansion of the WPCF capacity consistent with this analysis.
* Seek final approval from DEP and the Cape Cod Commission.
Action 220.127.116.11 In accordance with the WFP, MEP and other available water quality data, prioritize wastewater remediation for environmentally sensitive areas such as: recharge areas to coastal embayments, fresh water ponds,
flood plains, zones of contribution and WP for public supply wells and private wells dependent areas.
Action 18.104.22.168 Implement WFP recommendations for effluent treatment to protect the sole source aquifer and its interconnected hydrological system of groundwater, fresh water bodies and coastal waters.
Action 22.214.171.124 Continue Health Department supervision of inspection and upgrade requirements for on-site systems in especially vulnerable environmentally sensitive areas such as ZOCs to public supply wells, private wells dependent areas, coastal flood plains, and pond recharge areas. Upgrades should be required according to a prioritization of these areas; also, incorporate recommendations of the MEP and WFP.
Strategies
* Establish discharge standard regulations for effluent disposal in environmentally sensitive areas.
* Continue Health Department identification and mapping project to identify septic remediation areas based on lot size, age and proper functioning of systems, soil conditions, depth to groundwater and nutrient loading prioritized by sensitive environmental areas.
Action 126.96.36.199 Continue to implement the septic betterment program through the County.
Strategies
* Provide grants and revolving loan funds for low and moderate income property owners to connect to sewer where individual onsite systems have failed. Prioritize these funds for cases that involve a public health threat or threat to environmentally sensitive areas.
* Continue to provide funds for low and moderate income property owners for upgrade of failed on site systems. Prioritize these funds for cases that involve a public health threat or threat to environmentally sensitive areas.
Action 188.8.131.52 Develop and adopt regulations to ensure that individual onsite septic systems design, location and maintenance minimizes contamination of drinking water, groundwater, surface waters, wetlands and rare and endangered species habitats and are also designed to easily connect to sewer infrastructure when it becomes available or when it is desirable to make the connection.
Strategy
* Locate future development outside velocity zones, barrier beaches and flood plains wherever possible. Inventory and map vacant land in velocity zones, barrier beaches and flood plains and develop regulations, such as mandatory cluster, sewer neutral requirements and site design standards, to manage development and ensuing wastewater impacts in velocity zones and flood plains.
Action 184.108.40.206 In accordance with the WFP, encourage the use of Private Sewage Treatment Facilities (PSTF), an important tool for wastewater management where sewer infrastructure is not available. The design, location and operation of PSTFs shall protect groundwater and surface water resources and be designed to easily connect to sewer infrastructure when it becomes available or it is desirable to make the connection.
Strategies
* The preferred design for new PSTFs shall be tertiary treatment as required to meet TMDLs or other standards. Where a PSTF is installed to remediate existing wastewater discharge, the requirements for tertiary treatment may be somewhat relaxed provided any down gradient water resource or other natural resource is satisfactorily protected.
* PSTFs may be constructed only if there are no feasible public treatment facility options available or planned.
* Prior to commencement of operation for privately owned PSTFs Town boards and agencies shall ensure that reliable maintenance, repair and eventual replacement is secured by cash surety or a bond deemed reliable by appropriate Town staff.
* The Town should identify acceptable PSTF technologies and explore regulations to require the identified standard.
* In accordance with the WFP, the town shall regulate PSTFs ownership and management.
* Through local regulations, ensure that application for and all approvals of PSTFs include a detailed plan for all residuals.
Goal 2.6.3 Encourage the use of innovative or alternative wastewater treatment technologies to achieve higher quality effluent discharge to better protect natural resources, especially water resources with the ultimate goal of achieving an untreated water supply and ecological integrity of streams, ponds and coastal embayments.
Action 220.127.116.11 Achieve a higher quality of wastewater treatment including reduced nitrogen and/or phosphorous in sensitive environmental areas by encouraging the use of innovative and alternative (I/A) on-site, community wastewater treatment facilities or sewer connections.
Strategy
* The use of innovative/alternative wastewater treatment or sewer connection shall not allow increase of wastewater flows over what Title V allows.
* At the discretion of the Board of Health, septic system upgrades may be delayed so that alternative wastewater systems yielding higher quality effluent can be developed.
Action 18.104.22.168
Explore adoption of a regulation that requires a minimum natural depth to groundwater for effluent discharge to provide maximum
protection of sensitive environmental receptors.
Action 22.214.171.124 Methods for wastewater disposal in coastal recharge areas shall maintain or improve existing water quality. Advanced public and private sewage treatment in the form of connection to sewer, use of small treatment plants or I/A systems, is encouraged.
Strategy
* To maintain or improve water quality in coastal recharge areas continue to implement the Board of Health requirement for upgrading septic systems to denitrifying systems or use other nitrate-nitrogen or bacterial reducing methods. These requirements are triggered by the sale of a home or put in place as part of a local remediation program. Evaluate the need for expanding or altering this program based on all available water quality data. In no case shall wastewater flows exceed what Title V allows.
Action 126.96.36.199 Methods of wastewater disposal in freshwater body recharge areas, particularly in the 300' buffer to ponds, shall maintain acceptable water quality standards.
Strategy
* The Board of Health shall require that new septic systems in the recharge area to freshwater ponds shall help maintain an acceptable standard of water quality. Advanced public and private sewage treatment in the form of connection to sewer, use of small treatment plants or nutrient removing systems should be encouraged.
Section 2.7 Stormwater Management
Goal 2.7.1 Prevent contamination of the environment and public water supply through best management practices for stormwater.
Action 188.8.131.52 Continue to provide funding for remediation of town owned stormwater management systems which have been determined to contribute to contamination of fresh and marine water bodies.
Strategy
* "No Dumping - Drains To _____" should be marked on storm drains known to connect to outfalls to fresh or marine water bodies.
* Repair, upgrade or replace stormwater infrastructure or properly regrade roadways.
Action 184.108.40.206 To minimize impacts to sensitive environmental areas and water resources develop and adopt regulations that require road design standards that can properly manage generated stormwater for new roads and for reconstruction of existing roads.
Strategies
* Maintain existing stormwater management regulations that prohibit direct discharge to surface waters. Ensure adequate flexibility for manmade surface waters or stormwater management systems that may have evolved into wetlands.
* Review Zoning Ordinance, Site Plan Review Ordinance and Subdivision Rules and Regulations (SRR) for necessary amendments to incorporate best practices for stormwater management including, but not limited to, low impact development (LID) standards.
* SRR, Zoning and Site Plan Review ordinances should require deep soil borings at specified locations to ensure proper soil conditions for stormwater management systems.
* Develop and adopt Zoning and Site Plan Review ordinance and SRR amendments that allow grassed or pervious paving options for parking areas.
* Develop and adopt Zoning and Site Plan Review ordinance and SRR amendments that minimize pavement by requiring clustered development, allowing greater flexibility for lot frontage requirements, shared lot access provisions changing road design standards to reflect use and location of roadways.
* In sensitive environmental areas, require oil and grease traps with mechanisms to ensure their maintenance.
* Research, develop and adopt road design standards for the SRR and town roadways that significantly reduce storm water impacts such as direct drainage along the length of the roadway and other proven technologies.
Action 220.127.116.11 Direct discharge of stormwater into coastal and fresh waters or wetland resource areas including associated buffers and discharges at, above or below mean high water shall not be permitted. All direct untreated stormwater discharges to surface waters and wetlands should be redirected or treated to prevent impacts from heavy metals, hydrocarbons, bacteria, viruses, nitrate-nitrogen, phosphorous or other contaminants entering surface waters and wetlands.
Strategies
* The Site Plan Committee shall review stormwater management proposals for compliance with best management practices for all commercial and institutional uses. Regulations should also be developed to include residential uses in sensitive environmental areas that generate significant quantities of stormwater.
* The Town should continue to implement the Phase II Stormwater Management Plan developed with Woodard & Curran.
* The town should continue to fund stormwater connections and upgrades installed by DPW when roadways are opened for construction or other purposes.
* Swimming pool water shall not enter stormwater management systems. Develop and adopt regulations that set out best management practices for swimming pool water disposal. Best management practices for this activity include dispersing the water over lawn and landscaped areas where runoff into wetlands, fresh or coastal waters or stormwater management systems will not occur.
Action 18.104.22.168 All appropriate town regulatory boards and committees shall adopt, through regulation, Low Impact Development (LID) standards for stormwater management.
Section 2.8 Hazardous Materials and Waste Management
Goal 2.8.1 Prevent contamination of the environment and public water supply through best management practices for hazardous materials and hazardous waste.
Town of Barnstable Comprehensive Plan 2010
Action 22.214.171.124 Support and expand recycling programs to reduce waste volumes and disposal costs.
Action 126.96.36.199 Enhance programs to prevent illegal dumping. Strategies
* Explore curbside pick-up. Retain free recycling drop off.
* Explore increasing household hazardous waste days and/or adding once or twice per year grace for large goods fees at transfer station.
* Continue funding to protect open space from illegal dumping by restricting unauthorized vehicular access with the use of fences, plantings and gates.
* Ordinances prohibiting dumping should be reviewed for appropriate penalties.
Goal 2.8.2 Prevent contamination of the environment and public water supply through monitoring and enforcing regulations for fueling and servicing operations and underground fuel storage tank replacement.
Action 188.8.131.52 Ensure annual enforcement of required underground fuel tank replacements.
Action 184.108.40.206 Ensure that airport operations do not negatively impact public water supply.
Strategies
* Cape Cod Airfield in Marstons Mills lies within groundwater protection district. Operations at this town facility should adequately protect natural resources including drinking water supply.
* The recent Cape Cod Commission Development of Regional Impact decision for the Barnstable Municipal Airport expansion includes provisions to address potential impacts to natural resources from airfield operations. In the event that the DRI permit is not exercised these protections shall be incorporated under existing regulatory schemes. The Barnstable Municipal Airport, the Town of Barnstable and the Cape Cod Commission should work to develop a master plan for future airfield uses.
Action 220.127.116.11 Continue to maintain the town wide inventory of commercial fueling, fuel storage and vehicle maintenance operations including marine uses and unauthorized operations.
Goal 2.8.3 Prevent contamination of the environment and public water supply through best management practices for lawn and landscape chemicals.
Action 18.104.22.168 Lawn and landscaping chemicals pose a threat to fresh and marine waters, wetlands and sensitive environmental areas.
Strategies
* Require a minimum of 6" of loam beneath new lawns and landscaped areas to provide some attenuation of lawn and landscape chemicals.
* Retain natural vegetation wherever possible by clustering commercial and residential developments to the greatest extent possible. Standards for percentage of naturally vegetated area will vary according to the character and density of each land use category.
* To help reduce the amount of nitrogen in coastal waters and phosphorous in fresh waters, encourage the use of native species which require fewer applications of nutrients. Encourage the use of low impact/organic lawn and landscape products.
Action 22.214.171.124 Ensure that golf courses and agricultural uses such as cranberry growing employ best management techniques that minimize fertilizer and pesticide use.
Strategy
* Inventory active cranberry bogs and map in relation to sensitive environmental areas including GP and WP zones. Research existing regulations and determine if an education or regulatory program is necessary.
* Any new golf course or redevelopment of an existing golf course should limit greens and increase rough areas to minimize impacts of fertilizers and pesticides.
Goal 2.8.4 Prevent contamination of the environment and public water supply through best management practices for road de-icing.
Action 126.96.36.199 Identify methods to reduce road and parking lot de-icing applications in a safe and cost effective manner.
Strategies
* Continue Brewer Soluble Concentrate de-icing program. Support and continue DPW policies for moderate de-icing and reduction of environmental impacts from chemicals and sand through new technology and methods.
Town of Barnstable Comprehensive Plan 2010
* Through education and other appropriate means, encourage similar deicing methods for private parking lots, roadways and driveways.
Goal 2.8.5 Prevent contamination of the environment, coastal waters, sensitive coastal habitat, public and private recreation areas through proactive measures to prevent and prepare an off shore oil spills.
Action 188.8.131.52 Advocate for and support state and federal legislation and/or regulations to require:
* Require local tug escorts to ensure that best practices for navigation are used.
* Double hulled vessels for shipping of petroleum products and other hazardous materials.
SECTION 2.9 Public Education for Natural Resource Protection
Goal 2.9.1 Local residents should be involved in protection of natural resources so they can help maintain and improve the quality of life in their neighborhoods.
Action 184.108.40.206 The Town should continue public education efforts for water resource protection and planning through cooperation with other organizations.
Strategy
* Local schools should use ponds, wetlands, woodlands, grasslands and coastal habitats to illustrate principles of water quality and the aquatic ecosystem through means such as field trips, taking samples for testing, or presentations by town staff.
Action 220.127.116.11 Advocate use of water saving devices to reduce the need for additional water supplies and thereby lessen impact of pumping on groundwater and pond levels.
Action 18.104.22.168 Protect public health and ensure that private well water quality meets drinking water standards by encouraging owners to test water quality regularly. The town should map and monitor test results.
Strategies
* Through public education, encourage owners of private wells to perform water quality tests for bacteria, inorganics, and nitrogen every two years.
* Through public education, private well owners should be encouraged to test for volatile organic compounds at least every five years, and more frequently in locations near gas stations and similar uses.
* The town should enter private well water quality data on the GIS system so that problem areas can be mapped and identified as soon as possible.
Action 22.214.171.124 Discourage the use septic system additives. This does not include additives that may be required for alternative treatment systems. Strategies
* Develop a small public education program to alert homebuyers and homeowners about maintenance requirements for septic systems and private wells, including the potential for upgrade requirements. Information should also be developed regarding fees for public water supplies and sewers.
* Discourage through public education the use of septic system cleaners such as solvents such as TCE, TCA and naphthalene. Educate local businesses about the impacts of these products.
* Continue education efforts about managing septic systems through a brochure mailing and articles in the Barnstable Bulletin to encourage regular pump out of septic systems. Systems should be checked at least every three years to determine if pumping is required.
Action 126.96.36.199 The town should continue educational programs, such as distributing a brochure with each transfer station sticker and articles in the Barnstable Bulletin, to educate residents about non-toxic household cleaners and the proper use and disposal of paints and stains.
Action 188.8.131.52 The town and the county should continue public education by securing additional funding to continue existing efforts to inform businesses of their responsibility for the proper storage and disposal of hazardous materials.
Action 184.108.40.206 Information on underground fuel tanks and re-routing of buried fuel lines should be added to public education groundwater protection material. The serious financial consequences of a leak should be emphasized.
Action 220.127.116.11 Encourage turf management techniques which reduce water and fertilizer needs through public education.
Strategies
* Through public education, discourage the routine use of lawn chemicals. Encourage turf management, which reduces need for fertilizers: plant drought and disease-resistant lawn grasses; use water and lime in lieu of fertilizer; and use water insoluble fertilizer.
* Encourage, through the site plan review process and public education, planting of drought and disease-resistant native species and plants common to Cape Cod to reduce water, fertilizer and pesticide use.
* Develop an education program to inform citizens and businesses including professional landscaping and lawn services of the effects of fertilizers, pesticides and herbicides on nearby coastal and fresh waters.
Action 18.104.22.168 High priority should be given to enforcement of existing regulations on development in the flood plain and to public education about flood action and flood proofing. Town officials should make available materials describing simple and inexpensive means of flood proofing, which may be obtained from agencies such as FEMA.
Strategies
* Establish a public information program that informs the boating community about environmental and public health impacts of direct discharge of treated or untreated sanitary waste to coastal waters.
* On developed land, private and public property owners should be educated and encouraged to maintain undisturbed natural buffer areas of 50-foot width around wetlands.
* Educational brochures should be distributed when mooring permits are renewed or new permits are obtained.
* Educate the public about the need and means for proper disposal of oil and other waste materials from boats. Include information about the disposal facility at the transfer station. Disposal sites at marinas and town landings should be watertight and allow secure storage until collection. All waste left in barrels at town landings should be collected by DPW after weekend accumulation.
Action 22.214.171.124
To reduce the amount of contaminants entering coastal waters from animal wastes, a public education program should be developed including effective signage in appropriate locations. Particular attention should be given to posting signs at Ways to Water. Regulations regarding waterfowl feeding and domestic animal waste cleanup may help control this problem.
Distribute this information at town licensing locations, veterinarian offices, pet boarding, grooming and care facilities.
Strategy
* The Board of Health should explore implementing barn regulations.
Action 126.96.36.199 Through a signage program vehicle, boat and pedestrian traffic should be discouraged in sensitive coastal areas as well as in wetlands, dunes, shallow estuarine areas, shorebird breeding and habitat areas.
Strategy
* Continue to prohibit storage of boats, seasonal piers, and floats on salt marshes, dunes, and other sensitive areas. Particular attention should be given to enforcing this on Town property.
Action 188.8.131.52 Develop and implement a program to educate owners of developed property about the environmental benefit from maintaining undisturbed natural buffer areas around freshwater wetlands and ponds. This program should include the proper placement and permitting process for unpaved pedestrian access paths and vista pruning.
Strategy
* Install informational signage at Ways to Water for ponds that describe allowed uses, and its ecology, significance and history. Explore grant funding for this program.
Section 2.B Open Space and Recreation
OPEN SPACE AND RECREATION
To address the Cape Cod Commission requirements for Open Space and Recreation planning the Town's most recently approved Open Space and Recreation Plan (OSRP) is hereby incorporated into the CP.
The OSRP was completed by the Town in November 2005. Following the state mandated format, the OSRP includes many issue areas that are also addressed in other CP sections. The Open Space and Recreation Plan in its entirety is included in the Appendix. Since the OSRP has already been approved by the town, state and Cape Cod Commission, the OSRP will be incorporated in its original form.
The Open Space and Recreation Plan in its entirety can be viewed on the Town website at:
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Plant Life
The Dandelion
English Name: Common Dandelion
Scientific Name: Taraxacum officinale
Irish Name: Caisearbhán coiteann
Dandelions are the most familiar of Ireland's wild flowers. There are lots in flower during the spring but they can be found in bloom at almost any time of the year. The Dandelion is perennial (coming back year after year) and has a deep tap root. As a plant, it forms large rosettes of leaves, each cut into pointed lobes like a shark's teeth. The plant produces single yellow flowers, about 20–40 mm across, with strapshaped ray florets, on a single, long stem. The stem itself is hollow, leafless and often reddish in colour. The florets are sometimes reddish or brownish beneath. To many gardeners, dandelions are considered a weed, but beauty is in the eye of the beholder!
A Mass of Flowers
Courtesy of Robbie Murphy
FACT FILE:
Habitat:
Grassland and disturbed or cultivated ground.
Colour: Golden-yellow.
Height: 5–40 cm.
Uses:
For medicinal purposes and for food. Also food for bees.
Dandelions are composite flowers. Composite means to be made up of many parts. In the Dandelion's case, each of the strap-shaped rays (or petals) is an individual floret and in the centre are individual disc florets, all coming together to make up a flowerhead. Dandelions are in the same family as daisies, which are also composite flowers.
Seedhead & Clock!
Most of us have picked up a dandelion seedhead to blow the seeds in the wind. The seedhead is a stunning creation. Each little floret produces a 1-seeded fruit, with a feathery parachute of silky hairs. This parachute helps the wind carry the seed in the hope of finding a suitable place to grow. There is an old wives' tale that blowing on the seedhead can help you tell the time. The amount of blows it takes to blow off all the seeds is the hour of the day!
Courtesy of Robbie Murphy
© 2012 Sherkin Island Marine Station & its licensors. All rights reserved.
www.naturesweb.ie
Spring 2012
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HW—You need your book. History of the Mole
Name
Period_________
Date________
Part A: Read in your Modern Chemistry text book on pages 65-67 to fill in the requested information.
1) 400 B.C. Democritus-- A Greek philosopher who thought that everything was made up of atoms or "atomos" in Greek. What does "atomos" mean? ________________________
2) Soon after- Aristotle-- A Greek philosopher who did not believe in atoms.
How did Aristotle describe the makeup of matter?_______________________________________
3) 1800's: Scientists start to do actual experiments
a) Law of Conservation of Mass: mass is neither created nor destroyed in chemical reactions.
Total mass of reactants = Total mass of products
1. What equipment in the 1800's allowed scientists to determine this law? __________________
2. Knowing that matter is made up of atoms, what has to happen to atoms in a chemical reaction to keep mass conserved? __________________________________________________________
b) Law of Definite Proportions: The mass ratio of the elements of a compound is always the same.
1. For the compound, sodium chloride, the mass ratio of the elements is always:
______ % is Na and ________% is Cl (See book.)
2. Thus, if you had a 100 g sample of sodium chloride, how many grams of each element would you have? _________ g Na and ________ g Cl
3. What if you had a 15 g sample of sodium chloride?
_______ g Na and __________g Cl
4. Knowing that matter is made up of atoms, what does this law suggest about every compound?
c) Law of Multiple Proportions: It is possible to have 2 different compounds that are made up of the same elements, but they have different mass ratios of those elements. More specifically, the mass ratio of the elements of one compound is a multiple of the mass ratio of the other.
1. There are two compounds containing carbon and oxygen. Fill in the mass ratios for each:
Carbon dioxide: 1 g of C and
g of oxygen (See book.)
Carbon monoxide: 1 g of C and __________g of oxygen
2. Thus, if carbon monoxide has a formula of CO, what is the formula of carbon dioxide?______
3. Water and hydrogen peroxide both contain only hydrogen and oxygen. The mass ratios of each are as follows: Water: 1 g H and 8 g of O
Hydrogen peroxide: 1 g H and 16 g O
Knowing that water has the formula H2O, what is the formula for hydrogen peroxide? _____
4) 1808- John Dalton: Developed a theory to explain the laws above. Fill in the statements that make up
his Atomic Theory.
a) All matter is made up of
_____________________________________
b) Atoms of a given element are ______________ in size, mass and other properties. Atoms of different elements are ______________ in size, mass, and other properties.
c)
Atoms cannot be __________________________________________________________
d) Atoms of different elements combine in ___________________________________________.
e)
In chemical reactions, atoms are _____________________________________________________.
Part B: Read in your text book on pages 333-334 and fill in the requested information.
5) 1808- Gay Lussac-- A French balloonist that did lots of experiments with gases.
a) Fill in the data that he collected for the following reactions:
1. hydrogen gas + oxygen gas
→water vapor
2 L
_____L _____ L
2 vol _____ vol _____ vol
2. hydrogen gas + chlorine gas → hydrogen chloride gas
1 L 1 vol
_____ L ________L
____vol
________ vol
b) What did Gay-Lussac conclude based on his data about gases?
6) 1811—Amedeo Avogadro-- Italian scientist—his law eventually leads to the concept of the MOLE!!!
a) Using Gay-Lussac's data, Avogadro came up with his law (hypothesis) that stated---
b) Though Avogadro's law seems relatively intuitive today, Avogadro's law was not quickly accepted by the scientific community. This is partly because it conflicted with John Dalton's view that elements had to exist as single atoms. For example, Dalton thought that hydrogen and oxygen gases were made up of single atoms. Thus, he came up with the reaction below for the formation of water. (Notice how his predicted volumes of gases conflict with actual experimental data.)
How Dalton wrote the reaction for the formation of water:
H (g) + O (g) → HO (g)
Volumes of gases that would be predicted assuming Dalton's formulas: 1 L 1 L 1 L
Volumes of gases determined by experiment:
2 L
1 L 2 L
c) The conflict can be resolved if one allows for the existence of diatomic elements. Fill in the simplest formulas for the substances in these reactions while staying consistent with Avogadro's law and experimental volumes.
1. Hydrogen gas + chlorine gas→hydrogen chloride gas
________ ________ ____________
1 L
1 L
2 L
2. hydrogen gas + oxygen gas→water vapor (hydrogen oxide)
______ __________ _________
2 L 1 L
2 L
d) Once Avogadro's Law was accepted, this led to the determination of the relative masses of gases. We will explore this concept next. Fill in the notes from the class discussion here: | <urn:uuid:da606114-981c-4dc3-973d-9c02105a02b0> | CC-MAIN-2018-43 | http://doccasagrande.net/Chem%20H%20Files/Chem%20H%20Unit%2003%20-%20Moles%20&%20Stoichiometry/Chem%20H%20Unit%2003%20Homework/WKS%203-1%20--%20History%20of%20Moles%20-%20Honors.pdf | 2018-10-20T16:01:55Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00242.warc.gz | 93,220,288 | 1,201 | eng_Latn | eng_Latn | 0.996553 | eng_Latn | 0.997468 | [
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Teacher's Guide
When does a short circuit happen?
1. After distributing the worksheet, tell the class to study the picture of a simple circuit as shown:
2. Ask the class, "What will happen if the exposed parts of the wire touch each other?" Get their responses and write them on the board. At this point, the setups are not yet distributed to the class.
3. After recording their responses, distribute the setups and tell them to make a simple circuit like the one shown in the picture. Tell the class to read first the instructions in the worksheet before doing the activity.
4. Tell the students that they should feel first the exposed parts of the wire before they bring them together. Remind them to feel the wire again immediately after they are separated from each other.
5. Discuss their answers afterwards. To discuss Figure 4 and Figure 5, a big diagram of these figures can be posted on the board. One of the groups can draw their answer on it.
Answers to questions:
a. The light went out
Possible reasons:
- The current flowed to the exposed wires and did not pass through the bulb. (Affirm this response)
- There is no more current in the circuit
- The current stopped flowing
b. The exposed wires feel warmer/hotter.
Expected explanation
The current flowed to the exposed wires without passing through the bulb. The current flowed in this manner because the resistance is much lower. As a result the current becomes higher and made the wires hotter.
If tracing the flow of electrons, it will flow from negative to positive.
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Drexel-SDP GK-12 ACTIVITY
Activity: Cars!
Subject Area(s):
Physical Science
Associated Unit:
None
Associated Lesson: None
Activity Title :
Cars!
Grade Level:
6 (3-8)
Activity Dependency: None
Time Required:
100 minutes
Group Size:
2
Cost per Group: $0.50
Summary :
Students are given a list of materials and parts they could purchase to make a car, as well as the prices of each part. They are given a limit of $100 to spend, and told that once materials are purchased, they can not be returned. They have to make a car that could go straight, and the challenge is to see which team could make their car go the furthest.
Engineering Connection:
Transportation would not be possible were it not for the work of engineers. In this activity, students will explore some of the principles involved in the design of a car and will engage in the process of designing and testing vehicle with the objective to travel the furthest with a push.
Keywords
Friction, design, cars, automobiles, mechanical engineer
Educational Standards
3.1.7 B Describe the use of model as an application of scientific or technological concepts.
3.2.7 A,B,C & D Inquiry & Design
3.4.7 C. Identify and explain the principles of force and motion
3.6 C. Explain physical technologies of structural design, analysis and engineering, personal relations, financial affairs, structural production, marketing, research and design.
3.7 A Describe the safe and appropriate use of tools, materials and techniques to answer questions and solve problems.
Pre-Requisite Knowledge
None.
Learning Objectives
Students understand and the parts of a car that are needed to make the car function.
Students learn arithmetic with currency.
Materials List
Straws (2 different sizes)
Paper
Rubber bands
Tape
Glue
Balloons
Paper clips
Binder clips
Introduction / Motivation
None:
Vocabulary / Definitions
Procedure
Background
Students are given a list of materials and parts they could purchase to make a car, as well as the prices of each part. They are given a limit of $100 to spend, and told that once materials are purchased, they can not be returned. They have to make a car that could go straight, and the challenge is to see which team could make their car go the furthest.
Before the Activity
Collect and distribute materials.
With the Students
Method:
1. Students given list of supplies and what they cost
2. Allowed to spend $100 on supplies only
3. Teams must decide what they want and "buy" it from the supplies table.
4. No instructions, must "engineer" a way to make the car.
5. Once cars are made, they will test how far they go and if they can go straight,
6. Students worked in teams of two.
Safety Issues
* None
Troubleshooting Tips
Help the students to understand some friction is necessary on the wheels to enable the car to move forward.
Investigating Questions
What worked well on their cars? What needs improvement?
Assessment
Pre-Activity Assessment
None
Activity Embedded Assessment
Have the student groups discuss their design as they proceed through the activity.
Post-Activity Assessment
Evaluation will be based upon teacher observation of student participation, and completion of a car design.
Activity Extensions
Extensions on the project could be to re-design their car with the inclusion of different materials, or a larger budget.
Owner
Drexel University GK-12 Program
Contributors
Noelle Comolli
Copyright
Copyright 2007 Drexel University GK12 Program. Reproduction permission is granted for non- profit educational use
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NAME
Period
Date
X. Graphing
Answer the following questions about graphing, and make the plots in #7 – #9. For the plots, read the instructions carefully to determine which variable is plotted on the x-axis and which is on the y-axis.
1) What do we call the variable that is controlled? Which axis does it go on?
2) What do we call the variable that we are studying? Which axis does it go on?
3) When asked to plot "Temperature of Water as a Function of Time," which variable is described by #1 above, and which by #2 above?
4) When the data plotted represent a straight line, what kind of relationship is it?
5) What kind of relationship is represented by a rapidly decreasing curve?
6) How can we make the graph in #5 into a linear graph, as in #4?
7) Use the sample data of Distance Traveled (y) vs. Volume of Gas Used (x) below to construct a graph on the grid. Be sure to label the graph and both axes, and to take up as much of the graph as possible. Draw the best fit straight line through the data, then use two points ON THE LINE to determine the slope. What are the units of the slope and what might it represent?
8) In electronics, current (I) is an inverse function of resistance (R) at constant voltage (V). Plot the sample data of Current vs. Resistance on the first plot and draw the best fit smooth curve through the points. Don't forget to label the graph appropriately.
9) For the second graph calculate the inverse resistance , 1/R, from the first data table by dividing 1 by R from the first plot, and use this as your new independent variable. I have provided the first calculation to show you how to make the calculation. Plot Current vs. Inverse Resistance on the second plot.
Determine the slope of this line. Since I = V R = V i 1 R , the slope represents the voltage, with units of V (volts). | <urn:uuid:c6f53cb5-d9ea-4475-b1df-df1621924109> | CC-MAIN-2018-43 | http://doccasagrande.net/Chem%201%20Files/Chem%201%20Chapter%2002%20-%20Data%20Analysis/Chem%201%20Chapter%2002%20Homework/WKS%202-10--Graphing.pdf | 2018-10-20T14:59:19Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00243.warc.gz | 103,352,433 | 426 | eng_Latn | eng_Latn | 0.995304 | eng_Latn | 0.997063 | [
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Blue-Green Algae
Information for drinking water system owners and operators
What are blue-green algae?
Cyanobacteria, commonly called blue-green algae, are primitive microscopic organisms that have inhabited the earth for over 2 billion years. They are bacteria, but have features in common with algae. Although often blue-green (their scientific name cyanobacteria comes from the Greek word for blue), they can range in colour from olive‑green to red. Blue-green algae occur naturally in a wide variety of environments including ponds, rivers, lakes and streams.
What are blue‑green algal blooms?
the warmer weather of late summer and early fall when there is lots of sunlight and calm water conditions.
Normally blue-green algae are not visible in the water, but when conditions are favourable, algal populations can rapidly increase to form a large mass or scum in the water called a bloom. Blooms most commonly occur during is shallow, slow moving and warm, but they may also be present in deeper, cooler water. One key factor affecting the growth and type of blue-green algae is the amount of available nutrients such as phosphorus and nitrogen. In Ontario water bodies, phosphorus tends to be the nutrient that controls how much algae can grow.
www.ontario.ca/ministry-environment
What conditions favour algal growth?
Blue-green algae thrive in areas where the water
How do I recognize a blue-green algal bloom?
Dense blue-green algal blooms may make the water look bluish-green or green pea soup or turquoise paint. When the bloom is very dense, algae may form solid-looking clumps. Fresh blooms often smell like newly mown grass; older blooms may smell like rotting garbage.
Is this a new problem?
Ministry staff collect samples of reported blooms to confirm the species of algae present and to test for algal toxins.
Blue-green algal blooms occur around the world in fresh and salt water ponds, lakes, rivers, bays and inlets. Occurrences of blue-green algal blooms were recorded as early as 1878 in South Australia. Research shows that some Ontario lakes and bays have historically experienced regular blue-green algal blooms for many years. However, there is evidence that the frequency of algal blooms is increasing globally for several reasons, such as increasing nutrient levels in some areas, climate change and the spread of invasive species.
Are blue-green algae harmful?
Certain species of bluegreen algae can produce toxins that are referred to as cyanobacterial toxins or cyanotoxins. These toxins are contained within the algal cell and are released to the water when the cell wall is broken, which can occur when the cell dies and decomposes or is damaged by physical abrasion, or by chemicals like bleach or algaecides.
Cyanotoxins can impair water quality and affect the health of humans and animals by causing itchy, irritated eyes and skin, flu-like symptoms, liver
Information for drinking water system owners and operators.
damage or other symptoms. Higher levels of toxins may occur during blooms when blue-green algal cell numbers are high and concentrated in one area.
Besides producing toxins, cyanobacteria may produce taste and odour compounds and clog filters at drinking water treatment plants.
Can drinking water be contaminated by toxins from blue‑green algae?
If drinking water is obtained from a water source that is not subject to appropriate
If I don't see a bloom should I be concerned?
When no bloom is visible, it is not very likely that blue‑green algal toxins are present and the risks are low.
treatment during a blue‑green algal bloom then it is possible that the water may be contaminated with toxins. Usually people won't drink water contaminated with blue-green algal blooms because of its unsightly pea soup appearance and foul smell. However, drinking water obtained during an algal bloom should be tested for algal toxins because sometimes it's hard to tell from its appearance whether the drinking water has been contaminated.
How much microcystin is allowable in drinking water under the Ontario Drinking Water Quality Standards?
The Ontario Drinking Water Quality Standard for the blue-green algal toxin microcystin-LR is a maximum acceptable concentration of 1.5 micrograms per litre, which is the same as 1.5 parts per billion. It is extremely rare for treated water tests in Ontario to exceed this standard, but precautions should still be taken when a bloom occurs.
Can drinking water be tested for bluegreen algal toxins?
The Ministry of the Environment and Climate Change has the only laboratory in Ontario licensed to analyze for microcystin-LR in drinking water samples. An algal toxin screening method known as ELISA will detect the presence of microcystins, but cannot identify microcystinLR specifically, and so can only be used as a screening technique. Several commercial laboratories have been licensed by the ministry to screen treated drinking water samples using ELISA. If treated water samples from drinking water systems show positive ELISA results equal to or greater than 1.5 micrograms per litre, they must be sent to the ministry's laboratory for a more detailed analysis for microcystin-LR.
Can water containing blue‑green algae be treated to make it safe to drink?
Conventional treatment of surface water is effective at removing whole algal cells during settling and/ or filtration. These steps remove whole cells early in the treatment process, thereby reducing the potential for additional toxin release. Additionally, the location and depth of the intake itself may prevent the passage of algal cells into the treatment plant since blooms are usually found along the shore and near the surface, although blooms can occur in deeper waters.
Some common treatment processes will reduce toxin levels. Ozone as well as free chlorine are both effective at oxidizing many cyanotoxins. Activated carbon, and high pressure membrane filtration processes will also help remove toxins.
Information for drinking water system owners and operators.
If we get blooms in the area of the intake for our water treatment plant, should we adjust or adapt our treatment processes to deal with algal toxins in water?
Any substantial changes to existing treatment processes should be reviewed by professionals. Generally, to improve removal of toxins, it is important to minimize the risk of upsetting the existing water treatment process. It is critical to maintain a focus on pathogen removal and inactivation, so that treatment is not being compromised by any adjustments. Changes to the water treatment processes may only need to be considered when the drinking water standard for microcystin-LR cannot be sustained.
Your responsibilities under drinking water regulations
As a provider of drinking water, you need to be aware of the potential risks posed by blue-green algal blooms near your intake, and the kinds of actions you can take in order to mitigate these risks. You should be working closely with the local health unit and the Ministry of the Environment and Climate Change if there is a reported bloom near your intake.
During bloom events and for at-risk systems, it may be appropriate to obtain regular treated drinking water samples for microcystin screening using ELISA at a licensed laboratory. Specific tests for microcystin-LR in treated drinking water are currently only available at the ministry's laboratory. Testing of treated drinking water for microcystin-LR must be discussed with the ministry through the Safe Drinking Water Branch, which can be contacted through the local ministry District Office.
To help you comply with the regulations, information is available by contacting: 1-800-565-4923 or email@example.com as chlorine, will not result in cell lysis. Cell lysis will result in the fraction of toxins that are cell-bound being released.
small reductions in toxin levels. Post-filtration oxidative processes such as chlorination and ozonation will generally provide substantial reductions in toxin levels.
Oxidation processes that occur prior to filtration steps (e.g. pre-chlorination) may result in algal cell lysis. There is some experience suggesting that potassium permanganate (chemical formula of KMnO4), unlike stronger oxidants such
Temporary cessation of such oxidative pretreatment steps may help to reduce the level of algal toxins in the treated water and should be considered when the treated drinking water is failing to meet the standard for microcystin-LR. Filtration steps will reduce the number of algal cells passing through the treatment process and may provide
Information for drinking water system owners and operators.
Contingency planning may examine the possibility and consequences of increasing or maximizing post-treatment chlorine contact to increase the destruction of cyanotoxins. Maximizing chlorination in the contact tank may need to be followed by dechlorination prior to distribution. Changes
to chlorination must be done while maintaining required residuals in the distribution system and meeting the standards for disinfection by‑products.
What about smaller treatment systems and private supplies?
Other process changes that may help reduce the possibility of elevated levels of cyanotoxins in the treated water include more frequent cleaning of screens and strainers, more frequent back washing of filters, more frequent purging of settled sludge, cessation of recycling of backwash and cessation of the second stage in 2-stage filtration, and more frequent removal of floating scum. The possible benefit of such adjustments must be balanced against the possibility of compromising normal pathogen removal (e.g. more frequent backwashing may reduce time available for filter ripening and may impact pathogen removal).
Treatment plants with the capability to deploy powdered activated carbon addition or granular activated carbon (commonly referred to as PAC and GAC, respectively) filters seasonally for taste and odour may consider using these treatment processes to provide additional toxin removal.
Small drinking water systems with modest treatment facilities (such as those often used by resorts) and private home or cottage supplies with either no treatment or minimal water treatment systems are less likely to have the specialized equipment to effectively filter and treat water during algal blooms. The treatment methods most commonly used by these systems are generally ineffective against blue‑green
Information for drinking water system owners and operators.
algae contamination. Owners and operators of such systems that have an intake near a bloom should provide an alternative water supply for the duration of the bloom, and should contact the local health unit or the ministry's local office for further directions.
If you suspect a blue-green algal bloom, assume toxins are present and call the ministry's Spills Action Centre at 1-800-268-6060.
Should I be concerned about blue-green algal blooms?
Yes. Although many forms of blue-green algae are relatively harmless, some forms produce toxins that can be harmful to the health of humans and animals.
Algal toxins are released into the water when the algal cell wall breaks, which can occur when the cell dies and decomposes or is damaged by physical abrasion or chemicals like bleach or algaecides.
If large concentrations of algal toxins are swallowed, flu-like symptoms can occur, such as headaches, fever, diarrhea, abdominal pain, nausea and vomiting. | <urn:uuid:6ea3c0e6-053a-4c96-96ed-9199ea34bb94> | CC-MAIN-2018-43 | https://twp.tweed.on.ca/photos/custom/BGA%20Fact%20Sheet%20-%20DW%20Systems%20-%208633LD.pdf | 2018-10-20T14:49:29Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00245.warc.gz | 834,335,387 | 2,237 | eng_Latn | eng_Latn | 0.997075 | eng_Latn | 0.997768 | [
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L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
1
1-4 | <urn:uuid:1c0835b8-b758-4434-9ff7-1c0bc4643a33> | CC-MAIN-2018-43 | http://www.jones.k12.ms.us/District/Assets/Curriculum%20and%20Instruction/ELA%20Pacing%20Guides%202015-2016/Revised/Fourth%20Grade%20ELA%20Assessed%20Standards%20Only.pdf | 2018-10-20T15:28:13Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00245.warc.gz | 490,355,760 | 80 | eng_Latn | eng_Latn | 0.992124 | eng_Latn | 0.992124 | [
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How to Create a Radar Chart in Excel
The original data show the source of the website visits and the second column shows the number of visits originating from each source.
1. Insert columns into the data table that will correspond with the rings you want in the radar chart.
2. Create the radar chart.
3. Delete the legend.
4. Make the graph larger so you can work with it. To make it larger, just grab one of the corners and pull out at a 45 degree angel.
5. Highlight the "200" line by double clicking on it. Change the width. For this figure, we changed it to 40. You will need to experiment with each line to see how wide you want it to cover the radar chart. You can adjust the color you want each line as well.
6. Repeat step 4 for each of the lines – 150, 100, and 50. If a line does not appear on your graph or you cannot click on it, then make your graph larger. This will allow you to double-click on each line. You may have some white space between the lines, but that is okay.
7. Change the width of the data line as well and color to make it stand out.
8. You can change the chart axis values if you want so only the 50. 100, 150, and 200 show.
9. Once your graph is finished, you can reduce the size by grabbing one of the corners and moving at a 45 degree angle until all of the white spaces are gone and the graph is solid colors. | <urn:uuid:6372e1aa-fb8f-4f1f-a3c3-58085264a220> | CC-MAIN-2018-43 | http://clowjames.net/students/RadarChart.pdf | 2018-10-20T15:42:24Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00245.warc.gz | 78,653,524 | 323 | eng_Latn | eng_Latn | 0.999334 | eng_Latn | 0.999477 | [
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Immunizations
a. Four doses of DPT (at least one (1) dose to be given after the fourth birthday)
b. Three doses of polio (at least one (1) dose to be given after the fourth birthday)
c. Two doses of Measles, Mumps, Rubella (MMR). (First dose to be given on or after the first birthday. Second dose to be given prior to kindergarten entry.)
d. Two doses of varicella (chicken pox) or evidence of immunity (laboratory evidence of immunity or verification of diagnosis by a healthcare provider)
e. Prior to entry of 7 th grade, students are required to have a Tdap (Tetanus/Diphtheria & Pertussis) booster. | <urn:uuid:d5e177e4-c1de-46aa-a4b5-98a066c94eac> | CC-MAIN-2018-43 | http://colstrippublicschools.org/cpsData/uploads/2015/09/Immunizations.pdf | 2018-10-20T14:51:33Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00244.warc.gz | 82,916,637 | 161 | eng_Latn | eng_Latn | 0.982997 | eng_Latn | 0.982997 | [
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Trees Suitable for Growing in Pots
Many trees can be grown in pots but the main points to consider are:
* Pots: The height of the tree or shrub against the stability of the pot. Boxes, troughs and pots with straight sides are more stable than those that are narrower towards the base. Small trees and shrubs can be planted in pots and most can be pruned to restrict the ultimate height. As a rule, the faster the tree grows the shorter its life in a pot will be.
* Compost: Free draining compost should be used – such as John Innes No. 3 which is loam (soil) based. There should be adequate drainage holes at the base of the pots – if possible pots should be raised on 'feet' for example tiles or bricks to aid drainage in wet weather and during winter.
* Feed: Any plants kept in containers should be fed and watered during the growing season.
* Ideally they should have the top two centimetres of compost renewed every year and may have to be re-potted every few years.
The following species are a guide to those that can be used. E = evergreen, SE= semi-evergreen
Sunny Sites
* Arbutus unedo (Strawberry Tree) E
* Cordyline australis E
* Cornus Kousa types (Flowering Dogwood)
* Dwarf Pines E
* Olea europaea (Olive) E
* Ficus carica (Fig)
* Laurus nobilis (Bay Tree) E
* Trachycarpus fortunei E
* Ligustrum jonandrum SE
* Pittosporum spps E
* Prunus kiku-shidare zakura (Weeping Cherry)
* Prunus lusitanica E
* Viburnum tinus E
Shady Sites
* Acer palmatum/japonicum (Japanese Maples)
* Prunus lusitanica (Portugal Laurel) E
* Camellia species E
* Ilex spps (Holly) E
* Taxus baccata (Yew) E
* Ligustrum japonicum
* Pittosporum spps E
English Woodlands, Burrow Nursery, Herrings Lane, Cross in Hand, Heathfield, East Sussex TN21 0UG
Printed on paper sourced from sustainably managed forests.
T: 01435 862992 E: firstname.lastname@example.org www.englishwoodlands.com | <urn:uuid:c3936d56-72a7-4ce8-8667-1d4740ae5e1f> | CC-MAIN-2022-21 | https://www.ewburrownursery.co.uk/media/DownloadableAdvice/trees_suitable_for_growing_in_pots.pdf | 2022-05-19T21:13:46+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00413.warc.gz | 846,831,449 | 533 | eng_Latn | eng_Latn | 0.973673 | eng_Latn | 0.973673 | [
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CALIFORNIA STATE SCIENCE FAIR 2008 PROJECT SUMMARY
Name(s)
Project Number
Project Title
Abstract
Summary Statement
Help Received
Sara Z. Shah
Torpedinidae in the Bay: Salinity Altering Viscosity, Changing the Velocity
J0126
Objectives/Goals
This project focuses on how the salinity of water influences the travel of a torpedo. My initial thoughts on the outcome of this scientific experimentation was that as salinity increased, the lower the velocity, time, and distance traveled. I hypothesized this because I researched that salt adds density to water, and the denser the liquid, the more problematic it is for an object to travel through it. I resolved my question by building a model torpedo and launching it through water with four varying levels of salinity.
Methods/Materials
My procedure was extended and complex; it included building the torpedo based off of a model rocket design, a runway setup process, and a lengthy testing procedure in which time and distance were collected (velocity was calculated). My independent variable was the differing levels of salinity, and my main dependent variable was the average velocity of the torpedo. I controlled the slope of the runway, the amount of water, guide wire positioning, and engine size, among other variables. A surprising event that occurred while testing was that the torpedo actually flew out of the runway once and landed nose down in the dirt! A remarkable fact I learned was that one cubic foot of water will produce 1700 cubic feet of vapor at sea level pressure!
Results
The torpedo traveled at the highest velocity in the control test, where the water#s salinity level was 0 psu (1.89 meters/second). Other rates included 1.64 m/s (15 psu), 1.86 m/s (25 psu), and 1.63 m/s (35 psu).
How does salinity affect the velocity of a torpedo?
Parents and brother helped while testing; Parents helped put together board, binder | <urn:uuid:dada8479-ca55-4609-92e0-e63b2810dabc> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2008/Projects/J0126.pdf | 2022-05-19T20:45:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00414.warc.gz | 14,968,626 | 422 | eng_Latn | eng_Latn | 0.996548 | eng_Latn | 0.996548 | [
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Gossip
Biblical Material: Proverbs 18.8
'Gossip is extremely tasty - how we like to chew it over and swallow it.'
You will need:
A selection of tasty foods such as crisps or chocolate.
Introduction
Show the various foods and talk about how tasty they are. If possible, taste some yourself and describe the different flavours. Alternatively, ask various members of staff to eat different foods and describe their flavours. Pupils can then try to guess the food from the description.
Core Material
Read the Biblical Material. The Bible describes the way some people enjoy gossip as if it were a piece of tasty food. Just as we take in food and enjoy it, so people take in gossip and enjoy it. Sometimes when a piece of gossip is heard, people go over and over it in their minds or share it with other people. It is as if it were a tasty piece of food. Some people like hearing bad news about others, about their mistakes and misfortunes: it gives them something to talk about: 'Have you heard...?' 'Did you know...?' It makes them look as if they are the people in the 'know'. It's almost as if they were talking about a new flavour in crisps instead of a person whose feelings can be hurt.
St. Paul, a Christian who wrote part of the Bible, talks about 'not rejoicing in wrong,' (1Corinthians 13.6). That means not enjoying other people's misfortune. Every time a person hears unpleasant gossip about someone else, they need to think about how they would feel if they were the person being discussed. Jesus laid down a 'golden rule' (Matthew 7.12). He said this. 'Do to others what you would want them to do to you.'
Prayer/Reflection
Teachers can fill in the gaps using names which do not occur in their school. This prayer can be read by the teacher or pupils can read alternate lines.
Have you tasted the new spicy beef crisps?
Have you heard what .....did? Have you seen the latest film? Have you heard about ......? Have you listened to the latest CD? You'll never guess what ....said! Have you played the new computer game? I bet you don't know about...? Father, forgive us if we discuss other people like items of food or entertainment.
'Have you tasted the new spicy beef with pickled onion and chilli flavour crisps?'
Note. For guidance on prayers and reflections see pages 9-11. | <urn:uuid:16f187d2-b487-48f9-8da2-4d94f58187d1> | CC-MAIN-2018-43 | http://stapleford-centre.org/files/files/Wisdom_for_Worship_Margaret_Cooling-Gossip.pdf | 2018-10-20T14:40:45Z | crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00246.warc.gz | 362,971,865 | 517 | eng_Latn | eng_Latn | 0.997739 | eng_Latn | 0.997739 | [
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Interesting, Fun, Learning Activities that promote Inclusive Practices During Inclusive Schools Week and Anytime Throughout the Year
These celebration ideas serve as practical suggestions for facilitating the inclusion of all students in a general education setting. As the diversity of learners within our classrooms continues to grow, the need to structure curricula, lessons, and activities that not only meet the needs of all students, but celebrate the diversity among those learners becomes critical.
Whether students in your school and community are already sharing a common learning environment or you are just beginning to create an atmosphere of accessibility and acceptance for all, these resources will help to encourage and inspire movement toward a more inclusive community. This Celebration Activities Guide includes activities and resources for educators, families, students, and community leaders who are committed to embracing diversity and providing access to learning for all students.
To assist you in planning for the Week, we have categorized the activities into 3 groups: for classrooms, schools and districts, and communities. Within the categories there are three levels of implementation:
1. Activities that Promote Awareness: Activities in this section can help create awareness of the benefits of inclusive education. Awareness is the first step in promoting positive change. Once people are able to recognize the promise of inclusive education, they can begin to seek the knowledge and skills necessary to realize their goals.
2. Activities that Build Knowledge and Skill: Activities in this section reflect the importance of taking awareness to the next level—Action! Building the knowledge and skills of students, families, school staff, and members of the community increases the likelihood that inclusive practices will become integrated into the framework of the community.
3. Activities that Influence the System: Activities in this section reflect the importance of taking knowledge and skill to the next level—Change within the system! By changing the policies, procedures, and culture of our schools, it is more likely that positive advances in inclusive education will become an integral part of the community framework.
-
The following ideas are geared toward implementation in classrooms. For even more learning and fun, team up with another classroom in your school to put some of these ideas into action.
Activities that Promote Awareness
Activities in this section can help create awareness of the benefits of inclusive education. Awareness is the first step in promoting positive change. Once people are able to recognize the promise of inclusive education, they can begin to seek the knowledge and skills necessary to realize their goals.
- Decorate your classroom with items that support academic development for all children. This can include learning supports such as pictures, large print letters, and clear directions to complete assignments. If there are children who cannot access this information from a distance due to a visual, physical, or other disability, make small copies of these items to be used at the child's desk.
- Expand your morning circle activity to include various modes of communication. Use sign language, foreign languages, and augmentative communication supports (including photos, pictures, and assistive technology devices, etc.) to support those students whose communication systems might not include spoken English, along with exposing other students to the variety of ways that people can communicate.
- Have students develop a list of the variety of ways that people can communicate. Help them expand the list by discussing different forms of communication, including sign languages, foreign languages, assistive technology devices, etc.
- Establish a "Five Minutes for Friendship" ritual each day. Have students pair up with classmates on a rotating basis. Provide a topic for the pair to discuss for five minutes. Ask a few pairs to share their conversation with the class.
- Invite students who are not generally included into your classroom for one of your daily lessons. Try to expand these opportunities in your room and throughout the school.
- Ask students to create Inclusive Schools Week cards including reasons why they like being a part of an inclusive school.
- Ask related service personnel (occupational therapists, physical therapists, speechlanguage therapists, etc.) to include typically developing peers in the activities that they do with children who have disabilities in your classroom. Fun games that target the therapy goals of some students while including typically developing peers in the activity promote the inclusion of all students.
- Develop a morning greeting routine so that all children, including those with disabilities and English Language Learners, have the opportunity to communicate with each other at the beginning of the day.
- Assign all classroom tasks/jobs in pairs so that children who aren't able to complete a task independently don't feel that they always need a "helper." This encourages children to collaborate with each other to get a job done.
- Have students work in groups to come up with a blueprint or plan for an inclusive school. They can focus on areas including physical access, curriculum ideas, support strategies, etc. A poster session can be held during the Week for each team to highlight their ideas.
- Ask students to write about a time that they didn't feel included in a group. Talk about how it made them feel. Ask them how their experiences relate to anyone who is perceived as different and what challenges they might face in a school setting.
- Have students keep journals to regularly record their contributions to an inclusive school environment.
- Model ways in which students can approach and interact with others who may be different from them in some way. Role-play hypothetical situations in which the students may have the opportunity to interact with a person in a wheelchair, a person who is blind, someone who speaks another language, or an individual from another religion or culture.
- Create art projects, such as "I am special" or "Great things happen in inclusive schools" buttons that the students can wear during the Week.
- Invite a guest speaker with a disability to speak about his or her experiences. Be sure to include a question-and-answer time for students.
- Invite students to write a list of all of their unique characteristics under a picture of themselves. Display student work during the Week.
- Have the class plant a celebration garden including flowers and plants with different characteristics. Ask students to describe how each is beautiful in a unique way. Students can write essays or journal entries on the ways the garden reflects the diversity of their community.
- Ask students to write and perform a play about accepting differences in others.
- Encourage students to write to Congress or a local elected official about inclusive education issues that concern them.
- Design a classroom mural to depict the students' perception of what an inclusive school and community look like.
- Assign students to write an essay describing how to be a good friend. Have students share their thoughts on kindness, acceptance, and friendship.
- Read and discuss poetry that focuses on creating and maintaining unity among different groups of people.
- Develop a class motto or mission statement that highlights the inclusive nature of the classroom.
- Implement a slogan contest: "I feel included when . . . " or "I feel included because . . . "
- Involve support staff (e.g., counselors, nurses, office staff, janitors, and related service staff) in classroom-based activities to create an awareness of their roles in the school community.
- Variations on a theme: Have students vote on a theme or issue related to inclusive schools that they would like to address during the Week. Integrate the theme into the major curriculum areas.
Activities that Build Knowledge and Skills
Activities in this section reflect the importance of taking awareness to the next level—Action! Building the knowledge and skills of students, families, school staff, and members of the community increases the likelihood that inclusive practices will become integrated into the framework of the community.
- Ask students to research technologies that can support students to achieve in school and in the community. Compile a resource guide for the school and district.
- Encourage students to study how the fields of science and technology have contributed to the lives of people with disabilities. Some examples are cochlear implants, assistive technology, wheelchairs, TTY, etc.
- Take time out to explore your students' interests. Ask students to identify topics that interest them and activities that occupy their non-school time. Try to incorporate some of their interests and likes into your classroom.
- Assign students to explore websites dedicated to Universal Design for Learning and technology in order to come up with ideas to improve access to information for themselves and others. One example is Teaching Every Student at http://www.cast.org/teachingeverystudent/.
- Ask students to complete a Learning Style Assessment. Host a classroom discussion about the various ways that people learn and why it is important to know how each individual learns the best.
- Make a commitment during the Week to try some new teaching strategies aimed at improving outcomes for all kids in your class. Incorporate active learning into your language arts lesson, take the students for an observation walk during science class, or act out the events in history that you are studying. Your hard work will pay off, because the students will embrace learning while having fun.
- Incorporate the teaching of study skills into the classroom curriculum. These supports serve to increase the achievement levels of all students.
- Encourage students to use graphic organizers as tools to write essays/stories/projects conveying their thoughts and ideas about inclusive education. See the Resources section for links to sample graphic organizers.
- Have the class study the use of "person first" language when talking about people with differences in language, culture, and ability. The lesson includes a discussion of what personal characteristics you want people to emphasize when they refer to you. Each student can sign a contract committing to using person first language in their conversations and sharing this information with others in their family and community.
- Allow students to make a choice of how they will demonstrate their learning on a specific topic. Encourage students to be creative and to be able to explain why they chose to be assessed in their respective ways.
- Assign a research project on culturally responsive educational practices. Ask students to make the connection between these practices and building an inclusive school.
- Each morning introduce students to a new word in American Sign Language. Encourage them to use the word at least five times during the school day.
- Teach students the proper way to provide assistance as a sighted guide to a person who is blind or visually impaired. They can take turns practicing on each other using a blindfold.
- Have students study the demographics of the school and community. Do the services provided adequately serve the needs of the community? What recommendations can be made to community leaders and local government?
- Ask the class to design a chart outlining the features of a store, restaurant, or other public place that would make it more accessible to people with disabilities. Collect data on local businesses that have these accessible features. At the conclusion of the project, present an award to the business that has the most accessible features.
- Have students research federal and state laws that protect human and civil rights. Research disability laws such as the Americans with Disabilities Act or the Individuals with Disabilities Education Act. How do they apply to their schools and communities?
- Instruct students to work in groups to assess the accessibility of the school and community for people with disabilities. What modifications can be made? Do the public buildings in the community offer access to people with disabilities? How many restaurants in the community offer menus in Braille? Is there a text telephone or TTY in the school (also known as a TDD, which stands for telecommunication device for the deaf)?
- Ask student groups to study the elements of universal design, a principle of architectural design that focuses on accessibility for all people. How do the concepts apply to their school and community? How can the concepts of universal design assist in fostering an inclusive environment?
- Have individuals build a model (either three-dimensional or on graph paper) of a classroom, school, or community that provides access for all people. List the features that contribute to it being an inclusive environment.
- Have students investigate the laws that protect people with disabilities in our country. Compare the findings to those of other countries.
- Ask students to research what the education laws state about inclusive practices.
Activities that Influence the System
Activities in this section reflect the importance of taking knowledge and skill to the next level— Change within the system! By changing the policies, procedures, and culture of our schools, it is more likely that positive advances in inclusive education will become an integral part of the community framework.
- Develop a list of ways that your classroom can be more inclusive. Set goals throughout the year towards realizing your ideal classroom.
- Organize the classroom to accommodate diverse learners. Consider lighting, placement of furniture, proximity of workspace to distractions, and availability of a broad range of materials and manipulatives (e.g., Braille books and books on tape).
- Engage your classroom faculty (teachers, parent helpers, assistants, related service providers, etc.) in a monthly gathering to discuss progress and to set monthly goals for becoming a more inclusive environment. Make it more fun by sharing responsibility for coffee and treats.
- Pilot a co-teaching model in one or more classrooms, pairing a general educator and special educator.
- Provide accommodations for all children in the class, not only those with disabilities. For example, during a pre-school circle time make adaptive chairs and positioning equipment available to all of the students whether they require the adaptation or not.
- Instead of creating a unit or lesson plan for a new subject area, ask your students how they would like to learn a particular topic. Have them work in groups to create a plan for learning and practicing the new content.
- Create a "Grab and Go" box that contains after school ideas that encourage learning, volunteerism, and goodwill projects. Each day upon dismissal the children have an opportunity to pick a surprise suggestion out of the box. Set up a reward system (pencils, posters, and stickers promoting the Week are a great idea!) for students who successfully complete their task.
- Incorporate a lesson that highlights the work that UNESCO (United Nations Educational, Scientific and Cultural Organization) is doing toward promoting inclusive education around the globe. Find more information at http://www.unesco.org.
- Label items in the classroom with pictures, object cues, Spanish words, Braille, or any other symbol system that will support the students in the classroom.
- Differentiate instruction to target the learning styles of the children in your class. Identify learner outcomes on various levels so that all children can be successful.
- Develop a new lesson plan format to highlight the strategies you will use to meet the needs of diverse learners.
- Embed lessons on diversity and disability into already established units and lesson plans.
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The activities found in this section can be implemented across grade levels and throughout the school building. By engaging in a school-wide celebration, students have the opportunity to experience the power of working together as a community.
In many places, schools are considered the heart of the community. They are a wonderful place to celebrate diversity and bring about awareness and acceptance of differences among community members.
Activities that Promote Awareness
Activities in this section can help create awareness of the benefits of inclusive education. Awareness is the first step in promoting positive change. Once people are able to recognize the promise of inclusive education, they can begin to seek the knowledge and skills necessary to realize their goals.
- Ask students to contribute to a list of "100 Things that Make our School Inclusive." Place a large bin in a common area of the school and have students write their ideas on paper and drop into the bin. When the count reaches 100 choose some of the contributions to share with the students during an assembly. Give prizes (e.g., pencils and posters) to the students whose ideas were chosen.
- Create a student-run planning team for Inclusive Schools Week. Have a faculty advisor guide the group to develop goals and strategies for celebrating Inclusive Schools Week 2012
- Have a poster contest and/or essay contest using the theme "Great things happen in inclusive schools." Display the art and literature work throughout the school and community.
- Create an inclusive school portrait to display in the school lobby. Have each student bring in a small photo of him- or herself for display in a large collage during the Week.
- Ask families, school personnel, and students to contribute their ideas to the slogan "Great things happen in inclusive schools." Have a book or a box at the entrance of the school prompting people to answer the question "What are some great things that happen in our inclusive school?" Share the contributions with members of the school community during the Week through a newsletter or during a planned celebration.
- Highlight an "Inclusive Practice of the Week" in the faculty room.
- Make an inclusion quilt. Have each classroom design a square of material with words or a design that celebrates the Week. Ask one volunteer from each class to help put the quilt together. Display in the school lobby during the Week and throughout the year.
- During a staff meeting or professional development day, ask teachers to evaluate their rooms for accessibility. Have wheelchairs, blindfolds, white canes, earplugs, and other simulators available for them to use during this assessment. Provide a form for teachers to record their findings and allow them to share their plans to improve their classrooms with the group.
- Develop an Inclusive Practices Manual for the school. Ask teachers to contribute ideas, strategies, and tools that they have found successful in promoting inclusive practices in their classroom and throughout the school.
- Honor school faculty and staff committed to inclusive education at a luncheon.
- Make a daily PA announcement on a particular topic or theme that relates to the Week.
- Make a book that honors the diversity of all students in the school. Have the book on display at the front office.
- Write a school song that highlights the inclusive nature of the school.
- Create school displays that promote the principles of the Week.
- Have all students and staff read a common book with an inclusive theme. Have schoolwide or grade-level discussions about the book.
- Make a video for families highlighting your school's celebration of diversity. The video can be shown during parent-teacher conference night.
- Promote the Week via a parent newsletter, the local newspaper, school marquis, and/or the local community cable channel.
- Write a letter to school staff encouraging them to address inclusion at staff meetings, parent meetings, holiday concerts, student assemblies, and any other appropriate situations.
- Display student artwork and projects around the school. Projects might include life-sized paper dolls, the "what makes me special" essays, name histories, or family trees.
- Hold school-wide celebrations that might include presentations on inclusive practices by staff and other experts, poster and banner displays, awards for inclusive practices at the school or in the community, student displays, and celebrations with food from many countries.
- Invite faculty and families of neighboring districts to your celebration activities.
- Ask each grade level to choose a different topic relating to inclusive education to focus on during the Week. Share resources, photos, books, and activity ideas in the school lobby and faculty lounge.
Activities that Build Knowledge and Skills
Activities in this section reflect the importance of taking awareness to the next level—Action! Building the knowledge and skills of students, families, school staff, and members of the community increases the likelihood that inclusive practices will become integrated into the framework of the community.
- Create a website that highlights the inclusive nature of your school. Have students and teachers work together to design the site, develop content, and act as webmasters. Make sure that the website is fully accessible (for more information, see the Web Accessibility Initiative website: http://www.w3.org/WAI/
- Host a video, PowerPoint presentation, poster, or essay contest in your school on the theme of "How Technology Helps Me to Learn." Send us the electronic copies of the winning entries, and we will post them on www.inclusiveschools.org.
- Utilize time during faculty or team meetings to explore websites that have online tools to promote access to content. For example, visit the website of the National Library of Virtual Manipulatives, at http://nlvm.usu.edu/, and discuss how virtual manipulatives might be used with your curriculum to promote student learning.
- Have students develop a school brochure outlining all of the resources available within the school that support student achievement including technology, academic support (tutoring, study groups), counseling services, related therapy services, etc.
- Pair general education and special education teachers into teaching teams. Encourage each team to implement at least one lesson together during the Week. Challenge the teaching teams to continue this strategy on a regular basis throughout the school year.
- Host a professional development day focused on having teachers work together in pairs or small groups to brainstorm new and different instructional delivery methods. Ask each teacher to commit to trying out these new instructional strategies.
- Ask each grade level in the school to adopt an area of the school building to make it more accessible. Areas can include the cafeteria, mail lobby, gym, art room, main office, principal's office, etc. Encourage students to be creative in finding adaptations that are creative and monetarily feasible. Hold a mid-year celebration to highlight progress and share solutions.
- Host a brown bag lunch for community leaders and teachers to help educate the school staff about the different cultures represented in the community. Ask each community leader to come with some ideas about how the school can better contribute to the values and traditions of the community.
- Celebrate the life of Martin Luther King, Jr., during the Week (you don't need to wait until his birthday in January!) Host school forums and discussions about his mission of unity and peace. Ask students to contribute essays or speeches using Dr. King's famous starting phrase "I have a dream" and relating it to their dream about building a more inclusive school and community.
- Dedicate a school professional development day to instructing faculty on topics such as differentiating instruction, culturally relevant curriculum, and providing accommodations for learners with disabilities.
- Offer American Sign Language to meet the foreign language requirement or as an elective.
- Bring together grade-level and content-specific teachers to redesign curriculum to meet the needs of all learners. This includes looking at the accessibility of materials and developing accommodations and modifications to the curriculum.
- Invite school faculty to attend a monthly book club meeting with the goal of discussing literature about inclusive education, community building, and diversity.
- Have school faculty and staff watch instructional videos on inclusive practices during their lunch hour or after school one day per week.
- Ask teachers to invite their colleagues into their classrooms to observe and provide them feedback and ideas about additional ways to reach diverse learners.
- Encourage related service providers (speech pathologist, teacher of the visually impaired, occupational therapist, school nurse, etc.) to share information about their area of expertise and provide instruction on how to incorporate strategies to support children receiving special services in the classroom.
Activities that Influence the System
Activities in this section reflect the importance of taking knowledge and skill to the next level— Change within the system! By changing the policies, procedures, and culture of our schools, it is more likely that positive advances in inclusive education will become an integral part of the community framework.
- Host a post-election celebration at the school to honor elected officials who support diversity and acceptance in the schools and community. Ask selected officials to address the students on the importance of inclusive communities.
- Host a fund-raising event toward purchasing technology for the school to help support diverse learners.
- Appoint several teachers and students to be inclusive schools ambassadors. Identify other schools in the district or surrounding communities who are also working to become more inclusive. Have your ambassadors meet with students in these schools to encourage their movement toward a more inclusive school environment.
- Introduce a new high school course or graduation requirement that involves students performing community service activities. Encourage or require students to define how their chosen activity promotes inclusive practices in the school and/or community.
- Set aside time during the month for teachers to observe classrooms in the school/district successful in incorporating inclusive practices.
- Provide opportunities for co-teaching teams to mentor other prospective co-teaching teams through classroom visits, observations, sharing of resources, and informal planning meetings.
- Develop a position within the student government to represent issues related to building a more inclusive community.
- Develop a Welcome Center where new students and visitors can learn about the mission and features of your school, including its dedication to educating all students.
- Reserve common planning time each day for teachers to plan ways to differentiate their instruction to meet the needs of all learners.
- Have information about the school and community available in a variety of accessible formats, including Braille, as well as translated into foreign languages spoken within the community. Have sign language and foreign language interpreters on call for visits with families.
- Institute a required new staff training session that focuses on introducing new staff to the inclusive environment at the school and offers strategies and resources on inclusive practices.
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Entire countries, as well as states, communities, universities, and school districts, have chosen to celebrate Inclusive Schools Week, thus contributing to the development of a more inclusive society. Organizations that choose to celebrate Inclusive Schools Week send a positive message to their communities about the philosophy and climate of their schools. Involving the community in a celebration serves to empower school-based staff, families, and students to move forward in their goal of creating more inclusive schools.
Activities that Promote Awareness
The activities in this section serve to create an awareness of the benefits of inclusive education. Awareness is the first step in promoting positive change. Once people are able to recognize the promise of inclusive education, they can begin to seek the knowledge and skills necessary to realize their goals.
o Create an "Inclusive Schools Action Committee" to guide school, district and community events supporting inclusive education throughout the community.
o Host a viewing of the documentary "A World for Inclusion" a film about the 2006 Convention on the Rights of Persons with Disabilities, in particular article 24 on education. Conclude with a discussion about the film and the role of inclusive schools in your district, the United States and throughout the world.
o Look for opportunities to highlight your school or district's inclusive practices at community events, such as town meetings, holiday concerts, art exhibits, local religious events, etc. Have students make buttons, posters, or other items to sell that will remind the community of the inclusive nature of the school, while raising money to support events promoting inclusive education.
o Sponsor a community essay contest using the theme of the Week. Have students write essays that explain why inclusive schools are important and how students with disabilities contribute to their communities in positive ways. Honor winners at an awards banquet.
o Create a DVD or video about your school district and community highlighting diversity and the commitment to inclusive education. Provide copies to new families entering the school district and to realtors who are encouraging new families to move to town.
o Promote the Week to community organizations (e.g. after school programs, senior centers, recreation centers, boys and girls clubs) and/or invite these groups to participate in the Week's activities to further build an inclusive community.
o Showcase materials around the slogan "Great things happen in inclusive schools" in local public buildings and community gathering places (library, town hall, community center, etc.). Photos, posters, essays, and other artifacts can serve to highlight the achievements of the district and its work toward being more inclusive.
o Approach a local television station with ideas about how they can highlight the events of the Week, such as interviews with district personnel, family members, and students; video tours of schools that promote inclusive education; or coverage of specific activities you have planned.
o Present the school board with materials that promote the Week, including stickers, posters, and pencils.
o Create window displays about inclusive practices in central office buildings.
o Encourage district-level personnel to volunteer in a school classroom to read a book about diversity or facilitate a discussion about inclusive communities.
o Organize an evening program inviting students, families, teachers, and community members to read their favorite books with inclusive themes.
o Show videos on various aspects of inclusion and hold discussions with students and faculty in local teacher education programs.
Activities that Build Knowledge and Skills
Activities in this section reflect the importance of taking awareness to the next level—Action! Building the knowledge and skills of students, families, school staff, and members of the community increases the likelihood that inclusive practices will become integrated into the framework of the community.
o Encourage local service and nonprofit agencies to host an Open House Day to encourage community members to become involved in local efforts through volunteerism and/or financial support. Recruit students to assist in the planning and implementation of this event.
o Invite a disability services coordinator from a local college or university to speak at a school or community event about the supports that are available to students with disabilities who are considering or ready to enter college.
o Encourage a local bookstore to highlight books that promote inclusive education during the Week. Invite an author or an avid reader to speak at a store-hosted event on the principles and benefits of inclusive education.
o Organize a meeting between school faculty and community after school program staff to discuss ways both programs can share ideas and strategies to become more inclusive.
o Encourage school faculty who have been successful in implementing inclusive practices to contact a local college or university to share information about classroom strategies as a guest lecturer.
o Ask school district personnel to attend professional development workshops on topics related to inclusive education. Have each faculty member develop an action plan to
incorporate lessons learned into his or her own practice. Educators can share their ideas and the outcomes later in the year.
o Hold a symposium for the school board to provide information about the management and administration of inclusive schools. Invite school board members from area schools that are moving ahead with inclusive education to share their knowledge and experiences.
o Host a community meeting to educate local employers and other community leaders about how they can support transition-age students with disabilities by providing summer and long-term employment opportunities.
o Host a community forum to spotlight city or town amenities that are accessible to all. Invite the recreation department, local Girls and Boys Clubs, YMCA, YWCA, and other youth organizations. Ask the organizations to highlight the accessible features of their space and of the activities that they host.
Activities that Influence the System
Activities in this section reflect the importance of taking knowledge and skill to the next level— Change within the system! By changing the policies, procedures, and culture of our schools, it is more likely that positive advances in inclusive education will become an integral part of the community framework.
o Develop a formal partnership between the local school system and a local youth organization committed to inclusive education, such as the Boys and Girls Club, Girl or Boy Scouts, YMCA, and after school programs. Highlight this partnership in the community as a way to share resources and to broaden the scope of inclusive community practices.
o Create a Professional Learning Community in your school district, university or community focused on the use of technology to provide access. A great starting place for your exploration would be the Center for Implementing Technology in Education at http://www.cited.org/.
o Declare the first week in December as Inclusive Schools Week with an official school board or local government proclamation. See the Media Kit for examples.
o Encourage your community newspaper to include a regular column entitled "Great things happen in inclusive schools." Have school personnel, families, and students contribute to the column by sharing experiences and ideas about inclusive education.
o Create a partnership with a local college or university to support student teachers with experience in inclusive education.
o Include information in all correspondence to families that interpreter services and Braille translation are available for all meetings and community activities.
o Create a volunteer diversity council comprised of school and community leaders, including student leaders. Begin by hosting a community forum to gather and prioritize ideas about how to make the community more inclusive. The diversity council can lead the campaign to address the issues outlined by the community.
o Develop an after school program for youth focused on gaining work experience. Have students volunteer their after school time to do internships at local businesses, especially for nonprofit and volunteer organizations. While gaining valuable work experience, students will be contributing to the local community. Ask local business leaders to act as mentors.
o Adopt a self-determination/self-advocacy curriculum for middle & high school students.
o Develop a community resource guide highlighting local businesses and organizations that provide accommodations enabling all people to access their services. This resource may include restaurants that have Braille menus, museums that provide interpreter services, and businesses that are wheelchair accessible.
o Implement a family-school partnership model in the district.
o Declare it a formal district priority to move toward educating all children within the school district at their own neighborhood school.
o Create or review the district's mission and values statement to ensure that ALL children are represented.
o Encourage the state legislature to declare the first week in December Inclusive Schools Week. See the Media Kit for sample proclamations.
o Refine recruitment policies to focus on hiring new teachers who value and have experience in inclusive education.
o Present the results from a district-level assessment of the accessibility of the schools to community businesses and leaders. Develop a plan and identify funding sources to alleviate some of the physical and institutional barriers within the schools.
o Include an update on the status of inclusive education in the district in all board of education meetings.
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MONTMORENCY SECONDARY COLLEGE YEAR 7 CURRICULUM HANDBOOK 2019
Telephone 9422 1500 Facsimile 9422 1600
firstname.lastname@example.org
PRINCIPAL Mr. Allan Robinson
ASSISTANT PRINCIPALS
Ms. Clara Di Biase
Mr. Mark Lohrey
JUNIOR SCHOOL LEADER (Year 7) Ms. Sonia Culcasi
YEAR 7 COORDINATOR/S Mr. Grant Dowler Ms. Belinda Bell Ms. Gemma Pearson
BUSINESS MANAGER Mrs. Lisa Ball
ADMINISTRATIVE STAFF Mrs. Cathy Green
BELL TIMES 2019
GENERAL INFORMATION
Attendance
Attendance at all classes is compulsory. Regular, punctual attendance is essential and in many instances it will be impossible to satisfy work requirements if the student's attendance is irregular.
After any absence, a note of explanation must be given to the Year Level Coordinator, signed by the parent or guardian of the student. Montmorency Secondary College uses an electronic roll-marking program. This allows the College to track truancy, and proactively enforce student attendance at all classes.
A comprehensive program is in place to ensure regular attendance by all students. In situations where a student has been absent from class without a reason, the matter will be dealt with by the Coordinator.
Students are not permitted to leave the school grounds during the school day unless there are exceptional circumstances.
Arriving Late
Home Group teachers note absences during the first 10 minutes of the day (Home Group). Students who arrive after Home Group must report to the General Office, sign the Late Arrivals' register and obtain a "Late Slip" to present to the class teacher. Students who have been recorded in the Late Arrivals' register will be marked LATE in the attendance roll.
It is expected that students who arrive late for class will have an acceptable explanation. Parents will therefore be expected to provide a note for lateness.
Where lateness is persistent or reasons are unacceptable, the student will be receive appropriate consequences.
Leaving Early
The process for a student leaving the school early is
- Student takes note to the Year Level Coordinators office, and gets the note signed by their Year Level Coordinator.
- Bring a note from home, with a short explanation and the parent's signature.
- When it is time for the student to depart, the student goes to the General Office, where they hand in their note that has been signed by the Coordinator, and they sign out in the 'Early Leavers' book.
- Alternatively, a parent may arrange to meet their child in the General Office at a prescribed time. The parent can then sign the student out in the 'Early Leavers' book.
Under no circumstances can a student leave school without notifying their coordinator or signing out at the General Office.
Homework and Use of the Study Planner
All students at Montmorency Secondary College are issued with a homework study planner. Students are expected to take the study planner to all classes to record homework, tests and assignments etc. Regular use of the study planner helps to develop sound organisational skills. The study planner informs parents of the study commitments of your child in each subject. We encourage parents/guardians to check the study planner regularly to monitor their child's progress and assist them in planning their time in order to complete tasks. The study planner is a useful means of communication with teachers.
Homework will generally be between 45 and 90 minutes per day, increasing with progress through the year levels. It may be set during weekends and school vacations, as well. Where no formal homework is set it is expected that students read. The Resource Centre is also available for student use out of school hours.
Homework may consist of, (but not limited to):
- Independent reading on a daily basis,
- Tasks such as continuation of classroom work, projects and assignments, essays and research.
3
ASSESSMENT AND REPORTING
Montmorency Secondary College values the opportunity to communicate with parents and guardians about the wellbeing and academic performance of students. There are seven scheduled forms of communication throughout the year that enable parents and guardians to stay informed about their son or daughter's progress, and opportunities for improvement.
Please Note: All reports are distributed digitally unless a hard copy is specifically requested.
End of Term One – Interim Reports
Towards the end of term one each student is issued with an interim report. This is a one page document, which lists all of the subjects that your child is undertaking and includes teacher ratings of your child's progress to date in a simple to read "tick-the-box" format. The report should act as the basis for discussion at the Parent Teacher interviews scheduled at the same time.
End of Term One – Parent Teacher Interviews
Parent Teacher Interviews occur at the end of term one. All parents and guardians are strongly encouraged to attend these interviews, as it is an opportunity to sit with your child and their teacher and gain more detailed knowledge as to how the child is performing /coping, and to discuss strategies that will increase your child's chance of success.
End of Term Two – Student Reports
Full students reports are issued at the end of term two. These documents are much more detailed written reports and provide graded assessments of the major assessment areas of each subject.
Start of Term Three – Student-Led Conferences
Student Led Conferences are held early in Term three. This conference is between the home group teacher, the student and the parent/guardian. It does not focus on a particular subject, but rather on the whole child. Together the student, parent/guardian and home group teacher review mid-year reports and set learning goals for the second semester.
End of Term Three – Interim Reports
At the end of term three, each student is issued with a second semester interim report. This is a one-page document similar to that issued at the end of term one. Again, it is designed to be read in conjunction with the Parent Teacher interviews scheduled for that time.
End of Term Three – Parent Teacher Interviews
Parent Teacher Interviews occur again at the end of term three. All parents and guardians are strongly encouraged to attend these interviews, as it is a further opportunity to sit with your child and their teacher and really gain knowledge as to how the child is performing/coping, and to discuss strategies that will increase your child's chance of success.
End of Term Four – Student Reports
Full students reports are issued at the end of term four. These are detailed written reports that provide graded assessments of all subjects that a student studies in semester two.
In conjunction with all of the above, parents are welcome to contact the relevant Home Group teacher and/or the Level Coordinator at any time during the year regarding the progress or wellbeing of their child.
Please Note: Detailed addititional information about the college's administrative practices, as they pertain to students and parents, is available in the 2016 MSC Administrative Handbook (see http://www.montysc.vic.edu.au)
4
YEAR 7 CURRICULUM OUTLINE
(Please also refer to the Curriculum Grid on the next page)
Montmorency Secondary College provides a contemporary student-centred, diverse curriculum program that embeds the curriculum essentials and gives students considerable choice. Support for this approach is strong and students, staff and the school community have responded to it with enthusiasm and purpose.
The curriculum runs on a two-week timetable with twenty-five, 58 minute periods per week. The school day starts at 8.55 am with a 10 minute home group. A Home Group system runs across the college from Year 7 to Year 12.
Essential Learning Standards (AusVELS)
The Essential Learning Standards describe what is essential for students to achieve from Years Prep to 10 in all Australian schools. They provide a whole school curriculum planning framework that sets out learning standards that schools use to plan their teaching and learning programs, including assessment and reporting of student achievement and progress.
The Standards are based on the best practice in all schools, national and international research and widespread consultation with school communities, educators, professional associations and community groups. The Standards provide the means for all Australian schools to use the best curriculum thinking to better prepare students for success at school and beyond.
Year 7 Curriculum
The Year 7 program is comprehensive and introduces students to subjects in all the key learning domains. A Pastoral Care program is a key feature of the first year of this college. Year 7 students learn in home groups and undertake the following course:
These subjects run all year.
Year 7 students also rotate through a number of Visual Art, Performing Art and Technology subjects so that they experience a variety of learning environments before they make elective choices in later years. Each unit runs for one semester and takes 4 periods per fortnight.
The students study:
Technology (Wood & Metal); Art/Ceramics; Visual Communication Design (Graphics); Music; Drama; and Food Studies (Home Economics)
Please Note: The Year 8 & 9 Curriculum Grid is included on the following page to allow students and parents to see how the curriculum develops over the Middle School.
MSC YEAR 7-9 CURRICULUM GRID
(10 day timetable – 25 periods per week @ 58 mins)
Notes:
1. Students at Year 8 & 9 must choose at least one elective Learning Unit each year from the non-core VELS domains of The Arts and Design, Creativity & Technology.
2. Students may choose no more than two (2) learning units from any learning area sub-grouping in any one year (e.g. A maximum of 2 Food Studies units).
3. Challenge Units run in the elective block. Entry into these units is by invitation only based on student academic results in the previous semester or year in the relevant subject.
4. Students in Year 9 choose to continue with a language (Japanese or French) with a view to doing it in VCE or they participate in the Endeavour Program.
MATHEMATICS
(4 periods per week)
COURSE OUTLINE
The Year 7 mathematics course builds on concepts and skills introduced in Primary School by providing the opportunity for students to revise and consolidate their understanding of material from the VELS Level 4 mathematics dimension. Students are then progressively introduced to concepts and skills in accordance with VELS Level 5 progression points. The areas covered during the year are outlined below.
Space
- Lines and angles
- Plane and solid shapes
- Transformations
- Co-ordinate number plane
Number
- Whole numbers and indices
- Number patterns
- Decimals
- Fractions
- Percentages
Measurement, chance and data
- Length and perimeter
- Areas and Volume
- Time
- Collecting and Interpreting Data
-
Probability
Structure
- Expressing generality
- Equations and inequations
- Functions
- Set theory
Throughout the course an important aim will be to foster analytical skills and to encourage an appreciation of how mathematics can be applied to real-life situations.
CLASSWORK REQUIREMENTS
Students will be required to maintain a workbook containing neat and complete records of class work and other designated activities. A copy of the textbook and a scientific calculator is also required in order to complete assigned tasks. These will include skills-based exercises, problem-solving activities and other investigations as prescribed by the teacher. Students will work on individual tasks as well as participating in group activities.
HOMEWORK
Homework will be assigned to finish class tasks or to complete separate sets of exercises from the class text. Homework should also include regular revision of the material covered in class and questions selected from the Chapter Review section of the textbook for further practice.
ASSESSMENT
Students will be assessed according to a number of criteria. Typical assessment measures may include tests, problem-solving tasks, project and assignment work, group activities and homework worksheets.
ENGLISH
(4 periods per week)
COURSE OUTLINE
Students will have a balanced program, incorporating language, literature and literacy learning activities. A variety of texts types including novels, short stories, poetry and film are read and discussed in class, and wider reading is encouraged by students' participation in a wide reading program. They will also develop reading comprehension through the CARS and STARS program. Students are encouraged to write in a variety of styles for a variety of audiences and purposes. Work on speaking and listening includes class discussion, small group discussion, reading aloud, dramatic activities, and participation in class debating. Attention is given to expression, punctuation and spelling as part of effective communication.
HOMEWORK
- Grammar and Spelling tasks (textbook)
- There is always English homework in the form of reading - either wide reading or reading of class novels.
- Assignments must be completed and process writing is also to be worked on at home.
- Class teachers will set particular homework tasks.
ASSESSMENT
An assessment will be made for all the following areas of study within the English course
- Writing Folio
- Reading Tasks
- Speaking and Listening
SCIENCE
(5 periods over 2 weeks)
COURSE OUTLINE
The course is activity based. Emphasis will be placed on the skills required for practical work: safety in science, use and identification of equipment, ability to follow and carry out given instructions, writing of practical reports as well as research skills. The course is aligned with the requirements of the Australian Curriculum of:
- Science Understanding
- Science as a Human Endeavour
- Science Inquiry Skills
CLASSWORK
Topics Include:
- Curiosity, wonder and questioning
- Sorting out biodiversity
-
Living in harmony
- Pure or not?
- The Earth, Sun and Moon
- Earth's resources
- Forces in balance
HOMEWORK
Completion of class work and approximately half an hour per week of set homework or revision is required.
ASSESSMENT
Assessment will include:
- Topic Tests
- Poster/Assignments
- Class Exercises
- Practical Reports
HUMANITIES
(One Semester each of History and Geography, 3 periods per week)
COURSE OUTLINE
Humanities involve the study of human societies and environments, people and their cultures in the past and the present. Students develop key ideas and concepts that enable them to understand the way in which people and societies have organised their world under particular conditions; including the distribution of wealth, the development of codes, laws and belief systems and how people have interacted with their physical environment.
History
The Year 7 History curriculum focuses on historical knowledge and understanding, as well as historical reasoning and interpretation. History focuses upon The Ancient World, with Depth Studies including Egypt and China. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. Students are also introduced to economic principles such as suppy, demand, needs and wants.
Geography
Water in the World / Place and Liveability
The Year 7 Geography curriculum provides students with opportunities to further develop their understanding of place, space and environment, interconnection, sustainability and change and apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations. Through the study of civics and citizenship, students will explore the values, rights and responsibilities of Australian citizenship.
The Year 7 Geography curriculum looks at:
- How do people's reliance on places and environments influence their perception of them?
- What effect does the uneven distribution of resources and sevices have on people's lives?
- How can we improve the availability of resources and access to services?
HOMEWORK
Students will be expected to complete unfinished class work at home. Teachers set questions and a variety of activities and homework. Research assignments are part of the homework for the Year 7 Humanities course.
ASSESSMENT
The following assessment will be undertaken:
- Mapping Skills
- Research Project
- Classwork / Tests
- Document Analysis
LANGUAGES
(5 periods over 2 weeks)
In Year 7, students study either French or Japanese. Emphasis is placed upon learning basic conversation skills, which will enable students to cope in a variety of everyday situations in the language they are learning. Words, expressions and sentence patterns are practised in conversational or acting situations. We believe that you learn another language by using it. In addition, students will study the geography and some cultural aspects of the country of their chosen language, by means of DVDs, films, videos or worksheets.
FRENCH
COURSE OUTLINE
Greetings; introducing yourself; describing yourself and others; talking about: your likes and dislikes at school and understanding classroom commands; pets; discussing your weekend activities. Students also learn about French Geography and study some famous French people.
ASSESSMENT
Language communication, cultural awareness inter-personal development, personal learning, communication skills and ITC.
JAPANESE
COURSE OUTLINE
Greetings; self-introductions, classroom instructions, fruits, colours, animals, likes and dislikes, stationery items, places, sports activities and transport. Basic sentence structures and linking words are taught. The "hiragana," written script, is also fully introduced with emphasis on its recognition. A cultural project will be given to learn Japanese geography and lifestyle.
ASSESSMENT
Language communication, cultural awareness, inter-personal development, personal learning, communication skills and ITC.
HOMEWORK
Students will at times be required to complete set tasks (cultural research assignments, grammar worksheets, hiragana in Japanese, the writing of dialogues, and the practise of vocabulary) as well as completing any unfinished class work.
PHYSICAL EDUCATION
(2 periods per week)
COURSE OUTLINE
The aim is to encourage each student to be physically active during Physical Education (PE) classes. The program is practical, with theoretical components introduced when relevant during practical lessons. While acquisition of skills and participation in a variety of games are encouraged, emphasis is also placed on cardio-vascular fitness, flexibility and strength. In particular, body awareness and general human movement are emphasized, especially in gymnastics, dance and athletics. PE also encourages group co-operation, leadership, and positive games attitudes. The activities covered throughout the year may include: fitness assessments, basic skills, minor games, athletics, cross country, gymnastics, dance, volleyball, softball/baseball, football/soccer, netball/basketball, hockey, badminton and cricket.
HOMEWORK
Regular homework is not usually set for PE.
ASSESSMENT
Students will be assessed using the following criteria: Skill development, Skill application, Physical fitness and Attitude to participation. This may be in the form of self, peer and teacher assessment.
HEALTH AND HUMAN RELATIONS / PASTORAL CARE
(2 periods per fortnight)
COURSE OUTLINE
The course encourages students to look closely at themselves and how they relate to people in various situations. Relationships are particularly important as students change from primary to secondary school, especially student/teacher relationships and friendship groups.
TOPICS
Classes will develop topic areas which are relevant to their needs and interests. Initial work will concentrate on knowing the school, friendship, relationships, self awareness, body image, emotions and feelings. As the year progresses work is done on general health issues (Sun Smart, QUIT, Dental Health and First Aid), basic reproduction, human growth and development, with emphasis on puberty. 'Protective Behaviours', which empowers students to have control over their own safety, is included in the course. Classes will also consider assertiveness, equal opportunity, harassment and bullying. Videos, texts and printed materials are used to extend students' knowledge and understanding. Students are encouraged to participate in all activities and discussions.
CLASSWORK
- Students are expected to participate in general and small group discussions and activities and to work co-operatively.
- Students are required to maintain an up to date workbook.
HOMEWORK
Students may be required: To complete class work at home; to undertake research, interviews and survey work to complement class activities and collect information from the media for use in class.
ASSESSMENT
A non-graded, descriptive assessment is provided based on behaviour, attitude, participation, understanding and the maintenance of the student's work book.
ART
(2 periods per week for a semester)
COURSE OUTLINE
In this subject students are introduced to a range of art forms and techniques, including painting, drawing, printmaking and ceramics.
Creating and Making
Students use starting points to generate and expressively develop ideas when making and presenting artworks. They explore and manipulate art elements, principles and concepts to structure their artworks.
Exploring and Responding
Students develop their ability to discuss their own and others' responses to artworks.
MAIN AREAS OF STUDY
- Drawing
- Landscape Painting
- Lino Block Printmaking
- Ceramic Sculpture
- Australian, Indigenous and international artists and artworks
ASSESSMENT
- Finished artworks
- Folio
- Artwork Analysis
VISUAL COMMUNICATION
(2 periods per week for a semester)
COURSE OUTLINE
Visual Communication Practice – Creating and Making
Students will be introduced to a range of visual communications practice. It will include the development of skills in both freehand, instrumental drawing and rendering. Students will complete preliminary exercises in their sketch books as well as final presentations.
Responding to Visual Communication and Design – Exploring and Responding
Students will begin to distinguish between forms of visual communication and identify design elements and principles.
MAIN AREAS OF STUDY
- Visual Communication Practice including
o Creative Design
o Logo and Symbol Design
o Lettering
o Freehand and Instrumental Drawing
- Responding to Visual Communication & Design
ASSESSMENT
- Exercises
- Visual Diary
- Final Presentation Pieces
DRAMA
(2 periods per week for a semester)
COURSE OUTLINE
Drama allows students to explore ideas, situations, feelings and attitudes. Drama also builds confidence, improves communication skills and encourages students to find inventive solutions to tasks individually and through group work. Students will perform short self devised scripted plays, develop different acting techniques and experiment with stagecraft elements.
CLASS WORK
Class work will involve exploring drama skills and techniques such as voice, movement, awareness of space, mime, short self devised scripted plays and stagecraft. Participation in group work is important.
ASSESSMENT
Assessment will be based on:
- Participation as an individual
- Contribution to group work
- Understanding shown of dramatic elements by demonstrating a range of skills
- Maintenance of a logbook
- Recording observations and activities.
FOOD STUDIES
(2 periods per week for a semester)
COURSE OUTLINE
Food Studies at Year 7 level introduces food preparation through the technology process. Recipes and simple meals are planned and produced. Students then evaluate the suitability of the selected food products, equipment and processes.
Basic nutrition principles are examined, along with appropriate safety and hygiene procedures. Cooperative as well as independent work skills are actively encouraged.
ASSESSMENT
- Research assignment/digital folio
- Production exercises
TECHNOLOGY/WOOD/METAL
(2 periods per week for a semester)
COURSE OUTLINE
Students make simple projects that introduce them to the basic problem solving in design, hand tools, materials, construction and finishing techniques. All students are expected to complete at least three projects, these being a pencil case, key tag and a nickel band ring.
As each new tool or material is introduced the relative technology is discussed with each group. Notes, sketches and designs are recorded by each student.
HOMEWORK
Students will not have homework on a regular basis due to the practical nature of the course, but they will have to plan designs and catch up on any bookwork which they have missed through absence or other reasons.
ASSESSMENT
- Bookwork
- Practical
MUSIC
(2 periods per week for a semester)
COURSE OUTLINE
This course is designed as a general introduction to the field of music.
Students are exposed to a wide variety of musical styles through active listening and analysis. There is also a practical focus on learning the basic language of written music and students' theory and aural abilities are developed, as well as creative skills such as composition. Students use music software to aid in their study of theory and for projects and research.
Students have the opportunity to both observe and play many different instruments across all major musical family groups, including singing. Individual and group practical work is used to actively engage students in the study and performance of the basic elements of music.
HOMEWORK
This will generally involve instrumental practice, the completion of unfinished class work, studying for tests and completing assignment work given during the year.
ASSESSMENT
Students will be assessed on:
- Theory
- Practical work
- Tests and assignments
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Montessori
Children's House
Montessori Children's House Frequently Asked Questions [page 1]
How a Montessori is pre-school different from other pre-schools?
In most pre-schools the children are taught educational concepts in a group by a teacher. In a Montessori pre-school, the children learn concepts spontaneously as they work independently with the many materials in the environment.
What is the Montessori Method of education?
The Montessori Method of education is basically a unique approach to learning. Rather that "teaching" the child concepts, an enriched environment is designed to stimulate the child's interest and facilitate his understanding and learning capacities spontaneously with little or no adult intervention.
What is the purpose of the Montessori Method?
The main purpose of the Montessori Method is to develop an environment where the child can unfold spontaneously and manifest the greater within. According to Marie Montessori, "the child is the father of the man". As the child begins to develop this inner self, his love of life and learning expands continuously.
Who started the Montessori Method?
Dr. Maria Montessori, over 80 years ago, was Italy's first woman medical doctor. Using her scientific background, she began observing children in Rome. Based on her unbiased observation she developed unique materials, a child centered environment, and was one of the first person to revolutionize education thought by stressing respect for the child, freedom of expression, self education, and training through use of movement and the senses.
What is in a Montessori classroom?
The Montessori classroom is a child sized world. Whatever is in the world outside can be incorporated meaningfully in the Montessori classroom. To a child, the world is unmanageable – it is too big, too complex, and too confusing. By careful selection of materials by the teacher, an environment is set up that allows the child a place to explore life on a level he or she can understand. This prepared environment entices the child to proceed at their own pace from simple activities to more complex ones. Through this process, the child's natural curiosity is satisfied and he/she begins to experience the joy of discovering the world around them. Materials and curriculum center around Practical Life, Sensorial, Language, Math, Geography, History, Science, Art, Music, Drama, and Dance.
Montessori
Children's House
Montessori Children's House Frequently Asked Questions [page 2]
How do children interact in the environment?
As the children develop their sense of pride in their "work", a feeling of confidence, well being, and joy begins to manifest itself in the child. A "new" child is born. A classroom of Montessori children is a joy to watch. There seems to be a spirit of respect, love, and cooperation among the children.
What is the role of the Montessori teacher?
The Montessori teacher is sometimes called a Directress because she facilitates the classroom activity. She carefully plans the environment in the interest of children and she helps the children progress from one activity to the next. She is trained to deal with each child individually, allowing him to choose from many activities within his or her range of ability. She stands back while a child is working and allows the child the satisfaction of his/her own discovery.
With all the freedom, isn't there confusion?
The concept of freedom in the classroom is a freedom with limits. A child is allowed to work freely so long as they do not disturb others. Actually, the children allowed the freedom to follow their interests are generally happy and busily involved in their work.
How do Montessori children adjust to public schools?
Children who have been in a Montessori environment are generally very flexible and adjust easy to the public school situation. They may be better students and spend their time in a more productive way because of their self directions and positive attitude toward learning.
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November 15th – November 19th
I can't believe that we are already in the middle of November. The kids have learned about male and female pinecones, that pinecones open and close according to weather, how to spell and read the word and and objects that begin with the letters C and U. We have an exciting week coming up. We are going to have a special guest, Chandelle Macdonald, visit on Tuesday, November 16 th . She is going to do a lesson about Native Americans and a craft with the kids. Our theme for this week and next week is Thanksgiving. We will be acquiring new knowledge about the Wampanoag Tribe, Plymouth Rock, and the pilgrims. Our password will be the word the. There will be a sign-up sheet for our Thanksgiving Story snack mix on our Classroom News board if you would like to sign up.
Readiness and Writing: We will continue to work on crayon/pencil grip and where we start our letters
Language and Literacy: We will be developing new skills on how to break up sentences and count how many words are in a sentence. We will discover things that begin with O and Q.
Word Time: This week's vocabulary words are: two and number, curved and pointed, triangle and shape.
Numbers and Math: We will be doing fun activities with more and less and longer and shorter. We will continue to work on teen number recognition.
* Disguise a Turkey family activity is due November 15th if you are participating in this fun event.
* Popcorn sales are due November 18th. Top sellers in each class get a $20.00 gift certificate for the Book Fair.
* We are participating in a food drive for Thanksgiving. There will be a box in our classroom if you would like to participate. The drive will end on November 16th. Please see the Food Wish List on our class news board.
*
There is no school Wednesday, November 24th – Friday, November
26th for Thanksgiving.
Phone:
(307) 745-7256
Email: firstname.lastname@example.org
Monday, November 15th:
Disguise a Turkey Last Day
Tuesday, November 16th:
Food Drive Last Day Chandelle Macdonald Alphabet Tote-Zaidi-O
Wednesday, November 17th:
Spanish 11:00
Music 1:30
Thursday November 18 th :
Popcorn Sales Last Day Morning Recess Alphabet Tote-Rylan-Q Art 1:30
Friday, November 19 th :
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Clothing Policy
Policy Statement
As the service provides care for school age children before and after school, children will be in their compulsory school uniform, any clothing considerations will be more in consideration for vacation care.
The Policy provides families with information about suitable clothing for their child to wear whilst at the service. It is consistent with recommendations from recognised authorities such as SunSmart, SIDS and Kids and Kidsafe. The Policy also takes into account the range of activities children are involved in at the service, the weather, and the need to encourage children's independence and self-help skills.
Family preferences and values, cultural or otherwise, with regard to clothing are respected and accommodated without compromising children's safety whilst at the service.
Links Education and Care Centres National Regulations 2018, National Quality Standard 2018
NQS 2.1 Each child's wellbeing and comfort is provided for, including appropriate opportunities to meet each child's need for sleep, rest and relaxation.
Procedures
- The service informs families about suitable clothing for the vacation care program for their children whilst at the service for safe indoor and outdoor play and sun safety. This information is provided through newsletters, notice boards.
- Educators include in the vacation care program planned and spontaneous discussions and experiences about appropriate clothing for weather, seasons, and different types of activities.
- Educators ensure children are dressed appropriately throughout the day. This includes some adjustments that may need to be made during the day through changes in weather and in the activities children are involved in (e.g. active play, messy play). Families are provided with a reminder to suitable clothing requirements as the weather changes through newsletters.
- Educators, students and volunteers are considered to be role models for children and are expected to meet the service's dress requirements when at the service.
- Parents are asked to label every item of their child's clothing (including spares) brought to the service.
When dressing their child for a VACATION CARE day at the service, parents are also asked to consider:
Sun protection
Refer to the service's Sun Protection policy.
- Children are to wear t-shirts with sleeves no sleeveless tops, singlet tops or strappy dresses are allowed.
- Children are to wear hats whilst outdoors.
- Educators are to positively role model the sun protection procedures.
Active play
- Children need to wear clothes that are non-restrictive, durable and can be easily laundered so that they can participate freely in all of the activities available at the service. Such items as: long skirts; hooded jumpers with cords; hats with cords and toggles are not suitable because they pose safety risks when children are climbing and running. Children are to wear enclosed shoes at all times.
Weather conditions
- Parents are asked to dress their children according to weather conditions and temperatures and to provide a supply of clothing in their child's bag for possible changes in the weather throughout the day for example a hat and a jumper for cooler weather changes.
Art and craft activities / messy activities
- During vacation care Parents are asked to dress their child in clothing that allows participation in messy activities, and can be easily laundered. Good or 'special' clothes are not suitable because children can become distressed if these become marked.
- Children participating in art and craft, clay or water play, cooking or any other form of messy play will be encouraged to wear one of the service's protective aprons/ shirts.
- If families wish to send a specific set of clothes in with their child they can get changed after school in the toilets. This may apply to children requiring uniforms for sporting activities or attending a special function afterwards.
Independence and self-help skills
- Educators encourage children's self-help skills (e.g. taking off and putting on shoes and socks, removing clothing, pulling up clothing after toileting).
- In order to facilitate children's self help and independence, parents are asked to dress children in:
o clothes they can undo easily and remove quickly for toileting.
o shoes that are easiest to put on, such as those with velcro clips.
Excursions
[x] The service provides parents with information about suitable clothing for any planned excursion, and parents are asked to dress their child accordingly, and also to pack spare clothing suitable for the excursion if necessary.
Footwear
[x] Children are to wear enclosed non-slip shoes that are flexible and provide a good grip. Thongs, clogs and gumboots are not suitable for running and climbing.
Spare clothing
[x] Parents are encouraged to provide spare clothing for their children such as underwear and a spare pair of shorts especially in kindergarten to year 2.
[x] The Centre has a supply of spare clothing, consistent with its Clothing Policy, to be used when needed. If a child needs to use these clothes, parents are asked to launder and return them as soon as possible.
Soiled clothing
[x] Soiled clothing is placed in a plastic bag which is stored in a container out of the reach of children. Parents are asked to collect any bagged soiled clothing at the end of each day.
Comments:
Date created: February 2014
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DRDO: Achievements and Way Ahead
India started her defence programme by forming the Defence Science Organization, an institution with the goal of researches in defence science in 1948. The Defence Research and Development Organization, DRDO was founded on January 1,1958 under the ministry of defence by merging Defence Science Organization and establishments of the three services units with a goal of making India second to none in the field of defence science and technology. There was a need of advancement in the defence sector after the independence as our neighbours were arming drastically and foreseeing its future consequences, prime minister of that period Pandit Jawaharlal Nehru and his defence minister, Shri VK Krishna Menon paved the way to the formation of DRDO. The motto of DRDO, Baalasya Moolam Vigyanam, which means "Strength's Origin is in Science" is very much congruent to its activities.
The DRDO is responsible of the all defence related activities in our country such as designing and testing of armaments, ammunition, aircraft, armored vehicles etc. those are developed indigenously. The standardization of defence equipment and stores are also carried about by the DRDO. The DRDO is supported by a set of coordinated institutions for the development in separate fields of defence, such as Armament Research and Development Establishment, Pune; Naval Physical and Oceanographic Laboratory, Kochi etc. These organizations work on their field of excellence to make their contribution to the nation. It has got about 50 laboratories across India with a mission to attain India technologically self-reliance. It has a got man power of almost 30,000 people working under these institutions.
Today DRDO carries out different activities related to aeronautics, missile engineering, combat vehicle engineering, surveillance systems etc. Defence Science Organization Started off with the development of ballistics and operation research it grew into an advanced defence research institution under DRDO. The nation made a huge leap in its defence sector under DRDO in the first decades itself. It developed communication systems, explosives etc. during the first decade. DRDO grew as it developed defence equipment such as sonars, radars, aeronautical systems etc. During the 80's DRDO developed low level surveillance radar Indra. During the last decade of 1900's it was able to create missiles like Agni and Prithvi. Also ballistic tank Arjun was developed which was a great achievement in the field of defence. Lakshya is a pilotless aircraft developed by DRDO for the Armed Forces. Since Unmanned Aerial Vehicles play a huge role in present situations, this was a huge achievement. The light combat vehicle(LCA) was developed by Aeronautical Development Authority(ADA).
The DRDO has also has also developed and deployed sonar systems like Simhika, Humsa, Humvad etc. The another major achievement of DRDO was the development of PACE+, a supercomputer. It was developed indigenously after the frequent denial from other super powers to transfer of technology.
The missile programme started with the inception of project Indigo. It led to the next mission, project Devil. Prithvi was the first missile developed under the IGMDP in 1980.India made its missile programme a success as DRDO developed surface to surface missiles such as Agni and Prithvi which were short range ballistic missiles. Later Agni-II was developed which was a long range ballistic missile. Surface to air missiles like Akash and Trishul were later developed by DRDO. Nag was the first anti-tank missile of India and was developed indigenously. The development of bullet proof, jacket Jackal M1 was another step towards the self-reliance in defence sector. The development of Impressed Current Cathodic Protection technology by DRDO is used for protecting under water structures. This was one of the development related to the naval engineering. Also the hydrophone system developed by the DRDO was used during the Gujrat earthquake. It helped in the rescue operations by detecting the victims under the remains.
The DRDO has got many test facilities across the country in order to test and standardize the developed resources. The facilities are for the purpose like range test, electronic warfare and evaluation, flight simulation, underwater research etc.
The Organization has collaboration with different academic institutions in order to provide better facilities with a vision to bring out new talents. It has established centers in IIT, Mumbai where it has aerospace system and design engineering.
Also different support facilities include a number of industries across India providing assistance to DRDO. These include industries like Bharat Dynamic Limited (BDL), a facility for developing missiles under Integrated Guided Missile Development Programme (IGMDP). Hindustan Aeronautics Limited (HAL) is another major facility for the development of missiles under IGMDP. Advanced Research Centre International (ARCI) is a joint programme by India, Russia, Ukraine and the United States. This facility is used for researches in the field of powder metallurgy.
Today DRDO has developed a range of defence equipment in an advanced manner. Apart from ballistics, surveillance equipment like Netra which is an autonomous UAV. These are used by the BSF for surveillance of the borders. Lakshya is a remotely controlled target drone developed by the Aeronautical Development Establishment (ADE). It is being used by the three units of the Services. Another major achievement of DRDO is the development of Rustom, an Unmanned Aerial Vehicle. It is equipped with cameras and other surveillance system. The primary objective is to give information about the enemy territory. Rustom-II is being developed as a combat equipment.
Pinaka isa multiple rocket launcher developed by the DRDO which was used during the Kargil War.
The one of the most important project of DRDO was the BhrahMos missile project. It is a joint collaboration of DRDO and NPOM of Russia. Dr. APJ Abdul Kalam, the advisor to the Minister of Defence at that time signed the agreement. The BrahMos Aerospace Limited made the BrahMos supersonic cruise missile. The variant of BrahMos is under development as BrahMos-II which is a hypersonic version of BrahMos-I.
As DRDO celebrates its 60 th anniversary, it is a prestigious moment for all us Indians. DRDO represents self-reliance in development and it shows the rest of the world that our country is second to none in any field of science. As the soldiers guard our beloved country, DRDO is supporting their efforts by providing better equipment and defence systems. It also promotes the concept of make in India initiative as we produce our defence systems indigenously. Within 60 years DRDO has shown the world that India could achieve anything in the field of science. Now DRDO is being concentrated on developing futuristic weapon technologies and development. Nakshatra is an example of this movement.
As DRDO celebrates 60 years of achievements it is a mile stone in Indian history. It brings out a lot of respect to our nation and it reminds our coming generations that we have to go on and on like this for the times to come. | <urn:uuid:4dcc8673-e079-4df5-9842-4a3d6c28e8a3> | CC-MAIN-2022-21 | https://static.mygov.in/rest/s3fs-public/mygov_151241037048074401.pdf | 2022-05-19T21:22:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00414.warc.gz | 611,738,131 | 1,454 | eng_Latn | eng_Latn | 0.998144 | eng_Latn | 0.998219 | [
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IMPACT REPORT
September 2021
Dr Louise Hill, Anna O'Reilly, Rachel Dhillon & Claire O'Donnell
1. Introduction
Children 1st is Scotland's national children's charity which exists to prevent abuse and neglect, to protect children and keep them safe from harm. We help children in Scotland live in safe, loving families and build strong communities. We help survivors of abuse, trauma and other adversities to recover, and we work tirelessly to protect the rights of children in Scotland. Children 1st have been campaigning for a Barnahus for Scotland's children and supportive families for over a decade and will strive to ensure children's rights to care, protection and justice are realised.
Our work is underpinned by children's rights embodied in the UN Convention on the Rights of the Child (UNCRC). Whilst all articles of the CRC have relevance, there are specific articles that are useful to guide our work: Children and young people have a right to non-discrimination (article 2), best interests of the child (article 3), a right to be heard (article 12), a right to freedom of expression and information (article 13), a right to privacy, and protection from unlawful attacks that harm their reputation (article 16), a right to be protected from violence, abuse and neglect (article 19), and a right to special support to recover their health, dignity, self-respect and social life after abuse and neglect (article 39).
Barnahus (which means Children's House in Icelandic) is a child-friendly, interdisciplinary, and multi-agency centre for child victims and witnesses of violence. The Barnahus model is underpinned by the UN Convention on the Rights of the Child is internationally recognised as an evidence-based model for children and families who are victims and witnesses of abuse and violence. In Scotland, our experience and evidence tell us that children and supportive families' experiences are too often traumatic, confusing, intimidating, silencing, and disempowering. We know that children rarely receive timely and appropriate therapeutic support, and neither do their families.
In 2019, Children 1st was awarded funding from the Scottish Government to ensure that children and families' experiences of child protection and justice processes are heard. Our aim was to seek the views and experiences from children, young people and their families with a particular focus on understanding their experiences in relation to: Joint Investigative Interviews, forensic medical examinations and giving evidence in court, including the High Courts in Edinburgh and Glasgow, as well as feedback on the experience of the journey for children and families in relation to the child protection and justice processes. Our starting point is the child's journey through these complex systems and what they and their families wanted to share about being heard, respected and supported at any stage.
This report shares our learning so far.
2. Background
Across Scotland it is difficult to know how many children and young people are victims or witnesses of violence. International research shows that many children do not disclose abuse and neglect during their childhood. There will have been many times that children were hurt, harmed, or witnessed violence that will not be reported to the police. We know that women and children experience domestic abuse in fear and silence. We know the shame and stigma for young people who have been hurt and are too afraid to tell anyone. Therefore, it is important to recognise that any views we share on the child protection and justice processes for families will simply be the tip of the iceberg.
The scale of the problem
These statistics are for the children and families that are known in the child protection and justice system for 2019-20:
* 12,934 child protection investigations were conducted in Scotland in 2019-2020. 1
* 4,978 child protection initial and pre-birth case conferences took place for children in 20192020. 2
* 2,654 children are on a Child Protection Register in Scotland due to being at risk of significant harm. 3
* 12,849 children and young people were referred to the Reporter of whom 10,823 on care and protection grounds and 2,840 on offence grounds. 4
* It is estimated 4,900 Joint Investigative Interviews are conducted annually with children across Scotland. 5
* At least 40% of 13,364 sexual crimes recorded by the police related to a victim under the age of 18. 6
* Police recorded 675 sexual assaults of a child under 13 and 645 sexual assaults of a child aged 13-15. 7
* Police recorded 599 crimes of sexually coercive conduct against a child aged 13-15 and 767 crimes of sexually coercive conduct against a child aged under 13. Police recorded 584 sexual crimes against children recorded of taking and distribution of indecent photos. 8
* Online sexual crimes against children have increased. Three-quarters of victims are under the age of 16. 9
The number of children who are victims and witnesses who are involved in court proceedings is not available. It is not known how many children give evidence by commission, evidence-in-chief
1 Scottish Government (March 2021) Children's Social Work Statistics 2019-20, Edinburgh: Scottish Government
2 Ibid
3 Ibid
4 SCRA (2020) SCRA Statistical Analysis 2019/20, Stirling: SCRA
5 Scottish Courts and Tribunal Service (2017) Evidence and Procedure Review: Child and Vulnerable Witnesses project – Joint Investigative Interviews workstream
6 Scottish Government (2021) Recorded crime in Scotland 2019-20, Edinburgh: Scottish Government (pg.25)
7 Ibid. pg. 87
8 Ibid.pg 88
9 Bentley, H. et al. (2019). How safe are our children? An overview of data on child abuse online,
p.18.https://learning.nspcc.org.uk/media/1747/how-safe-are-our-children-2019.pdf
or use special measures nationally. It is evidenced that whilst use of live TV links and screens in court are used, the use of pre-recorded testimony is still rare. 10 Despite some progress in protective measures for children in court proceedings, there remains a gap between the intention and the reality of what children are experiencing across Scotland,
'Child victims and witnesses of crime continue to face additional trauma, distress and harm due to complex procedures, being required to repeat their story many times, use of victimblaming language by professionals and a lack of appropriate safeguards when giving evidence in court. Members report there is a gap between protective legislation and children's experiences. They note challenges securing special measures including the use of screens, pre-recorded evidence, evidence by video link or separate entrances.' 11
3. Methodology: What we did
We wanted to understand if children and their families felt heard, respected and supported in child protection and justice processes when they shared that they have been hurt, harmed or witnessed violence. We designed a range of tools and provided choices in how children and families could participate with support in place. This work alongside children and their families requires great skill and sensitivity. We were not asking for retelling of stories for why children and families were involved in these processes. We recognised that any views on what would have helped – however small – were vitally important.
We developed a Sharing Stories for Change activity pack that was shared with our Children 1st services, Rape Crisis Scotland, Victim Support Scotland, Scottish Women's Aid network and 6VT service supporting witnesses of crime to seek a wide range of views and experiences. The activities were completed with a trusted adult of their choice. We also designed a young person and parent/carer survey. For those who wanted to share more in-depth views, we used an interview schedule flexibly and sensitively with creative options, such as drawings and music. We included colouring pens, fidget toys and a card to say thank you for their participation.
28 children and young people (aged six to 20 years old) shared their views about whether they felt heard, respected, and supported in child protection and justice processes. Seven supportive parents and carers shared their views on their direct experiences.
10 Scottish Government (2018) The impact of the use of pre-recorded evidence on juror decision-making: an evidence review, Edinburgh: Scottish Government
11 Together (2020) Children's Rights in Scotland: Civil society report to inform the UN Committee on the Rights of the Child's List of Issues prior to reporting by Together (Scottish Alliance of Children's Rights) pg.39
In March 2020, Scotland entered the first national lockdown due to the coronavirus (COVID-19) pandemic. This impacted on all aspects of our work at Children 1st and the public health implications led to national school closures and severe restrictions on any face-to-face meetings with children and parents/carers. This has required flexibility and adaption to ensure participation was ethical and feasible during these unprecedented times. We postponed the participation Changemakers group work to Autumn 2021.
4. Right to be heard
Take time to get to know us
Figure 3: Me, girl aged 6
Children and young people shared who they were in an 'About me' activity. When we work alongside children and young people, we want to know who they are and what matters to them. Children told us that what mattered to them were family, friends, pets, music, hobbies, favourite colours and subjects at school. Many children and young people shared what they liked doing, which included, gaming, dancing, tik-tok, gothic rock, Zumba, cooking, reading, shopping, barbie, bike riding, football. There were reflections about who they lived with and if they 'felt safe'. One girl wanted to share she was gay, and it was important that we know this. Another 12-year-old boy shared that he liked 'to game online with my friends as they keep me distracted from sad memories'. What mattered was choosing what they shared about themselves and their identity. Some children and young people drew pictures about themselves and things they liked.
The importance of building rapport with children and young people is demonstrated strongly. Children and young people are communicating who they are and do not want to be defined by the abuse or violence they have experienced. Sometimes this can be overlooked, or at worst ignored. One girl shared that police officers were chatting to her about what she had watched on Netflix and she recognised that this was to try to help her relax and show they were interested in her. Pets also were often a popular topic of discussion!
These reflections may seem simple – but our message is to never underestimate how important getting to know children and young people can be. These opening conversations with new people created some trust and rapport for later discussing often painful events.
Listen to my Song
One ten-year-old girl loved music and wanted to share her views through creating a song about her experience. She wrote poignant lyrics as she shared what happened at the age of eight being interviewed due to domestic abuse in the family home. In the song, she is going to a Vulnerable Witness Suite to give evidence for court. She feels alone as her mother cannot be with her due to having to give evidence at court on the same day.
Working with a young local musician, Jordan Stewart, provided the melody and vocals for a beautiful song. This song was shared with their permission to the Delivering the Vision National Governance group to establish the first Barnahus for Scotland.
My Song
Verse One
Alone, waiting for my story to be told Wall to wall, foot to floor that's unknown If I scream will you listen? I didn't come to lie Open your mind
Chorus
Help me and listen to me
Trust me and make sure I'm okay Cause I'm not another number on your page
I am strong and I am brave
Verse Two
Strangers and silent halls
Need to get my feelings out in a place that feels like home
I don't want to be alone just want to paint the pictures on the wall
When I scream do you listen? I didn't come to lie Open your mind
The Right People to Listen
Just because we're children, doesn't mean we don't have strong feelings and don't understand things.
Girl, aged 8
There was a common theme of the qualities of the people who should be listening to children and young people. Nearly all children were able to give an example of one person who they had met who had listened and they gave positive examples of police officers, social workers, support workers and teachers. However, there were often many different people involved and this could be confusing. There were more mixed views on the experience of doctors and nurses (although a smaller number of children and young people had forensic medical examinations and were able to share their views on this experience). There were more difficult views shared about judges and lawyers.
In one activity, we asked children and young people what makes a person excellent or rubbish at listening when children had been hurt, harmed or witnessed violence. The communication skills and body language of a listener was viewed as critical.
Excellent listeners
* Connect with you – show an interest, are comfortable with the conversation, give you their full attention, doesn't talk over you, actually engages in the conversation, really listening when talking about feelings and upset, they should understand.
* Body language – Use eye contact, don't turn their backs on you, don't fidget, stay still, have polite body language, don't drink, sit beside me.
* Take time – listens to everything you have to say, lets you go at your own pace and doesn't rush you, takes time to understand, repeats back what I've said to make sure I'm okay, not interrupting
* Age appropriate – "Don't treat me like I'm four and speak down to me."
Rubbish listeners
* Not interested in what you have to say, don't believe me, say I'm lying, talk over me
* Distracted - Play with phones, walk away when you are talking, fidget, not paying attention
* Talk to other adults, rather than me
* Not kind and don't answer your questions
Children and young people are very perceptive. They often described the situations where they felt listened to and were supported to talk because of the way the person listening behaved. They spoke about the different people who they spoke to across many different settings. The number of people often involved is notable – different police officers, social workers, teachers, support workers, paediatricians, nurses, forensic doctors (at adult sexual health services), court officials, lawyers and judges.
Writing and not looking up from phone; not looking at you; not asking the right question; finishes what you are saying.
Girl, aged 11
When people just nod at you, they aren't really listening. They did this in my interview. When they lift their hand and ask you to stop talking and then speak to their co-workers. This happened with the police officer that took me to the clinic. The clinic [person] kept sitting on her phone and didn't talk to me.
Girl, aged 14
Generally, there was a lack of information and understanding of what was happening; one girl explained when being interviewed by police and social work, that it would have helped if they had had shown her the room and greeted her, so she felt more prepared. It should be acknowledged that children and young people were rarely aware of the process (for example, when talking it was in a Joint Investigative Interview or a medical or vulnerable witness suite), it was another place where they were being asked questions by adults and were trying to answer. Some young people shared the view that being asked so many questions made them feel they weren't being believed or were lying; for example, one 14-year-old girl described how "it felt like they didn't believe me, they said 'are you sure?' five times". One young woman explained that it was very hard to describe a sexual assault to a male police officer and she didn't understand "why are you making me say it?" Parents also shared views on the importance of the skills of the person interviewing their child to build the rapport so that they were able to "open up".
The police officers were having such a good wee laugh with her and the rapport was amazing actually. Mum
I just think it should be a child friendly space like no a pure empty clinical workspace or things like that. I think you need to be somebody who can actually get on a child's level. Somebody who is aware that not every child is exactly the same. They don't open up the exact same, not every child likes the exact same things and somebody who is like versatile and can see the bigger picture eh, a child rather than viewing it as, this is all we I'm here to do, like a job, like filing paperwork. They need to be open enough to have patience to get down to that child's level cause if you don't click with them, they're no going to tell you anything. Mum
One Mum shared her view that the language of the Joint Investigative Interview was confusing to understand for her child who has autism. She said the interview wasn't able to go ahead as she couldn't understand the opening questions and or that she was able to say, "I don't know". Therefore, this mum felt that there needed to be more focus on how the interviews can work for children with additional communication needs.
5. The Right Place
Current experiences of children and young people
Children and young people shared lots of views on the places that they had been interviewed, medically examined, and given evidence for court processes. The place in which 'talking' takes place was very important to them and had a significant impact on whether they were able to talk. There was often a detailed description of where to talk about something upsetting because these children and young people had talked in lots of different places. From their own experience, they could share what could have helped them. They did share some positive examples of places that they felt comfortable and relaxed to be able to talk; for example, some meetings with social workers and support workers in spaces that they felt were for families. One mum said how much she appreciated the thought that had gone into a family room to make it "inviting". Sometimes it was surprising how the basic needs of families were overlooked: for example, not having anything to eat or drink, being cold and uncomfortable.
There were toys in the family room but to be honest they were more for younger children. We were there a couple of hours and were not offered any snacks or drinks. We were able to go to the bathroom whenever needed. Mum
Being interviewed at police stations were one of the most difficult places for children and young people. For some, they felt they had done something wrong, even though they were the victim of a crime. The first impressions of a building were often described, and police stations were often seen as "horrible", "scary" with a "big, massive fence" and "gates and buzzers". One girl described feeling scared and cold as she waited on a wooden bench in the police waiting room before being interviewed after a sexual assault; "uncomfortable to sit on, freezing because of the automatic
doors, just very cold and yeah, scary. Very scary, very, very, scary". The experience of police officers could be very positive; they were described as "sympathetic", "listening", "comforting but spoke to Mum more". The size of police officers who were male was highlighted by a few children and young people as being intimidating; as one young person explained in having to describe a sexual assault to a male police officer: "I'd just turned 17. I was still a wee girl. This was like a grown man, and a big grown man in a police uniform and I was like, I can't say these words to him". One 12-year-old boy explained that although the police station was scary, he did feel safe there. When witness statements were required by the police about domestic abuse, children described feeling upset as they could not have their mum or somebody they trusted with them.
When I had to talk to the police about my dad, I was taken away to a police station away from home and had to talk to two people in a small room with a camera. I wasn't allowed my mum or anyone I trusted. I felt really scared.
Girl, aged 12
Cameras were discussed by several children as a source of anxiety. It is notable that children and young people remembered 'the camera' and if they had a choice, they didn't want cameras in the room when being interviewed. Although this wouldn't be a possibility, there should be consideration of the discreet use of cameras and recording equipment to minimize anxiety. 12 Also the provision of information about why cameras are needed to record interviews. When asked what should be in a place for talking, loud noises were frequently mentioned, as well as noises that could irritate, such as clicking pens and banging doors. There was also a common view that there should not be too many people; for example, one eight-year-old girl said, "too many people asking questions at the same time". Bright colours and bright lights should also not be in space for talking, and "not too clinical". As one 14-year-old explained: "I just think it should be better and less depressing".
A small number of children and young people had a forensic medical examination and shared whether they felt heard, respected, and supported. One 14-year-old girl was examined at a sexual health clinic, where she described "one doctor was excellent and smiled at me through her visor.
And one was rubbish when I said it hurt (during medical examination) they didn't stop and told me to breathe". There were some incredibly difficult experiences during lockdown as medical staff were in full PPE (Personal Protective Equipment) and this was especially scary for children and young people. One young person was not allowed to have her mum with her following a sexual assault and found the forensic medical examination distressing. One young person described how uncomfortable the procedures were and how hard it was to not be able to shower, wash her hair or feel clean after the assault for two days.
The nurse was really nice, and she had to hold me so she kinda held me and I was crying and eh, I don't know I just wanted my mum, I wanted my mum.
Girl, aged 17
12 This may relate to mobile recording kits that are not discreet. This can be standard procedure in interview rooms in Barnahus with high technical recording equipment that is also discreet and unobtrusive in a furnished room.
There were also the upsetting experiences of having to return to the clinic for HIV tests. There were no views shared on forensic medical examinations carried out at children's hospitals.
For those children who had been to court or a Vulnerable Witness Suite, there were difficult views shared. One eight-year-old girl explained, "I just want the court people to listen to me" with the reflection that she didn't feel they had listened to her views. Court was often described as a frightening experience. One young person who had been sexually assaulted had to give evidence at High Court and shared her experience of being cross examined. It was highly traumatic, as well as having to see the man in court, and have her name called over a tannoy system as "a witness". She also was unprepared for hearing his name on the tannoy and this caused anxiety and flashbacks. She was accused by the defence agent of being promiscuous and asked, "why didn't you scream and run out of the house?" Afterwards she reflected on being made to feel that she was guilty and questioned at what stage was she allowed to be the victim, not the witness.
I lost my temper and started screaming and crying… everything to the wind, and the judge asked me to leave the room and calm down.
Young woman, aged 19 (sexually assaulted aged 17)
One mum shared how challenging the circumstances were in the court room for her young daughter giving evidence. They were not kept separate from the father's family and could hear their comments and laughing. The girl had to give evidence via a screen but was still in the same room and could hear her dad when he was angry and screaming and this was very upsetting.
Like they could dae it fae another room like they put the weans in another room, you don't have to actually be in the court room. I think they should get a different way to deal with it but everybody is different, some people want to face the person that's done this to them and be that strong person so each to their own but I think they should have a more versatile way of doing it.
Mum
Another mum spoke about how her ten-year-old daughter had to give evidence from a video link:
It was terrible, absolutely terrible, and knowing that I'm leaving her there to give evidence even via video link. Her dad would see her and I wouldn't. And people in the court cross examining her when she's ten and vulnerable, fair enough it's from a video link but she's given her evidence. To be fair, in my opinion, the fact that she's given her evidence, I think that should be enough rather than cross-examining a wee ten-yearold.
Mum
Sharing what would help children and young people to talk
When asked where would be a 'perfect place to talk', children drew pictures of houses with gardens. Comfortable, quiet and "like a home" were examples given of where they could talk. The detail was provided for what was inside the house and this included comforting furnishings (pillows, cushions, blankets, beanbag), something to drink and eat, as well as toys and drawing materials. One ten-year-old girl said it would have helped her to talk if she had her teddy with her and her Mum; "teddies make me feel safe". She had an idea that there should be lots of teddies for children in the house.
I imagine it to be like Tracey Beaker's home - a house that feels homely and feels safe. Somewhere you don't feel judged, but you feel cared for and loved. People can relax, fairy lights, sensory things like teddy bears and maybe a therapy dog.
Young women, aged 20
I think I'd make it more like relaxing, as much as it's you're not going to be relaxed, even if it's something small, you're not going to be relaxed. And I think making that room more, as comfortable as you can make it, or so comfortable, as comfortable as you can make it for people so that they don't feel as like cold.
Young woman, aged 19
The presence of a dog in the house was mentioned by a few young people. One ten-year-old boy said that it really would have helped him if he had his dog with him, "one of my dogs would have helped me feel calmer".
A small number of children and young people felt that school could be a good place to talk about something upsetting. However, there were also the opposite views shared about school with one young person explaining she wouldn't want it to be a place she went to everyday.
Having somewhere outside to go was important to some children and young people. Hearing the birds was described as soothing for one girl; another said hearing water would relax her and "I would feel safe because of the sounds of nature". For others, the garden was a place to play and relax. There was a suggestion of swinging chairs and another young person suggested that having music she could chose to listen to would help.
6. The Right Support
Children and young people shared what support had helped them. For many children, their family was a very important source of support for them. This included mum, dad, brothers and sisters, aunties, gran and cousins. Many children and young people described their mum as a big support and that they found it stressful when their mum could not be with them in interviews and meetings. This wasn't the case for all children and young people. For some children, support from within a family was more difficult. Examples were given where children did not feel believed or that they did not feel they could talk to their family.
Friends were often valued by children and young people; sometimes, playing with friends in person or online was a described as fun and helped to not worry as much about what had happened. For some young people, friendship could be more difficult as there was a view that their friends "wouldn't understand" and they were worried that what had happened might be told to other people.
There were mixed views shared about Child and Adolescent Mental Health Services (CAMHS). One 12-year-old boy was positive; "my psychologist and Women's Aid always give me time to speak, and I know they listen because they speak to me about it". One young woman described that she struggled with being supported only via a telephone call, and really needed face-to-face support to build a relationship.
Individual teachers were often mentioned as a source of support for children and often appeared to have built a trusting relationship. One guidance teacher was described as "amazing" and another child named two teachers who, "listen properly, don't just go on the computer". Some experiences were less positive, and several young people were no longer able to attend school. For one young person, the experience of school was incredibly negative after a sexual assault. She felt that the school did not understand and did not give her the support she needed. This impacted on her academic studies and being able to go to university.
I think all the teachers, instead of jumping to conclusions, they should actually ask me what's wrong and if I'm okay. All the teachers have posters saying mental health matters but when people are struggling, they just shout and tell you to put in more effort. The guidance teacher that knows wasn't helpful when I had a panic attack it just felt like they tried to give me a speech and get me back to class.
Girl, aged 14
Many children and young people spoke or wrote about the support provided from the voluntary sector. For some young people who had witnessed a crime, the emotional and practical support was described as very helpful. One 17-year-old valued her youth worker attending meetings with her and "chased up lots of information the court failed to provide me with". There was a particular value on fun activities and opportunities provided by voluntary services, as one girl explained "it helped to build my confidence back up" after what had happened.
For many children and young people supported by Children 1st workers and Women's Aid workers, they described the kindness and emotional support provided as being very important for their recovery. Feeling safe, being listened to and feeling in control were especially valued amongst children and young people in support services. The 'being there' whenever this was needed by families was especially important. There were key milestones for families when a child or young person had been hurt, harmed or witnessed a crime and support was required: for example, at the start of the very complex process, when decisions were made by police and COPFS, when people may have been arrested and bailed, when court proceedings were underway, when verdicts were reached. However, in learning from children and families there could be many different events that required additional support– for example, returning to school, any community knowledge about what has happened, moving home, changing family relationships and friendships. It was emphasized that for many families, having someone they trust who they can turn to at any stage was critical. Also, it was often this trusted person who connected the family to any other services they may need.
They should have more services like 6VT as I think it is a great place, as you can feel safe and welcomed. The people there are lovely. For witnesses of crime, it would be good to come along and tell their story as they are great at listening and making sure everyone is okay. Staff support young people through court so they are never alone.
Young woman, aged 19
There were clear messages from children and young people of what the best support is:
Giving the right advice and saying the right thing and listening properly (Girl, aged 8)
Getting listened to (Girl, aged 10)
Probably talking (Girl, aged 10)
Being happy and less worried (Girl, aged 6)
Just someone I can talk to about my nightmares and suggestions from them on how it can be controlled (Boy, aged 12)
7. Sharing ideas for change
There were many ideas shared for what could have improved in the experience for children and their families following being hurt, harmed, or witnessing a crime. We asked everybody involved in the project to share their ideas on what needs to change. This could be something small or something big. Here are their ideas:
When first interviewing children and young people
* They could probably comfort us a little bit more (girl, aged 10)
* The way the police interview children needs to change (Mum, children interviewed following domestic abuse)
* Having a choice of a male or female police officer (girl, aged 12)
* The feeling of a second interview - Do they really, really need to make a child feel so inadequate about what they've already told when it's already hard enough to tell the truth as it is? (Mum)
* Make the system take a bit more time to actually process some of the things that they you're going through cause I think sometimes when you initially first tell someone something that's happened to you, you don't go whole in and tell the whole story. You tell fractions of that story (Mum)
* [What if your evidence was used from your first interview?] That would probably make it way easier because I wouldn't have to go {to court}, feel stressed out, feel put under pressure and on the spot, I guess (girl, aged ten).
* No one was beside her in the interview in the police station. It all defeats the purpose of staying away from strangers, when she had to spend the whole time explaining herself to strangers. I think that's wrong in my opinion (Mum)
* But just between the police and then going to court, there was nothing. It was just Women and Children 1st (Mum)
When providing support
* One young person thought it would be helpful for parents to have a group to support them.
* Group work with other children and young people, which could include a drop in space.
* Importance of whole family support – "I think that would have calmed nerves because everyone, everyone forgot about my cousin who's the same age as me 'cause she was a witness. She was freaking out every day, she was stressed out her head, erm, she was probably, hopefully, never have to be in court again, but it was going to be her first time, first time dealing with the police" (Girl, aged 19)
* School was highlighted as a very difficult place for some young people – especially when the person who sexually assaulted them attended the same school or college.
In court
* Not having a two-way conversation for the child (being questioned by a Defence agent), they should question her without her being in the courtroom (Mum)
* The judges and the Procurator Fiscal who are going up to defend you really need to take into account how vulnerable you really are, and they don't (Mum who described the impact of her ten-year-old daughter being cross-examined by defence agents)
* They could at least give you some information about what's going to happen, because you don't, you just get a letter through the post and a time (Mum)
* They could have, when they told me that it doesn't happen like that anymore, that doesn't happen anymore, that they made sure it didn't happen anymore. (Young person who had her sexual history shared at court)
* I'd probably get like a lounge area [for court]. And maybe some electronics so like maybe iPads and a laptop or something so that. Yeah... with pillows and blankets….and pink and glitter (Girl, aged 10)
* "Try to be brave… I would like more protecting" (Girl, aged 10).
* If someone came to court with Mum who was supportive: [So how would they make it easier?] They might sit me down and tell me stuff that wouldn't get me worked up and stuff like that (Girl, aged 10).
I think if it was to be child friendly, the sort of officers that interviewed [my daughter] would be in abundance. When they made that initial statement, they would use that in the courtroom rather than the child. I don't think it's fair to put a child in that situation. I think they should have a voice, but I don't think anyone should tear them to shreds. I think whether we like to believe it or not, a lawyer is a lawyer. Whether you're a ten-year-old child or a forty-year-old man, if they want to prove that you're lying, they will use any means possible, won't they? It's not fair. So, a child-friendly would be that when you make that statement, that's the end of it for you. You would have support as well. I don't think anybody has the right especially not children who have already been in some way systemically abused and told that they are lying to then be told I'm not too sure if you are telling the truth as it takes such a lot of courage to tell your story. Mum
8. Conclusion and key learning
The stories for change from children, young people and their families have demonstrated the impact of the current care, protection and justice system. It often involved retelling their story many times, to different professionals and in different places. We advocate for transformational change to ensure children and their families can be respected and supported at all stages and that their rights are upheld, and they can recover from hurt and harm with dignity and respect.
What is remarkable is that children, young people and families' own experiences and ideas for change in the current system are now being echoed in key national agendas, which include full and direct incorporation of UNCRC, the work of The Promise in transforming care for children and young people in Scotland, improving forensic medical examinations and reforms for vulnerable witnesses. Whilst Children 1st has welcomed the incremental improvements in the way the justice system treats vulnerable witnesses, it remains a system that is designed for adults. The Scottish Courts and Tribunal Service Evidence and Procedure Review published in 2015 found,
"The best way to secure reliable evidence from a child or other vulnerable witness, in a manner that minimises any further harm to them, is to remove them as far as possible from the traditional styles of questioning and cross-examination. It is not merely a case of adapting the system we have, but of constructing a new approach, based on the wealth of scientific and experiential evidence available. In that context, there is a compelling case that the approach taken in Norway provides the most appropriate environment and procedures for taking the evidence of young or vulnerable witness. In terms of the environment, not only is the Barnahus a custom designed facility, away from the Court building, with high quality facilities in every aspect, it is also a onestop shop for the child's needs in the longer term, with immediate access to medical, child protection and welfare services. As for the procedures, most child witnesses will undergo just one forensic interview, with a fully trained interviewer, no more than a few weeks after the incident has been reported, and often within a fortnight." 13
Children 1st strongly advocates for the establishment of the Barnahus model for all children who need it across Scotland. The views and experiences of children and families who share stories for change are essential in developing a national Barnahus model and already the importance of feeling heard, respected and support by professionals 'under one roof' has been demonstrated.
They could ask her that without her even being in the court. They could ask her that in a wee room, by herself, where she's comfortable playing with toys and where she's drawing a picture or anything. They could make it so much easier for them. But they don't, they dae it that way and then it's that way where obviously their way has worked for years but it doesnae work in this day and age. Mum
13 SCTS (2015) Evidence and Procedure Review Report, pg.37
Key learning points
1. Children have a right to be heard when they have been a victim or witness of violence. The right place, the right people and the right support are all needed to create the space for children to communicate what has happened.
2. Children should be interviewed in a safe, warm, and comfortable place where high quality evidence can be taken by highly trained and skilled interviewers.
3. The new Scottish Child Interview Model should be an essential part of Barnahus. There should be particular attention to the communication needs of disabled children and young people and younger children.
4. Children should not have to give evidence at court. Pre-recorded evidence for court proceedings should be taken via forensic interviews to allow children to recover from hurt and harm.
5. Children have a right to recover from their experiences. They should have timely, trauma informed and relationship-based support. Support should not be delayed due to court processes. This support should involve the family (as appropriate).
6. There is an urgent need to ensure families are supported throughout the care and justice process. It is a highly complicated system for families to try and navigate that can be very traumatic. There is a need for much greater coordination and consideration of the child's best interests.
7. Children and families should have opportunities to participate in the design and development of services when they have been the victim or witness of violence.
Thank you to all the children, young people, parents and carers who gave their time and energy to share their views with us.
Thank you to the amazing workers across Children 1st and voluntary organisations who supported their participation.
Thank you to the Scottish Government for funding this work. | <urn:uuid:e85e6cb2-2be2-4972-8633-ae34aa00debc> | CC-MAIN-2022-21 | https://www.children1st.org.uk/media/8922/sharing-stories-for-change-impact-report-december-2021.pdf | 2022-05-19T22:39:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00415.warc.gz | 766,868,610 | 8,658 | eng_Latn | eng_Latn | 0.981821 | eng_Latn | 0.999175 | [
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Week:
January 3-7
th
, 2022
Unit theme:
All About Snow and Ice
Polar Animals
Learning Centers:
- I Can Build Blocks – winter wonderland
- Dramatic Play – Polar Animals
- Science – Ice and Snow
- Lite Brite Cube
- Sensory Table – Snow
- Math – Pattern Bears, Snowfman Button Count, Counting Peg Boards,
- Fine motor – Cutting with scissors
- Play Dough
- Writing Center – Tracing Names
- Polar Animal Matching
- Small, Med, Lg Snowflake matching game
2:30-3:30
PM Snack
Social Centers/recess
Pack-up for pick-ups | <urn:uuid:9969b1c8-55c1-4bee-aa9a-bffb2246307d> | CC-MAIN-2022-21 | https://www.laramieopenschool.org/wp-content/uploads/2022/01/202201_Week1_LessonPlan.pdf | 2022-05-19T20:46:17+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00416.warc.gz | 949,543,801 | 145 | eng_Latn | eng_Latn | 0.936298 | eng_Latn | 0.936298 | [
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CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY
Name(s)
Project Number
Project Title
Abstract
Summary Statement
Help Received
Jed G. Hurst
Wave Stoppers
J0611
Objectives/Goals
The objective was to determine the affect bottom contour has on the height of a wave. I wanted to try to reduce a wave as much as possible. I wanted to find a possible way to help coastal cities like New Orleans to stop big waves.
Methods/Materials
I used a plastic gutter to try to simulate a small sea or river. I put glass in part of the gutter so I could see the waves. I made a wave making machine from a small section of gutter, a piece of wood, bolts, some aluminum tubing and a piece of string. I used a rubber band to power the machine. I made four different bottoms from cement and combined them to make 6 different bottoms. I used a digital camera to video the trials then used software to stop the videos so I could measure each wave.
Results
The bottom that performed the best was a long sloped bottom. A close second was the triple hill bottom. Both bottoms reduced the waves over ninety percent. A double hill was the third best wave stopper with over eighty percent of the wave stopped.
Conclusions/Discussion
My hypothesis was wrong but I met my objective. The single hill was not the best wave stopper. A long slope was most effective. I did find that multiple hills were very effective at stopping waves. Hills would be easier to make than a very long slope. I think hills built in places that need protection from big waves, like coastal cities, could be very effective for saving lives and property.
My project is about waves and the affect the bottom has on waves.
Dad helped cut the gutter and worked the camera during the trials. | <urn:uuid:fe7329e0-938d-4938-9fc4-657215239ae0> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2006/Projects/J0611.pdf | 2022-05-19T22:48:15+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00417.warc.gz | 10,567,587 | 393 | eng_Latn | eng_Latn | 0.999504 | eng_Latn | 0.999504 | [
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Name(s)
Kyle T. Aidukas
Project Title
Containers' Effects on Banana Ripening
Objectives/Goals
Abstract
The purpose of this experiment is to determine which type of container will keep a banana freshest the longest. The banana peel's color would indicate ripeness. The hypothesis was that if a banana is in an air-tight container, then the banana ripening will slow.
Research shows that ethylene is responsible for the ripening of fruits. My research also said that CO2 is a blocker of the production of ethylene. In my study, I used a product called #Extralife# that has potassium permanganate in it, which is supposed to absorb ethylene, and put it in one of the closed Ziploc bags. I compared the ripening of 18 bananas, four of which were control bananas, in each of the trials. I also recorded the stage of ripeness over the course of seven days. Bananas were randomly placed in five different container types, which were further divided into fourteen experiments. They were photographed and evaluated twice a day for Trial 1 and for Trial II pictures were only taken in the morning. The ripeness was recorded every day. The independent variable was container types and the dependent variable was the speed of ripening as determined by the Chiquita Banana Ripeness Stage Scale.
Methods/Materials
Results
Conclusions/Discussion
The major finding was that bananas in a closed, airtight container did not ripen as quickly as bananas exposed to air. The bananas in the closed Sterilite container, the closed Sterilite with the CO2 , and Ziploc bag with the potassium permanganate product in it kept those bananas at Stage 3 of ripeness, which is a peel more green than yellow. The bananas with Stage 7 of ripeness, which is a peel that is yellow flecked with brown, were a control, a small closed paper bag, a large paper bag with holes, and a Rubbermaid container with vent holes. In Trial II, weights were recorded before and after the trial and they showed a correlation between weight loss and ripeness stage. The greenest bananas lost the least weight and the ripest bananas lost the most weight.
Both Trials supported my hypothesis that a closed, air-tight container will keep bananas from ripening quickly.
Summary Statement
The purpose of this experiment is to determine which type of container will keep a banana freshest the longest.
Help Received
Mother helped type report and Father helped with display.
CALIFORNIA STATE SCIENCE FAIR 2008 PROJECT SUMMARY
Project Number
J1801 | <urn:uuid:84cc7346-4bcd-40d2-949a-0e5da58187a1> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2008/Projects/J1801.pdf | 2022-05-19T21:21:43+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00417.warc.gz | 10,579,025 | 548 | eng_Latn | eng_Latn | 0.999188 | eng_Latn | 0.999188 | [
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CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY
Name(s)
Project Number
Project Title
Joshua M. Arreola
The Electrical Freeze
J0702
Objectives/Goals
Abstract
The objective is to determine if exposing Duracell batteries to freezing temperatures for short periods of time will cause them to die faster than Duracell batteries that are not exposed to freezing temperatures.
To start, ten size-D Duracell batteries and twenty 15-centimeter long electrical wires were used. With wire scissors, cut 1 to 1 ½ centimeters off the edges so the inside wires are exposed. Then with a soldering gun, solder two of the wires to the positive and negative sides of each battery. In the first group, the five batteries that are going to be exposed to freezing temperatures (0 degrees Celsius), are labeled as A, B, C, D, and E. In the second group, the other five batteries left at room temperature (20 degrees Celsius) are labeled as A2, B2, C2, D2, and E2. Place the first group of batteries into the freezer at the same time. Take A out in 20 min., B out in 25 min., C out in 30 min., D out in 35 min., and E out in 40 min. Leave the second group of batteries alone at room temperature. After removing the first group of batteries from the freezer, take all ten batteries and solder on ten 2.47 volt light bulbs to the other ends of the wires, with one wire being soldered on the bottom of the light bulb, and the other wire being soldered on the side of the light bulb. Observe the light bulbs every ten hours, and once the light bulbs start to dim, check more frequently. After all the light bulbs die, record how long each battery lasted in the observation log. Transfer data to a graph.
Methods/Materials
Results
Conclusions/Discussion
According to my graphs, the batteries that were exposed to freezing temperatures for short periods of time lasted longer than the batteries that were not exposed to freezing temperatures.
My data shows that my hypothesis was incorrect. The batteries from the freezer actually lasted longer than the batteries left at room temperature. Even for short periods of time, it appears that batteries placed in the freezer can help the batteries last longer.
Summary Statement
The purpose of this project was to determine whether freezing temperatures would have an affect on a battery#s life span.
Help Received
Mrs. Bloom, my teacher, for explaining things I did not understand. My Dad for showing me how to use a soldering gun. My Mom for helping me with ideas for my project. | <urn:uuid:be21f83a-becd-4031-8435-a5b9154221bb> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2006/Projects/J0702.pdf | 2022-05-19T21:25:40+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00420.warc.gz | 14,753,283 | 574 | eng_Latn | eng_Latn | 0.998031 | eng_Latn | 0.998031 | [
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Video Worksheet 5: Deep Listening
Listening is key for communicating and developing relationships with other people. Yet, in everyday life, good listening can be quite rare. For one thing, we have many distractions and time pressures that make it difficult to listen. We may be so immersed in our smart phones or electronic devices, for example, that we miss what other people say, or not even hear when someone speaks to us. Or, if we feel rushed, we may hear the words someone says and give a superficial response yet fail to understand their feelings or the meanings behind their words. Fortunately, we all have the capacity to learn how to listen in a deeper, more engaged manner, although this requires both effort and practice.
To enable deep listening about the local context it is also important to take a slower approach to learning than is typically used and to adopt the attitude that 'we don't know what we don't know'. After all, local people may have views and understandings that do not fit outsiders' understandings. Even their view of who 'children' are may differ considerably from that of outsiders.
Learn more
The facilitator's role: listening and learning. Initial community engagement should be oriented toward non-judgmental learning about the community, its children, and the things that harm children or support children. Since the emphasis is on community perspectives the facilitator should assume that they do not know very much. They should ask openended questions that enable broad learning and avoid making assumptions about how the community members view their children and the various risk and protective factors. The facilitator is a bit like a student of a new subject where it pays to ask many questions and learn as much as possible. Read the listening and learning section of this web page.
Watch video here
Qualities of deep listening
Active: Not casual or passive but energetic listening that probes for full understanding. Attentive: Pays full attention to what the other person is saying and communicates this nonverbally (e.g., through friendly eye contact, where that is regarded as respectful, recognising that avoiding direct eye contact is respectful in some contexts) as well as verbally by saying things such as 'mm-hm', or 'okay', to signal one is following what is being said.
Empathic: Tries to put oneself in the position of the speaker, 'walking a mile in the other person's shoes.'
Open: Eager to hear the other person's ideas. Respectful: Avoids judging, arguing, or cutting the other person off.
Caring: Shows concern and care for the speaker's feelings and wellbeing.
Thankful: Communicates appreciation and gratitude for the other person sharing their thoughts and feelings and taking time to talk.
Adjusting to the speaker: Adapts to the individual speaker without forcing them to talk or to change their tempo, content, manner of expression, etc. This also involves being comfortable with silences.
An open approach to learning. A process of deep listening and learning requires empathy, curiosity, humility, and a willingness to background our own preconceptions, thoughts, and analyses regarding the situation. Read more about this approach to learning.
Deep listening tools. Download and read this section on deep listening here.
Discussion and self-reflection
1. What do you see the facilitator doing here? Can you think a good question(s) the facilitator could ask?
2. After you've discussed, read page 27 of the Deep Listening download here. | <urn:uuid:39143d6e-7a47-42d8-8306-98072ccb3eeb> | CC-MAIN-2022-21 | https://childprotectionforum.org/wp-content/uploads/2022/04/Worksheet-5-Deep-Listening-20220425.pdf | 2022-05-19T22:54:03+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00417.warc.gz | 210,465,269 | 700 | eng_Latn | eng_Latn | 0.997104 | eng_Latn | 0.997104 | [
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Name(s)
CALIFORNIA STATE SCIENCE FAIR 2010 PROJECT SUMMARY
Project Number
J2016
Marc J. Matossian
Project Title
The Effects of Intense Pulsed Lighting on the Growth Behavior of Bush Bean Plants
Objectives/Goals
Abstract
The objective of my science project was to compare the growth characteristics of Bush Bean plants under intense pulsed and continuous lighting conditions.
Plant height, leaf color and leaf size were used to assess growth characteristics of Bush Bean plants. All plants were grown in plastic containers with the same volume, and at the same temperature, to rule out container and temperature effects. Pulsed lighting was achieved using strobe lamps to provide intense pulses of light with the same average total light level as a continuous light source. Continuous lighting was achieved using fluorescent lamps. A Silicon solar cell was used to measure the pulsed and continuous lighting conditions and to ensure all plants were exposed to the same average total light levels. The pulsed-lighting strobe lamps and the continuous-lighting fluorescent lamps were operated on a timer to turn ON every day for 8 hours. Bush Bean plants without any illumination were used as controls. My hypothesis was that the intense pulsed lighting would reduce the growth characteristics of Bush Bean plants compared to continuous lighting.
Methods/Materials
Results
2. Plants exposed to intense pulsed lighting had about a 50 % reduced leaf diameter compared to constant lighting at the same average light level.
1. Plants exposed to intense pulsed lighting had about a 40 % reduced plant height compared to constant lighting at the same average light level.
3. Plants exposed to intense pulsed lighting had less intense leaf color compared to constant lighting at the same average light level.
Bush Bean plants exposed to intense pulsed lighting had reduced growth characeristics (plant height, leaf diameter, and leaf color) compared to plants exposed to continuous lighiting with the same average light level.
Conclusions/Discussion
Summary Statement
Plants exposed to intense pulses of light have reduced growth compared to plants exposed to continuous light.
Help Received
Disscussed my major findings with Professor Thomas Sharkey of Michigan Technical University, Father helped set up oscilloscope. | <urn:uuid:7ee56fe4-71ab-45f0-a444-73ff4ce0d942> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2010/Projects/J2016.pdf | 2022-05-19T20:52:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00421.warc.gz | 15,924,635 | 450 | eng_Latn | eng_Latn | 0.995633 | eng_Latn | 0.995633 | [
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Background and Rationale for School Sanitation and Hygiene Education
(Prepared by Lizette Burgers/Sr. Advisor Hygiene and Sanitation- UNICEF-New York)
Global context
At the eve of the new Millennium, despite all the progress reported world-wide in recent decades, more than 2,3 billion people still live without access to sanitation 1 facilities and are unable to practise such basic hygiene as washing their hands with soap and water. Diseases related to poor sanitation and water availability cause many people to fall ill or even die. Children are the most vulnerable to health hazards and consequently are affected the most. In 1998 2,2 million people died because of diarrhoeal diseases, of which the vast majority were children. In addition poor sanitation has led to the infestation of nearly a billion people - largely children - with a variety of worm infections, with its corresponding costs in health and energy.
While the impact of poor sanitation and hygiene is known to be disastrous for small children, it also has an important impact on the health of school-age children including adolescents. It is obvious that lack of sanitation and hygiene is a public disaster that deserves the highest priority.
When children survive beyond their fifth birthday, they still face major problems of ill-health and malnutrition. Over 1.4 billion children between the ages of 5 and 14 - approximately 87% of all children live in developing countries. Children in this age group are 14 times more likely to die between their 5 th and 14 th birthdays than their counterparts in industrialised countries. It is widely recognised that schools could play an important role in bringing about behavioural changes and promoting better health.
One of the major problems faced by hundreds of millions school-age children is infection by parasites and flukes. These parasites consume nutrients from children they infect, bringing about or aggravating malnutrition and retarding children's physical development. They also destroy tissues and organs in which they live causing pain and various health problems. water and sanitation related diseases affecting children include diarrhoea, trachoma, schistosomiasis, scabies and Guinea worm. All of these have compromise children's attendance and performance at school and, not uncommonly, can result in death.
Most of these infections which statistics tell about, are preventable. Diseases such as diarrhoea and parasitic worm infections need to be tackled by making improvements to water and sanitation facilities. However such improvements must go hand in hand with hygiene behaviour change, if the transmission of disease is to be prevented. Access to sanitation facilities is a fundamental right that safeguards health and human dignity. Providing such facilities at schools not only helps to meet that right; it also provides the most favourable setting to encourage behaviour change in the school and in the community.
Implementing the right to sanitation is critical to positive outcomes in early childhood care, for young children and adolescents, especially girls.
1 Improved environmental sanitation and hygiene behaviour involves change. The term sanitation, therefore, is defined as a process whereby people demand, effect and sustain a hygienic and healthy environment for themselves, their family members and their community.
The link between health and learning
As numerous studies show, education and health are inseparable: nutritional deficiencies, diarrhoea and helminth infections affect school participation and learning . Importantly, many of these issues can be addressed effectively through health, hygiene and nutrition policies and programmes for students and staff.
Often there are not enough resources and time to address all the health problems at once and to accomplish all the goals of a health promotion or disease prevention effort. Programme planners sometimes must choose between providing a variety of strategies for a given population or focusing their efforts on a smaller number of activities. School hygiene education and sanitation promotion is being considered as a critical area for intervention, and a special interagency initiative - called FRESH (see below) - has been started to address these issues in a more integrated manner.
The present situation in schools
The sanitary conditions of schools in rural and urban areas in developing countries are often appalling, creating health hazards and other negative impacts, thus schools are not safe for children. Although water and sanitation facilities are recognised as fundamental for hygienic behaviour and children's well-being, in practice, the sanitary conditions in most schools are woefully inadequate. Water supply, sanitation and hand washing facilities are either non-existent, too few or inadequate due to poor maintenance of water systems and toilets or latrines. Lack of facilities is only part of the problem. Where they are present, facilities are not adapted to the needs of children, in particular girls. Also the motivation of teachers and head teachers to provide offer skills-based hygiene education is not always evident.
How sanitary can conditions be when 90 young children in a school are sharing one toilet? Or when 54% of the toilets are not functioning? Primary schools in some of the poorest countries have inadequate sanitation facilities, according to a pilot survey of 14 countries in 1995. The average number of users is often higher than 50 students per toilet in city schools. None of the 14 countries had increased the number of school toilets by more than 8% since 1990, suggesting that they are barely managing to keep up with the rise in student populations. Somewhat better progress had been achieved in providing safe water in schools. Inadequate sanitation and water in schools jeopardise not only students' health but also their attendance. Girls in particular are likely to be kept out of school if there are no sanitation facilities.
(UNICEF, Progress of Nations 1997, p. 13)
Why school hygiene and sanitation: the health perspective
Helminth infections are one of the leading causes of disease among young people and adults in the world today. Hundreds of millions of school-age children are infected by roundworm, whip-worm, hookworm, schistosomiasis and other flukes and/or guinea worm. Of these, the intestinal worms are most common.
These parasites consume nutrients from children they infect. In doing so they bring about or aggravate malnutrition and retard children's physical development. They also destroy tissues and organs in which they live causing pain and various health problems. They affect the health and well-being of millions of people, especially young people. Figure 1 below shows that the highest rate of roundworm and whip-worm infections are often demonstrated in groups of 5-9 and 10-14 years old (WHO,1995). About 400 million
school-aged children are infected by roundworm, whip-worm and/or hookworm. In fact, roundworm and whip-worm alone are estimated to affect one quarter of the world's population. Research has shown that controlling these infections in children helps to reduce it in the adult population.
Guinea worm has a dramatic effect on school attendance . Children miss school when they have the disease themselves, and also when they have to stand in for their sick parents, working in the field or at home. Schools in endemic areas often have to close for a month or more each year as a result.
Diarrhoeal diseases are not exclusively a problem of infants; they are also an important cause of morbidity, absence from school and even mortality in older children. As case management of acute diarrhoeas has improved and brought down the diarrhoea death rate, an increasing proportion of the residue is attributable to persistent and bloody diarrhoeas, which are particularly susceptible to control by improved hygiene.
Eye infections, especially trachoma, are common among school children. Repeated infection during childhood is a key causative factor in the blindness which trachoma often causes later in life. Seventy percent of the blind people are women, who are most frequently in contact with infected children.
Table 1 provides all available 1997 global morbidity and mortality estimates for hygiene related diseases; age specific data are not yet readily available.
All these diseases have long-term consequences for a child's health, compromise children's attendance and performance at school and, not uncommonly, can result in death. As most of the infections are preventable, the emphasis should be on key interventions to break the transmission of these diseases. The essential barriers to most of these infections are (i) isolation of excreta from the environment and (ii) regular washing of hands and faces. Improved sanitation together with hygiene promotion can help control all these infections. Multiple, co-ordinated strategies produce a greater effect than individual strategies, but these strategies need to be selective and targeted. While treatment of parasitic infections may have an immediate short term impact, a programme will only have show a sustainable effect when combined with training of teachers and administrators, classroom education and the provision of sanitary facilities.
Nokes etal1993
Why school hygiene and sanitation: the learning perspective
Helminth reduction programmes in schools can have a significant impact on health and learning among school children. After de-worming, school children show remarkable spurts in their growth and educational development. Although limited in number, studies show that learning outcomes of healthy children are much higher than children infected with helminths(Figs a and b).
Improvement in Cognitive Performance with Treatment in School Children in Jamaica
These results from de-worming studies provide strong support for sanitation, because periodic use of
Nokes et al 1992
anti-helminthic drugs can only be justified if at the same time the source of the infections (in most cases poor excreta management and poor excreta related hygiene) are addressed at the same time.
Also there is a positive association between education and productivity, so that infections which inhibit educational achievement are also likely to affect production during adulthood.
Why school hygiene and sanitation: the gender perspective
Lack of facilities and poor hygiene affect both girls and boys, although poor sanitation conditions at schools have a stronger negative impact on girls. All girls should have access to safe, clean, separate and private sanitation facilities in their schools. If there are no latrines and hand-washing facilities at school or if they are in a poor state of repair, then many children would rather not attend than use the alternatives. In particular girls who are old enough to menstruate need to have adequate facilities at school and normally separate from those of boys. If they don't they may miss school that week and find it hard to catch up, which makes them more likely to drop out of school altogether.
Lack of soap a gender issue
One of the boys in the group kept on saying, "girls lack soap, girls lack soap", as the main reason why they drop out from school. The complexity of girls poverty or lack of soap leads to sexual risk behaviour, i.e. selling sex or massive girl dropout from school at puberty. At this particular school, it happens between standard 6 and 7. Without soap a girl stinks and boys mock. Her rugs (for sanitary towels) are recycled yet inadequately washed due to lack of soap. If she attends school, there are no girl-friendly sanitation facilities at school: no privacy, no water for washing hands. It seems a fallacy when we ask, "Why do girls continue to drop out from school". (Reijer, P. and Chalimba M.(2000). Going to Scale: sustained risk reduction behaviour for Youth. Evaluation report for the Government of the Netherlands UNICEF Malawi)
Many children, again mainly girls, miss out on time at school because they are having to walk long distances in order to fetch water. Also in schools, when the schoolteacher sends children to fetch water, it is predominantly girls who are sent.
When other family members become sick (often due to sanitation related diseases), girls are more likely to be kept home to help. This can lead to reduced school attendance by girls and can result in an increase in drop-out rates. This situation will become even more critical in communities hard hit by the HIV/AIDS pandemic.
Why school hygiene and sanitation: the child's perspective
Children spend long hours in schools. The school environment will partly determine these children's health and well–being by providing a healthy or unhealthy environment. Focusing on schools and the people connected to schools has several additional advantages. Compared to adults, children are more receptive to new ideas and can more easily change their behaviour and/or develop new long-term behaviours as a result of increased knowledge and facilitated practices. Depending on the culture, children and youth, accounting for more than half of the total population in many developing countries, may question existing practices in the household and become agents of change within their families and communities. Teachers as professionals and influential individuals, supported by the school management, can play an important role in the development of pupils through training and providing a role model in the communities.
Children are future role models and parents. What they learn at school is likely to be passed on to their peers and to their own children. It is obvious that all sanitation facilities and educational programmes should be adapted to the different physical and cultural needs of girls and boys at different ages, key aspects enshrined in the concept of child friendly schools.
Opportunities and Lessons learned
During the last decade school sanitation has been an integral part of more than 30 UNICEF country programmes, and in many more programmes, schools are involved in one way or another. An inventory of all UNICEF school sanitation and hygiene education programmes is presently in process. Although not yet completed, this shows that there is ample variation in the scale and approaches as well as the significance and effectiveness of the programmes.
A variety of approaches has been tried and valid experiences are accumulating on sustainable maintenance and community outreach, the training of teachers and other community members, and the construction of separate school sanitation facilities for boys and girls to increase enrolment and attendance of girls. However at the same time the need for guidance has been noted in reports from the field.
School sanitation facilities are not enough
Although there is an urgent need for speeding up the instalment of appropriate facilities, school sanitation is not only about building child-friendly facilities. Experience shows clearly that mere provision of services, be it within schools or at household level, will not be sustainable. Facilities need to be maintained, and in order to be maintained there must be recognised need and demand for water as well as sanitation at schools. To improve the sanitation environment of schools, and to ensure benefits from safe and clean facilities, behavioural change is needed, leading to a proper use of the facilities as well as to organised maintenance of the facilities and to sanitation-related behaviours such as hand-washing.
Schools are an integral part of a community. Involvement of community in school sanitation and hygiene activities increases the effectiveness of the programmes. It also promotes the sense of ownership within communities to sustain the school systems for operation and maintenance, particularly important in the absence of effective local government to provide such services. Although school sanitation and hygiene promotion can bring health benefits for the children and their family members who may improve their sanitation, it is clear that sanitation is a public good and that sanitation improvement has much greater benefit when it is achieved by a whole community . Experience shows that children can act as potential agents of change within their homes and communities through their knowledge and use of sanitation and hygiene practice learned at school. However, without mobilisation and motivation of the community as a whole, the impact of a school sanitation and hygiene promotion programme may remain limited. Further experimentation is needed to maximise the use of schools as an entry point for community sanitation and hygiene promotion and to define what support from community level is needed to make the interventions sustainable and cost-effective.
Vision 21 targets
The shared world vision for hygiene sanitation and water supply for the new millenium as presented in Vision 21 and based on the recognition of hygienic conditions and adequate access to safe water and sanitation services as fundamental rights, includes school sanitation and hygiene education targets. The suggested school sanitation and hygiene education targets for 2015 are:
* 80% of primary school children educated about hygiene
The relevant target for 2025 is:
* all schools equipped with facilities for sanitation and hand-washing
* all primary school children educated about hygiene.
UNICEF beyond the year 2000
One of the focus areas of UNICEF's intervention in the next decade is "helping all children to enter and remain in school, by giving them the chance to learn in a "child-friendly" environment, to master basic education and to develop the social and intellectual skills needed for "responsible life in a free society…" (UNICEF 1999, The focus of UNICEF's Work Beyond 2000). School Sanitation and Hygiene Education is a means to this end.
UNICEF, together with many of its partners, is helping to shape the global agenda for children beyond the year 2000. The future agenda will focus on prevention in the key interventions of early childhood care, basic education and adolescence programmes. Water, environmental sanitation and hygiene education continue to be critical to the UNICEF mandate to promote early childhood care for survival, growth and development and basic education for children, with a focus on girls. UNICEF will continue to assist governments to move towards universal access to safe water supply and sanitation services as a fundamental need which is essential to ensure the right of the child to the enjoyment of the highest attainable standard of health and education.
Child-friendly Schools Framework
Ensuring that children are healthy and able to learn is a major component of an effective education system. Good health and nutrition are not only essential inputs but also important outcomes of good quality basic education. UNICEF together with its partners at global and country level is promoting rights-based, childfriendly education systems and schools, especially for excluded groups that are effective with children, healthy and protective for children, gender sensitive and involved with the community. The child-friendly school (CFS) framework has the capacity to get schools and communities working together to get more children into school and to make sure that they receive an education of better quality. Child friendly schools:
* promote good health:
- provide hygiene and sanitation facilities;
- provide life skills-based health and hygiene education
- provide health and nutrition services
- guarantee the security and safety of children
* promote child and youth participation
* encourage active school-parent community partnerships.
FRESH Start Initiative
The framework appears to be increasingly popular around the world, as the basis of both government policy and school-community practices. It is the basis of the FRESH start initiative which was launched in at the Education for all Conference in April 2000 in Senegal by UNICEF, WHO, UNESCO, IDAHO, Education International, the World Bank and the private sector. FRESH - Focussing Resources for Effective School Health - promotes the focusing of resources on the school-aged child and has developed a common framework as a starting point for an effective health component in a broader effort to achieve more child-friendly schools. This framework includes a core of simple and familiar interventions that capture the best practices from programme experiences These interventions, when supported by effective inter-sectoral and community partnerships, can even be implemented in the poorest schools and in hard-toreach rural areas, as well as in more accessible urban areas. On the basis of the framework, the individual countries are expected to develop their own strategy to match local needs. The four core interventions proposed are:
1. Provision of safe water and sanitation
An essential step towards a healthy physical learning environment.
2. Skills-based health education
This approach to health education focuses on the development of knowledge, attitude, and life skills needed to deal with health and social issues. The development of specific psycho-social skills and the opportunity to use and practice them are central to effective skills-based health education. When individuals have these skills, they are more likely to adopt and sustain a healthy lifestyle during schooling and the rest of their lives.
3. School-based health and nutrition services
Schools can effectively deliver a variety of health and nutritional services provided that the services are simple, safe and familiar, address problems that are prevalent within the community and are recognized as important.
4. Health-related school policies
Health policies in schools can support the three interventions above. In addition, these policies could help promote inclusion and equity in the school environment if addressing issues like the further education of pregnant school girls, young mothers and children (in)directly affected by HIV.
Besides the four core interventions, the FRESH Start approach discerns three supporting activities that provide the context in which the interventions can be implemented.
These supporting activities are:
* Effective partnerships between teachers and health workers and between the education and health sectors
* Effective community partnerships: promoting a positive interaction between the school and the community which is fundamental to the success and sustainability of any school improvement process.
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Video Worksheet 1: Introduction to Community-Led Child Protection Approaches
Watch video here
The terms 'community-based' and 'community-led' are often used interchangeably, but there is in fact a world of difference between these two approaches.
Community-led: The community holds the power to take decisions and lead actions - A communityled approach to child protection is driven by the community. Here, it is the community who holds the power and owns the process, not NGOs or outside experts. It is also the community who makes the decisions about which harms to children should be addressed and how to address them. The starting point for this approach is the deep concern that local people have for their children. Any action taken is seen as a means of fulfilling this collective responsibility towards children. Because the community uses its own resources and motivation to help children, this approach is much less dependent on NGOs or other external actors. As a result, it is more sustainable and strengthens prevention strategies.
this approach, the community holds little power, takes low levels of ownership over the work, and typically sees the work as 'an NGO project'. Since the work is dependent on the NGO, this kind of intervention typically does not last after the external funding ends, and has weak prevention.
Learn more
What do community-led approaches look like? A community-led approach to protecting children is highly participatory, recognising that communities have long taken action to protect vulnerable children. Done properly, a community-led process is far more effective and sustainable than expert-driven, topdown approaches. Read more here. Community-led approaches can take many forms, but all of them feature community dialogue, and decision-making. Outsiders can be valuable facilitators, co-learners, and capacity builders in this process. Read more here.
Community-based: The NGO holds the power and makes the decisions - Community-based approaches to child protection are project-oriented and are driven primarily by NGOs or other outside actors. These outsiders identify key child protection issues and then tell the community which interventions are needed. For example, a 'child protection expert' from an NGO might identify 'violence against children' as a key issue and then invite the community to help implement an intervention. The work that follows occurs inside the community space, and some community members may even become directly involved - for example, as community mobilisers. But it is the NGO which choses which issue to address and which intervention to use, and it is the NGO which will evaluate the results of the intervention. In
How can you tell a community-led approach from a community-based approach? Globally, child protection work is still often directed by outsiders and features little genuine engagement with the community concerned. This communitybased way of working is very different from a community-led approach. Download and read a useful list summarising the key differences between community-based and community-led approaches.
How practitioners first enter into and engage with a community can set mutual expectations about the respective roles of the outsiders and the community, and about who is in the drivers seat. Read more here.
Discussion and self-reflection
1. Is this a community-led approach? Note or discuss what influenced your answer.
2. What kind of approaches do you/your organisation typically use? | <urn:uuid:0c1ee938-2e3b-470f-8eed-a39c0aed5db8> | CC-MAIN-2022-21 | https://childprotectionforum.org/wp-content/uploads/2022/03/Worksheet-1-Community-led-CP-intro-20220328.pdf | 2022-05-19T20:46:05+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00422.warc.gz | 221,219,528 | 648 | eng_Latn | eng_Latn | 0.998955 | eng_Latn | 0.998955 | [
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Two Views of Napoleon
What was it like living in France during the reign of Napoleon Bonaparte? Maybe the answer can be found within these two document extracts?
Instructions: Read and analyze the following documents and answer the questions that follow using complete sentences for each response.
Document 1
This is taken from Ten Years of Exile written by Madame de Staël. She was a member of the French royalty and was exiled as she bitterly opposed the rule and ideas of Napoleon.
What particularly characterizes Bonaparte's government is his profound contempt for all the intelligent riches of human nature: virtue, dignity, religion, enthusiasm; in his eyes they are "the external enemies of the continent," to use his favorite expression. He would like to persuade men by force and by cunning, and he considers all else to be stupidity or folly (foolishness).
I do not believe that when Bonaparte became head of the government, he had yet formulated the plan for a universal monarchy, but I do believe what he himself said to one of my friends, a few days after the 18 Brumaire (the day Napoleon overthrew the Five-Man Directory). "It is necessary" he said "to do something new every three months, in order to captivate the imagination of the French nation, with whom anyone who stands still is lost." His system was to encroach (intrude) daily upon France's liberty and Europe's independence. By alternating between cunning and force he has subjugated (conquered) Europe.
1. According to Madame de Staël, how does Napoleon Bonaparte treat the people of France?
2. What does Madame de Staël say are Napoleon's only methods of persuasion?
Document 2
This excerpt if taken from Marshal Michel Ney who was one of Napoleon's army officers who discussed the rule of Napoleon upon his return to Paris in 1815.
Officers, sub-officers, soldiers! The cause of the Bourbons (French royal family) is lost forever. The legitimate dynasty France had adopted is about to remount the throne. To the emperor Napoleon, our sovereign, belongs alone the right to rule over our beautiful country. Whether the Bourbon nobility choose to return to exile or consent to live among us, what does it matter to us? The times are gone when the people were governed by suppressing their rights. Liberty triumphs in the end, and Napoleon, our august emperor, comes to confirm it.
Soldiers, I have often led you to victory. Now I would escort you to join this immortal legion which the Emperor Napoleon conducts to Paris, and which in a few days will reach the capital.
1. According to Marshal Michel Ney, what has Napoleon Bonaparte restored to the people of France?
2. The points of view in Documents 1 and 2 are totally different. In your opinion, why do you think that the testimonies of Madame de Staël and Marshal Michel Ney are so different? Explain your response using specific examples from both documents. | <urn:uuid:2aca4418-614a-4d41-8130-b18ece5f0a28> | CC-MAIN-2022-21 | https://www.hursthistory.org/uploads/1/0/7/0/107013873/two_views_of_napoleon.pdf | 2022-05-19T21:50:58+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00424.warc.gz | 925,494,612 | 611 | eng_Latn | eng_Latn | 0.998376 | eng_Latn | 0.998413 | [
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Adapting to Change
Trees respond to rising levels of carbon dioxide in the atmosphere in unique ways
Wednesday, August 14, 2019
*
*
*
ROSSELLA GUERRERI TAKES A WOOD CORE SAMPLE FROM A TREE TO DETERMINE IMPACTS OF INCREASING LEVELS OF ATMOSPHERIC CARBON DIOXIDE ON FORESTS. PHOTO BY KATIE JENNINGS.
As carbon dioxide (CO2 ) increases in the atmosphere, trees across the U.S. are responding by growing more and conserving water when needed, according to new research from the University of New Hampshire. By using a novel approach to investigate these changes, scientists are learning more about how forests are helping to mitigate climate change.
Trees take in water and carbon dioxide to grow, and they lose water vapor through pores on the surface of their leaves as a result; they can adjust the amount they take up or emit based on changing environmental conditions. Scientists previously suspected increasing atmospheric carbon dioxide levels would result in less tree water loss, but this new research provides a more detailed analysis that tells a more complicated story.
ISOTOPE ANALYSES OF TREE RINGS HELPED SCIENTISTS FIGURE OUT HOW TREES ARE RESPONDING TO RISING ATMOSPHERIC CARBON DIOXIDE.
"Plants are smart," says Scott Ollinger, director of the UNH Earth Systems Research Center and a co-author on the study that was recently published in the Proceedings of the National Academy of Sciences. "If you give them more CO2, and they don't need to conserve water, they'll photosynthesize faster and continue to lose water at the same rate. But at sites where water is scarce, they shift toward conserving water at the expense of faster growth. That's the main takeaway from our research, and it runs counter to what's been in the literature so far," he explains.
The study focused on the water-use efficiency of forests, which is the tradeoff between carbon dioxide uptake during photosynthesis and water loss during transpiration. Put another way, water-use efficiency indicates how much a plant grows relative to how much water it uses.
"It's like a car's miles per gallon, but instead, it's tons of carbon per gallon of water," Ollinger explains.
Water-use efficiency has been increasing in trees across the globe, but it was unclear how and why that's been happening. The research team examined eight sites representing a range of water availability across the country. Researchers extracted wood cores from the stems of the two most dominant tree species on each site, and the most recent 30 years were identified, with each ring analyzed for carbon and oxygen isotopes — a technique that ultimately helped scientists discern what is happening with the trees.
"This isotope approach in tree rings is the only method that allows us to figure out how trees have responded to the rise in atmospheric CO2 and climate variability over the past decades or even the past century," says Rossella Guerrieri, first author on the study, who conducted the research while she was a postdoctoral researcher at UNH. She's currently a postdoctoral researcher at the Centre for Ecological Research and Forestry Applications in Barcelona, Spain. The bottom line, Guerrieri says, is "forests play a crucial role in removing part of the CO2 we emit into the atmosphere, but this uptake comes at a cost to trees" that requires them to adapt accordingly with their water-use efficiency.
The researchers also found that different tree species have different capabilities and make different carbon/water tradeoffs. Because climate variability is increasing, the implication is that maintaining a diversity of tree species will help forests continue providing the climate mitigation benefits we rely on.
Meanwhile, Ollinger says the results from this research will help scientists who model climate change do a better job at incorporating plants into the equation. "Forests are part of that climate system, and a pretty large chunk of the water vapor in the atmosphere is regulated by plants, so it's a feedback loop that can influence everything else for years to come," Ollinger says.
Funding for this research was provided by NSF, NASA and the USDA through the N.H. Agricultural Experiment Station. The Institute for the Study of Earth, Oceans, and Space (EOS) is UNH's largest research enterprise, comprising six centers with a focus on interdisciplinary, high-impact research on Earth and climate systems, space science, the marine environment, seafloor mapping and environmental acoustics. With more than $43 million in external funding secured annually, EOS fosters an intellectual and scientific environment that advances visionary scholarship and leadership in world-class research and graduate education.
* WRITTEN BY:
Rebecca Irelan | Institute for the Study of Earth, Oceans, and Space | email@example.com | 603-862-0990
VIDEOGRAPHER: Jeremy Gasowski | Communications and Public Affairs | firstname.lastname@example.org | 603-862-4465
INSTITUTE FOR THE STUDY OF EARTH, OCEANS, AND SPACE (EOS)
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Parts Of Speech Quiz
I have an old car. 1.
(A. preposition / B. adjective / C. noun)
He is really tall, isn't he? 2.
(A. pronoun / B. adjective / C. preposition)
Your books are in your backpack. 3.
(A. pronoun / B. adjective / C. preposition)
If you study quietly we can play a game at the end of class. 4.
(A. verb / B. adverb / C. preposition)
After school, I usually study English from four to six o'clock. 5.
(A. verb / B. adjective / C. noun)
I really love going to school 6.
.
(A. verb/ B. preposition / C. noun)
Have we met 7.
before?
(A. verb / B. interjection / C. adverb)
Well, I don't think I did well on that exam. 8.
(A. pronoun / B. interjection / C. adverb)
I called your phone but nobody answered. 9.
(A. conjunction / B. interjection/ C. adverb)
Let's get some lunch before 10.
class.
(A. conjunction / B. adverb / C. preposition)
Answers
I have an old car. 1.
(A. preposition / B. adjective / C. noun)
He is really tall, isn't he? 2.
(A. pronoun / B. adjective / C. preposition)
Your books are in your backpack. 3.
(A. pronoun / B. adjective / C. preposition)
If you study quietly we can play a game at the end of class. 4.
(A. verb / B. adverb / C. preposition)
After school, I usually study English from four to six o'clock. 5.
(A. verb / B. adjective / C. noun)
I really love going to school 6.
.
(A. verb/ B. preposition / C. noun)
Have we met 7.
before?
(A. verb / B. interjection / C. adverb)
Well, I don't think I did well on that exam. 8.
(A. pronoun / B. interjection / C. adverb)
I called your phone but 9.
nobody answered.
(A. conjunction / B. interjection/ C. adverb)
Let's get some lunch before 10.
class.
(A. conjunction / B. adverb / C. preposition) | <urn:uuid:ebd6e04d-fb5d-409c-8731-0a739bb5fa37> | CC-MAIN-2022-21 | https://games4esl.com/wp-content/uploads/Parts-Of-Speech-Quiz-With-Answers-PDF.pdf | 2022-05-19T21:16:04+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00423.warc.gz | 320,605,807 | 526 | eng_Latn | eng_Latn | 0.991128 | eng_Latn | 0.990351 | [
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Avoiding the Flu
Flu season is here! The influenza (flu) virus typically becomes active in early fall and continues to spread until late spring. This viral respiratory infection comes on suddenly and may linger for several days. Here are some things to remember when flu season heats up:
u Respiratory flu starts within one to four days of infection. Common symptoms include fever, chills, cough, sore throat, runny nose, headache, body ache, and fatigue. Some people experience vomiting or diarrhea as well. People with chronic health conditions (such as asthma or heart disease) may find that their symptoms worsen when they have the flu.
u A person with the flu can be contagious for up to a full day before she or he shows symptoms and for five to seven days after they appear. People with the flu should stay home until their fever has been gone for 24 hours without the use of fever-reducing medications.
u The flu is primarily spread by human contact. To minimize your risk of infection:
- Avoid touching your eyes, nose, or mouth, especially if you haven't been able to wash your hands recently.
- Cover your nose and mouth with a tissue when you cough or sneeze. Dispose of the tissue afterwards.
- Frequently disinfect tables, counters, doorknobs, sinks, and other surfaces with a bleach-based solution.
- Wash your hands with soap and hot water often, but particularly when you are cooking, eating, touching another person, or handling objects others have touched. When hand washing is not an option, use an alcoholbased hand sanitizer.
- If you are sick, limit your contact with others. Sleep separately from a healthy spouse or partner, use different towels, and avoid sharing eating utensils.
u A flu shot will help you avoid infection, and may minimize the effects of the virus if you do contract it. Flu vaccines are typically available in early fall and are recommended for everyone six months of age and older.
Source: cdc.gov
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© 2018 Empathia, Inc. | <urn:uuid:8b4e6757-e2f5-429f-9994-d43837558003> | CC-MAIN-2022-21 | https://www.csuchico.edu/eap/_assets/documents/avoiding-flu.pdf | 2022-05-19T21:34:14+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00423.warc.gz | 790,518,746 | 500 | eng_Latn | eng_Latn | 0.99659 | eng_Latn | 0.99659 | [
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CONVERSATIONS AROUND RETURNING TO SCHOOL AND COVID-19
FOR TEACHERS:
Encourage the students to brainstorm other ways to connect with their teachers and friends due to social distancing requirements.
Approach the conversations with honesty and empathy, saying that you know he or she is feeling anxious about coronavirus, but that it is healthy to talk about our worries and emotions.
You can reassure your children/students that lots of adults are working hard to keep their family safe but emphasize that it is important we all follow the recommended measures to take care of ourselves and others.
SCREENERS:
Screen for COVID-specific distress: https://www.nlm.nih.gov/dr2/COVID-19_BSSR_Research_Tools.pdf
SELF-CARE RESOURCES:
For Student Support Professionals
https://storage.trailstowellness.org/trails-2/covid-19-resources/self-care-duringcovid-19-for-student-support-professionals.pdf
Tips for Educators
Self Care for Educators [pdf]
SUICIDE PREVENTION:
NASP: Comprehensive School Suicide Prevention in a Time of Distance Learning Checklist:
https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascd s%3AUS%3A2040e79e-19d5-43a2-806e-a15a03da891e#pageNum=1
FREE ONLINE SEL PLATFORMS:
CLOSEGAP: https://www.closegap.org/ The first child-facing emotional wellness platform that captures how kids feel
and helps parents and educators respond.
SELF-CARE RESOURCES:
Do Nothing for 2 Minutes http://www.donothingfor2minutes.com/
CHILD ABUSE/DOMESTIC VIOLENCE/BULLYING PREVENTION RESOURCES:
PERSONAL SAFETY: Hot Chocolate Talk / Early, Open, Often For families and educators • Short videos to help families have conversations about personal safety with their children • Learn the signs of abuse • How to respond to reports of abuse in a trauma sensitive way • Resources available in Spanish
BULLYING PREVENTION: https://www.cfchildren.org/resources/bullying-prevention-information/ For families and educators • Fun activities, comic strips, and videos • Students can learn about bullying prevention at home • Families can get directly involved
ACTIVITY BREAKS DURING COVID-19 AND HOME BOUND INSTRUCTION
https://docs.google.com/document/d/1H0CyTyf2GYV4SKa3- p7IFe21_3hHYBkqX3dT1Ju9UjI/edit
COVID-19 HEALTHY LITERACY PROJECT FOR TRANSLATED MATERIALS
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3.1. Given a graph, each edge has a length. In one move, you can go through several edges, the sum of the lengths on which does not exceed D. Go from s to t in the minimum number of moves. O(m log n.
3.2. How to find all vertices, the weight of the path to which can be arbitrarily small?
3.3. Modify Dijkstra's algorithm to run in O(M + m) if all shortest paths are integers at most M.
3.4. Given a weighted graph. Remove the maximum number of edges, so that the distance from s to t is no more than d.
3.5. Suppose there are two regular games on the graph, but, unlike the usual sum of games, on each move the player makes a move in both games. If at least one token is at a dead end, then the player loses. Who will win if both players play optimally? Time O(n + m).
3.6. Consider a regular game on a graph, but the first player wants the game to end (he doesn't care who wins), and the second wants it to go on forever. Determine who will win.
3.7. There is a strip of n cells. Players take turns making moves. The move consists in placing the domino on two adjacent free cells. If a player cannot place a domino, he loses. Who will win? Time O(n 2 ).
3.8. There is a strip of n cells. Players take turns making moves. The move consists in placing the piece on an empty cell. In this case, you cannot put a piece on a cell if there is already a piece in the adjacent cell. Whoever cannot make a move loses. Who won? Time O(n 2 ).
3.9. There is a strip of n cells. Players take turns making moves. The move consists in placing the piece on an empty cell. If after a player's move three pieces are in a row, then he wins. Who will win? Time O(n 2 ).
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Materials of Conferences
CHEMISTRY. A POCKET HANDBOOK. GRADES 9–11
1Doronkin V.N., 2Berezhnaya A.G., 2Sazhneva T.V., 1Fevraleva V.A.
1Rostov State University of Railway Communications, Rostov-on-Don, e-mail: email@example.com; 2Southern Federal University
The use of pocket handbook will help you prepare for the exam, university entrance and further education. The pocket guide contains a brief background material necessary for operative fi nding of important information and knowledge systematization. Handbook format allows you to use it in the classroom, at additional lessons in the process of independent preparation for tests and exams.
reactions, electrolysis, corrosion and corrosion protection), electrolytes and their properties (dissociation, ionic equations and hydrolysis), classifi cation of chemical reactions and the general properties of oxides, bases, acids and salts. The second part of the book – «Inorganic Chemistry» – deals with the chemical properties of simple and complex substances. There are individual sections for methods for producing of inorganic substances, methods for the determination of certain substances and features that accompany chemical reactions. The material is consistently explained using the concepts of redox transformations and general properties of various classes of substances.
In an accessible form, the manual systematically provides information on the general, inorganic and organic chemistry at a level suffi cient to successfully complete tasks of the state certifi cation. The material is presented in the form of reference notes, drawings, diagrams and equations of the reactions, including basic principles of chemistry. Explanations are given using basic chemistry knowledge.
The fi rst part – «General Chemistry» – covers the basic concepts of atomic structure and periodic table of chemical elements of Mendeleev, chemical bonding, redox transformations (redox
The handbook consists of three parts, namely general, inorganic and organic chemistry.
The publication is addressed primarily to students of grades 9–11. The handbook is part of «Chemistry. Preparing for the USE» educational complex.
The third part – «Organic Chemistry» – presents the fundamentals of the theory of chemical structure, nomenclature and classifi cation of organic substances, the basic information about the electronic structure of molecules and reaction mechanisms, methods of synthesis, as well as chemical properties of some classes of organic substances.
The work was submitted to International Scientifi c Conference «Present-day problems of science and education», Russia (Moscow), February, 25–27, 2014, came to the editorial offi ce 14.02.2014. | <urn:uuid:f2a63c61-6201-4f0e-8448-fddecb525427> | CC-MAIN-2022-21 | https://s.expeducation.ru/pdf/2014/4-2/5090.pdf | 2022-05-19T21:57:04+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00425.warc.gz | 562,318,865 | 567 | eng_Latn | eng_Latn | 0.976707 | eng_Latn | 0.976707 | [
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Organic foods: Are they safer or more nutritious?
It seems a bit confusing these days when you go to the supermarket and you see the term "organic." What does that mean, are these foods safer or more nutritious?
The conventionally grown foods cost less and are a proven family favorite. But the organic foods have a label that says "USDA Organic." Does that mean they are better, safer or more nutritious? Several differences between organic and non-organic foods exist. Become a better informed consumer for your next trip to the supermarket.
Conventional vs. Organic Farming
The word "organic" refers to the way farmers grow and process agricultural products, such as fruits, vegetables, grains, dairy products and meat. Organic farming practices are designed to encourage soil and water conservation and reduce pollution. Farmers who grow organic produce and meat don't use conventional methods to fertilize, control weeds or prevent livestock disease. For example, rather than using chemical weed killers, organic farmers conduct sophisticated crop rotations and spread mulch or manure to keep weeds at bay.
Here are other differences between conventional farming and organic farming:
Organic or not? Check the label
The U.S. Department of Agriculture (USDA) has established an organic certification program that requires all organic foods to meet strict government standards. These standards regulate how such foods are grown, handled and processed. Any farmer or food manufacturer who labels and sells a product as organic must be USDA certified as meeting these standards. Only producers who sell less than $5,000 a year in organic foods are exempt from this certification.
Products certified 95 percent or more organic display this USDA sticker.
If a food bears a USDA Organic label, it means it's produced and processed according to the USDA standards and that at least 95 percent of the food's ingredients are organically produced. The seal is voluntary, but many organic producers use it.
Products that are completely organic — such as fruits, vegetables, eggs or other singleingredient foods — are labeled 100 percent organic and can carry a small USDA seal. Foods that have more than one ingredient, such as breakfast cereal, can use the USDA organic seal or the following wording on their package labels, depending on the number of organic ingredients:
* 100 percent organic. Products that are completely organic or made of all organic ingredients.
* Organic. Products that are at least 95 percent organic.
* Made with organic ingredients. These are products that contain at least 70 percent organic ingredients. The organic seal can't be used on these packages.
Foods containing less than 70 percent organic ingredients can't use the organic seal or the word "organic" on their product label. They can include the organic items in their ingredient list, however.
You may see other terms on food labels, such as "all-natural," "free-range" or "hormonefree." These descriptions may be important to you, but don't confuse them with the term
"organic." Only those foods that are grown and processed according to USDA organic standards can be labeled organic.
Buying tips
Whether you're already a fan of organic foods or you just want to shop wisely and handle your food safely, consider these tips:
* Buy fruits and vegetables in season to ensure the highest quality. Also, try to buy your produce the day it's delivered to market to ensure that you're buying the freshest food possible. Ask your grocer what day new produce arrives.
* Read food labels carefully. Just because a product says it's organic or contains organic ingredients doesn't necessarily mean it's a healthier alternative. Some organic products may still be high in sugar, salt, fat or calories.
* Don't confuse natural foods with organic foods. Only those products with the "USDA Organic" label have met USDA standards.
* Wash all fresh fruits and vegetables thoroughly with running water to reduce the amount of dirt and bacteria. If appropriate, use a small scrub brush — for example, before eating apples, potatoes, cucumbers or other produce in which you eat the outer skin.
* If you're concerned about pesticides, peel your fruits and vegetables and trim outer leaves of leafy vegetables in addition to washing them thoroughly. Keep in mind that peeling your fruits and vegetables may also reduce the amount of nutrients and fiber. Some pesticide residue also collects in fat, so remove fat from meat and the skin from poultry and fish.
Reference
Mayo Clinic Staff (2006). Organic Foods are they Safer? Retrieved from http://www.mayoclinic.com/print/organic-food/NU00255/METHOD=print | <urn:uuid:0a255db4-0fdd-49a6-9488-f2b31cc6b436> | CC-MAIN-2022-21 | https://uvi.edu/files/documents/Student_Affairs/Health_Services/organic_foods_article.pdf | 2022-05-19T21:18:03+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00423.warc.gz | 645,684,140 | 925 | eng_Latn | eng_Latn | 0.99744 | eng_Latn | 0.997715 | [
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A Tradition of N'nobua
The high-quality cocoa in Divine Chocolate is grown by a cooperative of farmers in Ghana. In Twi, the local language, N'nobua means "if you help me, I will help you." During the harvest season, farmers help each other gather cocoa pods and break them open to ferment. Farmers sing, chat, and share advice while they work together. Their cooperative also uses this opportunity for extension officers to visit farms so they can provide vital training, thereby improving the sustainability of cocoa farms. | <urn:uuid:c0b719ed-4c78-4f46-ae32-83ce1118b099> | CC-MAIN-2019-26 | https://s3.amazonaws.com/cdn.serrv.org/downloads/ArtisanStories/Ghana_Divine.pdf | 2019-06-19T19:05:32Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00298.warc.gz | 575,656,669 | 109 | eng_Latn | eng_Latn | 0.997421 | eng_Latn | 0.997421 | [
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Understand the Science of Electricity
Lesson Plan: Lil' Plug and Lil' Red Safety Adventures
Objectives
Procedure
1. Recognize electricity is a powerful tool.
2. Get a grown-up to plug in or turn on or off an electrical appliance.
* You must be dry to touch anything electrical.
* Adults should take the toast out.
* Never stick anything into an electrical appliance.
* Stay away from power lines.
* Go tell a grown-up when you see danger.
Preparation
1. Review the following electrical safety rules – either before or after presenting the story.
2. Download Lil' Plug and Lil' Red graphic to help tell story.
Read "Lil' Plug and Lil' Red Safety Adventures" to the children. Teacher Summary:
Electricity does many wonderful things, but it also is very dangerous. Lil' Plug helped Lil' Red learn to be safe around electricity that day. Lil' Plug and Lil' Red had many adventures, what are some of the lessons they learned?
* Do not touch anything electrical.
* Only grown-ups should use the toaster.
* Never stick anything into an electrical appliance.
* Stay away from power lines.
* Go tell a grown-up when you see danger.
This story could be repeated several times. First it might be read to introduce the characters and the safety messages.
Next have the children make stop signs out of red construction paper and bring them to story time. Whenever the reader begins to tell an unsafe part of the story, the children may hold up their stop signs and say "Stop!" along with Lil' Plug.
Finally, have half the class pretend to be Lil' Plug and half the class be Lil' Red. As the story is read, children may act out the assigned character.
Risk Watch is a trademark of the NFPA, Quincy, Massachusetts http://www.riskwatch.org
Understand the Science of Electricity
Lesson Plan: Lil' Plug and Lil' Red Safety Adventures
Extension One
Draw a picture of Lil' Plug and Lil' Red finding other electrical dangers in the home. Ask the children to explain the electrical safety rule demonstrated in the drawing. Write the rule on the drawing. Collect all the artwork and create a book about Lil' Plug and Lil' Red's electrical safety adventures. Photocopy the pages so that all children may have a booklet to take home and read to their families.
Extension Two
Ask the children, "What would you do if ..." scenario questions to help clarify the messages presented in the Lil' Plug and Lil' Red story.
* What would you do if your hands were wet and the light switch needed to be turned on?
* What would you do if you were hungry and you wanted a snack? There is no grown-up to help you. Could you warm some soup? Could you cook some popcorn in the microwave? Could you eat some crackers and cheese?
Home Link
Send a note home with the students, asking parents or caregivers to hunt and count, with their children, the number of electrical items in their homes. Ask the children to tell how many electrical items they identified with their parents. Create a list of the items on a flip chart. Community Link
Invite a representative from the local electrical utility company, cooperative extension, fire department or electrical inspector's office to visit the classroom and show tools used when working with electricity.
Risk Watch is a trademark of the NFPA, Quincy, Massachusetts http://www.riskwatch.org
Identify and work to eliminate electrical safety hazards in the home.
Lesson Plan: ABC's of Electricity
Three activities allowing teachers to integrate ABC's with identification of electrical items.
Introduction
Objectives
To identify items that use electricity.
1. Identify 10 household items that run on electricity.
2. Understand and articulate that electricity is to be respected. Electricity is helpful, but it also can cause fires and hurt people.
Preparation
1. Write the ABCs down the left side of a large sheet of paper and post it on a wall or easel near the group-time center.
2. Have a marker available to write children's responses.
3. Cut out Mr. Plug and Sparky the Fire Dog
Mr. Plug® and Sparky® were amazed to discover so many electrical items in their homes. They want you to understand that there are many electrical items found in the home. Electricity is to be respected. It is helpful, but it can cause fires and hurt people, too.
Activity One
At a group-time, the teacher and class will make a list of all the electrical items or appliances they can collectively think of. Using the alphabet as the guide, come up with one electrical appliance or electrical safety word for each letter of the alphabet. The teacher will write the word across from the letters on the previously prepared paper.
Activity Two
At a group-time, the class will create a story about Sparky and Mr. Plug using 10 of the electrical items previously identified. Class members will dictate the story to the teacher using the previously created list of electrical appliances the group. The teacher can read the story back to the students. The students could create a book about the story.
Activity Three
Match the children's list to the list Sparky and Mr. Plug created. Did the class come up with more words? Visit the Ask Sparky section on www.sparky.org and e-mail Sparky your safety questions!
Risk Watch is a trademark of the NFPA, Quincy, Massachusetts http://www.riskwatch.org
Identify and work to eliminate electrical safety hazards in the home.
Lesson Plan: Electric, Electric Toaster
A shocking version of "Duck, Duck, Goose".
Objectives
Identify items that use electricity.
It is important for children to understand that many electrical items can be found in the home. Children need to know that electricity is to be respected. Electricity is helpful, but it can cause fires and hurt people, too.
Preparation
None.
Procedure
1. Children will sit in a circle.
2. The teacher will demonstrate the game following the same rules as the traditional "Duck, Duck, Goose" game.
3. The teacher will walk around the outside of the circle touching each child on the head saying, "Name non-electric items around the house."
4. Then the teacher will name an electric appliance, like "toaster."
5. At the name of the appliance, the child whose head has been tapped will jump up and chase the teacher around the circle and back to the open spot.
6. The teacher will sit down in the open spot.
7. The selected child will proceed, saying, "Name non-electric items around the house" until he or she decides to have someone chase. Then the child will name an appliance or electrical word he or she has learned. The chase is on.
Encourage the children to think of the various electrical appliances they know. Count how many they can come up with. At the end of the game reemphasize the power of electricity. Reemphasize that everyone needs to be respectful of it. Electricity can be helpful, but it can cause fires and hurt people, if not used carefully.
Risk Watch is a trademark of the NFPA, Quincy, Massachusetts http://www.riskwatch.org
Identify and work to eliminate electrical safety hazards in the home.
Lesson Plan: Catch of the Day: Electric Eel
A fishing game allowing students to cut pictures of items from magazines; glue the items on the 3" x 6" cut-outs of eels, and then "catch" the electric eels!
Preparation
Materials needed:
* 30-40 small pictures of appliances, electrical items and children's toys or clothing
* Download the happy eel pattern and make 30-40 copies
* paper clips
* 2-foot 4-inch dowels with a 1-inch cut in the top of each
* 4 strings with magnets tied to end of each
* plastic wading pool or box decorated to look like an ocean
1. Children cut out small pictures (from catalogs or advertisements) and paste them on the "electric" eels.
2. Teacher will create fishing poles by tying a 2-foot string to the top of the dowel and tying a magnet (lifesaver-shaped magnets can be purchased) to the other end of the string.
3. Teacher will place the paper clips on the eel.
4. Teacher will set up the fishing area.
5. Teacher will introduce the session.
Procedure
Introduce the lesson:
Mr. Plug® and Sparky® went fishing. Instead of fish, they caught funny electric eels with pictures on their bellies! What are these pictures of? Can you tell?
Can you help catch these electric eels, too? When you catch one with your fishing pole, give it to me and tell me if the picture on the belly is of something that runs on electricity and would it be safe for kids to use.
Risk Watch is a trademark of the NFPA, Quincy, Massachusetts http://www.riskwatch.org
Objectives
Identify items that use electricity.
It is important for children to understand that many electrical items can be found in the home. Children need to know that electricity is to be respected. Electricity is helpful, but it can cause fires and hurt people, too.
This lesson can be presented as a center activity allowing four or five children at a time to fish for safety.
Lil' Plug and Lil' Red Safety Adventures
Lil' Plug and Lil' Red were playing in the house. They were hungry, so they decided to toast a bagel to eat.
First, Lil' Plug washed his hands.
Next Lil' Red washed his hands.
Then Lil' Plug dried his hands.
Lil' Red reached to turn on the light before he dried his hands.
"STOP!" cried Lil' Plug. "You can be hurt (shocked) by touching anything electrical with wet hands."
"Oh!" said Lil' Red. "Thanks for keeping me safe!"
"Dry your hands, and then you can turn on the light!" said Lil' Plug.
Lil' Red dried his hands. He turned on the kitchen light and began to plug in the toaster.
"Stop!" said Lil' Plug. "Only a grown-up can plug in the toaster."
"Oh!" said Lil' Red. "Thanks for keeping me safe!"
Lil' Plug asked his mother to plug in the toaster, so they could eat a yummy bagel. She put the bagel into the toaster, pushed the lever down and went about her chores while together Lil' Plug and Lil' Red waited.
They waited and waited. The bagel did not pop up. Soon smoke began to rise from the toaster. Lil' Red got a fork. He reached to stick the fork into the toaster to get the bagel out.
"Stop!" yelled Lil' Plug. "The toaster is electrical! You can be hurt (electrocuted) by touching anything electrical with metal! Don't touch the plugged-in toaster with a metal fork."
"Oh!" said Lil' Red. "Thanks for keeping me safe!"
The two called Lil' Plug's mother who unplugged the toaster. She retrieved the burned bagel and placed a new bagel into the toaster. After it toasted, she fed Lil' Red and Lil' Plug.
After they ate, Lil' Red and Lil' Plug decided to go outside to play. While splashing through the puddles, Lil' Plug noticed a wire that had fallen down.
"Stop!" yelled Lil' Plug.
Lil' Plug and Lil' Red moved quickly back to the house to tell a grown-up!
"The storm may have made the lines break. We must always stay away from any wires that look like power lines," said Lil' Plug.
"Oh!" said Lil' Red. "Thanks for keeping me safe!"
ABC's of Electricity
A Alarm Clock
B Blender
Buzz
C Can Opener
Cords
Computer
D Dish Washer
DVD Player
E Electric Saw
Electric Drill
Electricity
F Fan
Freezer
Fire
G (Electric) Guitar
Gameboy
H Hair Dryer
Heater
Holiday Lights
I Iron
Ice Cream Freezer Ice Machine
J Juicer
K Keyboard
(Electric Knife) Kilowatt
L Lamp
Lights Lightning Laptop Computer
M Microwave
N Nightlight
O Oven
Outlets
P Playstation
Popcorn Popper Plugs Power
Q Queen's Coffee Pot Quick
Quiet
R Refrigerator
Radio
S Stove
Stereo
Shock
T Television
Toaster
(Electric) Toothbrush
U Unplug
V Vacuum
VCR
Video Player
W Waffle Iron
Washing Machine Wheelchair Watts Wires
X X-box
Y Yikes!
Yank (never yank a cord)
Z Zigzag Lightning
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Creating a map to bridge differences
Sara DeMartino IFL ELA fellow
When we are working with teachers on their curriculum, we often find ourselves having to reinforce the idea that it's important to do the tasks that we'd like our students to do. This is sometimes called dogfooding—it's slang in the corporate world for testing your own product to work out the kinks. Teachers should complete their own tasks to make sure that the product generated by students in response to the task is the product the teacher was expecting students to create. Another reason for dogfooding in education is to anticipate the range of responses. Anticipating how students could potentially respond to a task (either in the correct or incorrect space) provides an opportunity for teachers to pre-plan for differentiation and contingency work based on what student responses tell the teacher about where the students are in their learning.
We've found success using a Continuum of Potential Responses tool (Mihalakis & Renner, 2016) with teachers to plan for instruc tion. The tool, shown below and completed for a task on an excerpt from Ta-Nehisi Coates' Between the World and Me (2015), asks teachers to consider both less valid and more valid responses to a task, what those responses tell teachers about where students are in their learning, and how teachers might differentiate instructional next steps based on where students are.
This work first begins by asking teachers to identify an "ideal" response and rationale for why the response is ideal. In this example, teachers were identifying the ideal response to the question "What is Coates saying about race in this text?"
"Ideal" Response: The progress of Americans is built on violence towards black bodies (lines 12–16). Race is used in America to keep a hierarchy (lines 41–43) and is a modern invention of racism used to destroy and humiliate people (lines 33–34; 39–40; 46). Coates is also saying that how race is defined will continue to change over time to keep the "ruling class" in charge (47–50).
ELA counterparts. The document provides an entry point for teachers to have a conversation around how ELs may respond to complex texts and tasks, and allows teachers the opportunity to work together to co-plan for difference—to think to work together to anticipate a range of student responses. Shared PLC time among teachers of ELs and content-area teachers has proven to be an ideal time to work through co-planning instruction.
Why Is That Response Ideal?
This response gets major parts of Coates argument about race in America—that race is a construct used to oppress and control to keep the "ruling class" in power. It shows that students have a clear grasp of the content of the text that can be built upon as students move through additional tasks.
Teachers then prepare for work that will bridge the gaps between where students are in their understanding of a text or of content and where they need to be to move forward in the work and toward the learning goal, rather than marching through a sequence of work in lock step.
One of our urban partner districts has begun to utilize this document as a co-planning tool for teachers of English learners (ELs) and their
"Anticipating how students could potentially respond to a task ... provides an opportunity for teachers to pre-plan for differentiation and contingency work based on what student responses tell the teacher about where the students are in their learning."
together around differentiated instruction and potential next steps to bridge gaps in student understanding around the texts and content. Having teachers of ELs and content-area teachers work togeth er facilitates conversations around how to help ELs engage with com plex texts and tasks, something that many content-area teachers have expressed frustration over knowing how to do. However, a critical com ponent of utilizing this document, and something that is frequently a hurdle, is finding time for teachers
When teachers begin to use the Continuum of Potential Responses tool during their co-planning time, we recommend that they start by discussing the ideal response(s) to the task they will be planning. This ideal response is what you would expect to hear if students totally got the text and the task you were asking them to respond to (not just what you think, say, a 10th grader would say). Teachers then work from the ideal responses to anticipate what their students might say in re sponse to the task to create a map of differentiated next steps. We always recommend that teachers come back together after working with students to revise the Continuum of Potential Responses with the actual responses that students give and to refine the next steps based on those respons es. This will provide a more complete map that you can use (and continue to revise) with future students.
bridges to learning
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I want smooth skin!
Across
Down
3. Act of applying lotion or cream on your skin
6. What shower (temperature) should I NOT take because it dries my skin?
7. Should you moisturize daily or weekly?
8. Name of cream I should apply when I go into the sun
10. Name of the thick cream you apply, the thicker the cream, the longer it last
11. What is a function of our skin - against chemicals and harmful substances (start with P)
12. What should you NOT do when wiping yourself dry with a towel? (Clue: opposite of pat dry)
13. Will scratching damage our skin?
1. Name of liquid I produce that sometimes make me feel itchy
2. What part of me should I keep it trimmed and short to limit skin damage if I scratch?
4. The time frame when you should moisturize after shower
5. Name of the watery liquid you apply on your skin
8. Are long or short showers better for me?
9. What is the body organ that covers our body?
11. What ingredient should I avoid? (Clue: Smells nice!) | <urn:uuid:09e87caa-ca6e-4afc-ab35-1a60c17fefad> | CC-MAIN-2019-26 | http://eczemablues.com/wp-content/uploads/2015/12/i-want-smooth-skin.pdf | 2019-06-19T18:48:23Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00302.warc.gz | 49,942,013 | 238 | eng_Latn | eng_Latn | 0.995905 | eng_Latn | 0.995905 | [
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{ ENVIRONMENT
The Current Situation
Since the 2015 election, the Alberta Government has put a price on carbon, capped oil sands emissions at 100 Mt, set targets for significantly cutting methane emissions from oil and gas operations, and begun phasing out coal-fired power. Additionally, the government has set a target to get 30 per cent of Alberta's electricity from renewable resources such as wind, hydro, and solar by 2030.
With an investment of $645 million from its carbon levy, the provincial government created Energy Efficiency Alberta, a new crown corporation to implement many of its programs to reduce energy usage in residential and commercial settings. The government has also made changes to increase Albertans' engagement in micro-generation of renewable power and launched programs to support Indigenous communities and school boards to help them shift their electricity base away from reliance on fossil fuels and toward renewable energy generation.
In 2016, the provincial and federal governments committed to protecting at least 17 per cent of land and inland water systems by 2020 by building networks of protected areas and implementing other conservation measures. Action on that promise has included protection of the Castle Wildland Provincial Park, home to many at-risk species in southern Alberta.
At the same time, the Alberta government has been actively lobbying for approval of new oil and gas pipelines, which run counter to its climate change commitments. Without the
Page 14
consent of Indigenous peoples whose lands are directly affected by these projects, successive governments have failed to fully implement the United Nations Declaration on the Rights of Indigenous Peoples, which would enshrine land rights and the self-determination of First Nations, Métis, and Inuit communities in law.
Alberta's Climate Leadership Plan is missing clear targets for reducing greenhouse gas emissions. Between 1990 and 2015, our emissions increased by 56 per cent, primarily due to the increase in oil and gas exports. Due to a lack of public reporting, Albertans currently have no way of knowing if the climate policies being implemented are actually reducing our emissions.
The federal government's commitment in signing the Paris Accord on climate change, which commits to keeping global warming below two degrees Celsius compared with preindustrial times, was followed up with a federal carbon price floor to be phased in beginning in 2018. The federal carbon price standard will reach its maximum of $50 per tonne by 2022. However, according to the Pembina Institute, a carbon price of at least $140 per tonne would be required for Alberta to make its fair contribution to reducing Canada's emissions.
Our federal and provincial governments do not yet have clear plans to meet our international commitments to prevent catastrophic climate change. Without such plans in place, we are unlikely to meet the challenge climate change poses to our planet for the sake of present and future generations.
Priorities for Advancing the Public Interest
Priorities for Advancing the Public Interest
The Vision: Protect our environment and support a just transition away from the use of fossil fuels to a green economy powered 100% by clean and renewable energy, ensuring workers in affected sector do not bear the brunt of reducing greenhouse gas emissions.
The Government of Alberta should adopt the following priorities to ensure we have clean air and water, as well as a healthy planet to live on for generations to come:
1. Set greenhouse gas emissions targets in line with the science of climate change and clear plans to meet them
* Adopt a clear system of regular public reporting on emissions levels
* Implement measurable greenhouse gas emissions reduction targets that correspond with Alberta's share of Canada's international climate commitments
* Phase in a higher carbon price that will allow Alberta to meet our fair share of Canada's emissions reduction targets
2. Fully implement the United Nations Declarations on the Rights of Indigenous Peoples
* Oppose pipeline projects that cross Indigenous lands without each First Nation's free, prior, and informed consent
* Fulfill the promise to fully implement the UN Declaration on the Rights of Indigenous Peoples, and advocate the federal government do the same
3. Support community renewable energy projects and micro-generation
* Create greater incentives for small-scale owners of renewable energy sources to sell excess power into the grid
* Focus support for new energy generation on publicly owned projects in partnership with municipal governments, school boards, First Nations, and Métis settlements
4. Work closely with communities in transition
* Ensure workers and communities that are heavily reliant on fossil fuel industries are fully supported in their transitions to clean industries
5. Increase investments in sustainable transportation
* Reduce Albertans' need to rely on personal vehicles for routine transportation, particularly in large and mediumsized cities, by investing more in public transit
* Expand investment in regional public transportation in consultation with communities across Alberta
* Support cities to make walking and biking more safe and accessible
6. Protect our lands and water
* Continue adding ecologically-important land and water areas to the government's protected list to meet or exceed the current 17% commitment
Priorities for Advancing the Public Interest
Page 15 | <urn:uuid:59617f12-abff-4649-b01d-dafddaaded06> | CC-MAIN-2019-26 | https://assets.nationbuilder.com/publicinterestalberta/pages/1921/attachments/original/1551394746/Environment.pdf?1551394746 | 2019-06-19T20:02:48Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00305.warc.gz | 362,545,570 | 1,030 | eng_Latn | eng_Latn | 0.996771 | eng_Latn | 0.997087 | [
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Analysing dialogue
Part A
Use tally marks to code each sentence spoken by Grandpa and Al in 'The Ghost That Growled' as a statement, question, command or exclamation. Record one example of each type of sentence for each character.
Part B
What does your completed table tell you about Grandpa and Al's characters? Did one of them have more power than the other in their conversations? | <urn:uuid:7d06f6a7-a05d-4c0b-99d2-c4dd61abaa1b> | CC-MAIN-2019-26 | https://theschoolmagazine.com.au/__data/assets/pdf_file/0007/959317/2019-TSM-LR-Wksht-TD5_The_Ghost_That_Growled.pdf | 2019-06-19T19:05:11Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00304.warc.gz | 609,442,218 | 84 | eng_Latn | eng_Latn | 0.998857 | eng_Latn | 0.998857 | [
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YOUR PETS DENTAL HYGIENE ………….
Tartar and loosening of the teeth (periodontosis) are equally common in both dogs and cats. It is important that we are aware of this to avoid our pets suffering in pain owing to our ignorance.
Bad Breath
Bad breath often reveals that a dog or cat has tartar and perhaps such acute loosening of the teeth that several of these cannot be saved. Wild cats also suffer from tartar, even if they live a more "natural" life.
Plaque
Plaque is the sticky, thin layer of bacteria and food remnants that builds up continuously in the mouth. If the first soft coating is allowed to remain in place, this will eventually calcify and harden into tartar.
Tartar forms as a yellow-brown coating at the base of teeth along the top of the gums.
The composition in saliva affects the formation of tartar, which in some cases can be genetic.
Tartar builds up above the rim of the gums as minerals contained in saliva spread out across the teeth.
Beneath the gum rim the tartar looks darker owing to colouring from minor bleeding in the gums.
The Vicious Cycle
Bacteria loves tartar!
Toxics from the bacteria irritate the tissue and the bone retracts.
The gingival pocket (tooth pocket) gradually deepens and the vicious circle commences. Now there is room for more tartar and more bacteria. In the final stage, when almost all the bone has retracted, the teeth loosen and the infection is now so acute that swelling and pain become the norm. The body soon senses the untreated tooth in a deep pocket as being a foreign object.
Eventually the tooth is pushed up and loosens.
Loosening of the teeth
Untreated tartar can cause damage to the foundation of the tooth and result in loosening of the tooth, known as periodontitis.
As the gums swell owing to inflammation, the tooth pocket deepens. Bacteria coatings spread out down into the tooth pocket and the connective tissue in the bottom of the pocket dissolves.
Consequently, the tooth pocket deepens further and the coating of bacteria can grow down into the root. The coating mineralises into tartar and the inflammation process accelerates.
The root membrane threads now begin to deteriorate owning to the inflammation and the jaw bone erodes. The continued deepening of the tooth pocket keeps pace with the growth of plaque and dissolving of the root membrane and jawbone.
Finally, the tooth loosens.
Periodontitis is a late symptom of the disease.
Signs of acute periodontitis can include teeth moving about or becoming loose. Spontaneous bleeding of the gums, formation of pus, boils, fistulas and bad breath are other signs.
Periodontitis can be defined as a chronic disease
that establishes itself insidiously. It can be present for a long period of time without producing any noticeable symptoms.
Complications
Tartar, swollen and bleeding gums, broken teeth and other states of ill-health in the gums frequently give rise to diarrhoea in cats/dogs and humans.
The bacteria that thrive in the gingival pockets and attack the teeth, most especially the roots, travel down into the digestive tracts.
Cats with broken teeth often suffer from toothache. They dribble and their condition deteriorates and they lose weight because they can no longer eat enough.
Bad dental status frequently paves the way for secondary infections.
In serious cases, an infected tooth can cause blood-poisoning, which in turn can cause pericarditis (inflammation of the pericardium, the membranous sac that encloses the heart). Unless treated, this condition can lead to death
What is ProDen PlaqueOff™ Animal?
ProDen PlaqueOff™ Animal is a completely natural product which is suitable for both cats and dogs.
It is a special type of seaweed which has been found to have specific beneficial effects for oral care.
It comes in a granulated form which is easily added to food every day. It is rich in natural iodine and contains important vitamins and minerals and is free from artificial colours, preservatives, gluten and sugar.
Clinical Trials
How does it work?
Dental plaque is made up of a community of microbes that have organised themselves into a complex and tenacious film - a biofilm.
Unlike other methods of plaque control, ProDen PlaqueOff™ Animal works systemically, and is thought to disrupt the biofilm, reducing levels of plaque and calculus as well as improving breath odour.
Recent research shows that this especially selected seaweed (SW1313 / D1070) has a positive effect on plaque and calculus reduction over time.
How much do I give my Dog?
PlaqueOff™ is extremely economical.
Dosages depend on the size of your dog as indicated on the table below.
PlaqueOff™ has a "Salt & Pepper" type of flavour and is administered in small doses and as such will not interfere with your dogs eating habits. | <urn:uuid:eb05ce64-f5f5-40d0-9714-199b6c660fa8> | CC-MAIN-2019-26 | https://www.mijoy-yorkies.co.za/docs/How%20to%20maintain%20your%20pets%20DENTAL%20HYGIENE%20.pdf | 2019-06-19T18:49:53Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00305.warc.gz | 837,196,643 | 1,030 | eng_Latn | eng_Latn | 0.998814 | eng_Latn | 0.998738 | [
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Phone:
09 884 0762
Email:
email@example.com
MICROSOFT PROJECT 2007 ADVANCED
Generate agroup quotetoday
COURSE LENGTH: 1.0 DAYS
Project is a sophisticated project management software program that can help project managers with planning, assigning resources, tracking progress, managing budgets and analysing workloads for projects.
This dynamic training course is available now throughout New Zealand, including Auckland, Wellington and Christchurch.
MICROSOFT PROJECT 2007 ADVANCED COURSE OUTLINE
FOREWORD
Project is a sophisticated project management software program that can help project managers with planning, assigning resources, tracking progress, managing budgets, and analysing workloads for projects.
OUTCOMES
Split the view
Sort, group, and filter tasks
Use zoom
Overlap, delay, or split tasks
Set task deadlines and constraints
Understand task types
Assign a task calendar
Understand task indicators
Delay resource start times
Apply predefined resource contours
Specify Resource availability
Group resources
Assign a Resource calendar
Enter resource rates and overtime rates
Specify pay rates for different dates
Apply a different pay rate to an assignment
Use material resource consumption rates
Entering task fixed costs
Schedule resource overtime
Identify and balance resource over allocation
Save a baseline plan
Update project, actual values, completion percentage, actual work and actual costs
View project statistics, costs, and critical path
Check duration variance, work variance, and cost variance
Identify slipped tasks
Save an interim plan
Open and add page elements to a report
Sort a report
Define report contents
Create a visual report
Create links between multiple projects
Consolidate multiple projects
View multiple project critical paths
View consolidated project statistics
MODULES
Lesson 1: Getting Started
Workshop Objectives
Lesson 3: Working with Tasks - Part 1
Overlapping Tasks
Delaying Tasks
Setting Task Deadlines
Setting Task Constraints
Splitting Tasks
Lesson 5: Working with Resources
Assigning a Resource Calendar
Delaying Resource Start Time
Applying Predefined Resource Contours
Specifying Resource Availability Dates
Grouping Resources
Lesson 7: Balancing the Project
Scheduling Resource Overtime
Identifying Resource Over allocation
Balancing Resource Over allocations Manually
Balancing Resource Over allocations Automatically
Lesson 2: Viewing the Project
Using Split Views
Sorting Information
Grouping Information
Filtering Information
Using AutoFilters
Using Zoom
Lesson 4: Working with Tasks - Part 2
Understanding Task Type
Assigning a Task Calendar
Understanding Task Indicators
Lesson 6: Working with Costs
Adding Pay Rates for a Resource
Specifying Pay Rates for Different Dates
Applying a Different Pay Rate to an Assignment
Using Material Resource Consumption Rates
Entering Task Fixed Costs
Lesson 8: Updating Project Progress
Saving a Baseline Plan
Updating the Entire Project
Updating Task Actual Values
Updating Task Completion Percentage
Updating Actual Work
Updating Actual Costs
Lesson 9: Checking Project Progress
Viewing Project Statistics
Viewing Project Costs
Viewing the Project's Critical Path
Checking Duration Variance
Checking Work Variance
Checking Cost Variance
Identifying Slipped Tasks
Saving an Interim Plan
Lesson 11: Working with Multiple Projects
Creating Links Between Projects
Consolidating Projects
Viewing Multiple Project Critical Paths
Viewing Consolidated Project Statistics
Creating a Resource Pool
WEB LINKS
View this course online
In-house Training Instant Quote
Lesson 10: Working with Reports
Opening a Report
Adding Page Elements to a Report
Sorting a Report
Defining Report Contents
Creating a Visual Report
Lesson 12: Wrapping Up
Words from the Wise | <urn:uuid:04ffd2ec-8bf4-498a-ba77-027dd4298058> | CC-MAIN-2019-26 | https://pdtraining.co.nz/assets/outlines/project_2007_advanced_course_outline.pdf?v=2019-05-01-00-03-43 | 2019-06-19T19:19:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00303.warc.gz | 532,309,415 | 1,049 | eng_Latn | eng_Latn | 0.82101 | eng_Latn | 0.901269 | [
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Donation of the Month
J.D. Kestner Doll
2009.30.1
Donor: Janet Chappelle Henderson
Almost every child has that one favorite toy they take everywhere. More often than not the toy doesn't last very long. However, there are a select few who survive the destructive little hands of the one who loves it so much. As favorite toys go, a baby doll is quite often a girl's most favorite possession and often there is more than one. Some girls never outgrow their attachment to dolls, surrounding their adult lives with lifelike porcelain or vinyl dolls of all shapes and sizes. This life-like large size doll was the favorite of Charlotte Montez Buttry Chappelle. Born in 1905 Montez received her doll early in life and treasured it.
This wonderful doll was made by the J.D. Kestner Company of Waltershausen, Germany between 1910 and 1920. On the back of her neck is stamped JDK Made in 18 Germany. The company was started in the early 1800s by Johann Daniel Kestner Jr. (JDK). The first dolls made had paper mache heads with wooden bodies. In 1860 he purchased a porcelain factory in order to produce his own bisque and glazed heads. By 1900 Kestner was possibly the only doll maker in Germany who made the entire doll in his factory. Often doll makers produced either the body or the head and acquired the other parts from other manufacturers. He made many dolls for the American market with the most popular being the Kewpie doll and Bye-Lo Baby. The company continued to make dolls until 1938.
Considered a character baby doll this doll was molded with a sweet expression and wide blue glass sleepy eyes. While the doll no longer retains her original clothing, her beautiful full expressional face and open mouth have kept their original hand painted color. Her composition body has kept its original color in most cases; however, some wear and discoloration to her hands and feet show that she was played with. She is fully articulated at the neck, shoulders and hips, with slightly bent legs and arms allowing her to sit unaided.
Thanks to a master of his craft and the care of a child this doll has survived the destructive little hands and the passage of time. Donations such as this remind one of the innocents of childhood and the joy of roll play. We can imagine the fun had and stories told to and about the child and her constant companion. We outgrow this period in our lives, and some no longer have the time or desire to revisit this innocent period in their lives. However, this doll will bring out the child in all who are near her.
"Dolls in the Looking Glass: the Joy E. Orozco Collection", Waltershausen--Kämmer & Reinhardt-J.D. Kestner, featured on http://www.museum.state.il.us/exhibits/changing/orozco/waltershausen.html
"J.D. Kestner Jr. Co. – Dolls 1820-1938 Germany", Doll Reference, featured on http://www.dollreference.com/jd_kestner.html | <urn:uuid:80a53df8-297d-4045-a90f-161b060e186d> | CC-MAIN-2019-26 | http://rogersar.gov/DocumentCenter/View/680/JD-Kestner-Doll-PDF | 2019-06-19T19:04:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00307.warc.gz | 150,015,159 | 654 | eng_Latn | eng_Latn | 0.830394 | eng_Latn | 0.999241 | [
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ANNOTATION
The main focus of this thesis is the application of teacher-initiated play as a method for education of children aged three to six, according to RVP for preschool education (2004).
The theoretical section discusses different types of play, their development and the role of the teacher in every one. The play is studied based on the RVP (2004), section Child and psychology. This section also presents the education plan used in the kindergarten, where the research is conducted.
The practical section presents the actual research. A special development program was designed that allowed the teachers to evaluate the influence of a teacher-initiated play on the development of speech and pronunciation in a group of children (aged three to four).
KEYWORDS
Preschool age, teacher-initiated play, play as a method, prevention, stimulation, development of speech and pronunciation, communication, motivation, decoy, plush toy | <urn:uuid:fec3d47b-66e1-4db7-a832-e2b16bf96109> | CC-MAIN-2019-26 | https://dspace.cuni.cz/bitstream/handle/20.500.11956/77622/BPBE_2012_2_11410_0_352449_0_134692.pdf?sequence=3&isAllowed=y | 2019-06-19T19:29:26Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00307.warc.gz | 420,985,625 | 179 | eng_Latn | eng_Latn | 0.998183 | eng_Latn | 0.998183 | [
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______________________________________
Name
Help Sheets: Seeds
What Is a Seed?
A seed is a very young plant that is in the dormant, or resting stage. It is very much alive.
There are three basic parts of a seed:
1. The seed coat, or protective covering
3. The cotyledon, which contains the food material necessary for the embryo to grow until it can make its own food
2. The embryo, which is a tiny, young plant that will grow into a mature plant
Seeds come in all different sizes, shapes, and colors. Some are so small you can hardly see them (examples: orchids and petunia), while others are very large (example: coconut).
Containers and Methods for Starting Seeds
* Peat Pots
Peat pots are made of wood fiber and sphagnum peat moss molded into the form of a pot. Some also contain fertilizer. They are usually 2 to 3 1/2 inches in diameter and are either round or square. Peat strips are rows of small peat pots molded together, similar to the bottom of an egg carton.
To plant seeds, fill peat pots 2/3 full with moist seed-starting mix (either the one described in the next section of this handout or a store bought seed-starting mix). Plant one to several seeds (depending on the size of the seed), and cover with more seed-starting mix to the depth suggested on the seed packet.
Water peat pots by placing them into a tray with several inches of water in it, allowing the pots to soak until thoroughly moistened; or sprinkle water very carefully from the top. Do not let the peat pots sit in water after they have been moistened.
Peat pots may become too moist, and fungi will develop on the walls of the pots. This is normal, but you can keep it from getting worse by reducing the amount of water and moving the pots to allow more air between the pots.
Plant roots will grow right through the walls of peat pots, and you can put the whole plant and pot into the soil when you are transplanting. It helps to remove the top rim of peat pots when transplanting--to keep the pot from drying out--but do not disturb the part where roots are growing through. Peat strips should be carefully cut apart into individual pots before planting.
* Peat Pellets
Peat pellets are neat little packages of peat moss with a net-like material around the soil to hold it in. You buy them as pellets about the size of a thick silver dollar. When moistened, they expand like bread rising. Soak in water for about 20 minutes to moisten.
Dry Peat Pellet
To plant seeds, make a hole in the soil in the top of the peat pellet, put the seed(s) in, and cover them with the soil. Usually, only one or two seeds are planted in each pellet unless the seeds are very small.
Put the peat pellets in a tray in which you have poked drainage holes (aluminum or plastic trays are good, or use a mini-greenhouse), and keep them moist, but not soaking wet, until the seeds germinate. Make sure you put a water catcher under the tray. After the plants are growing well, their roots will grow through the net covering. Peat pellets are an inexpensive way to start a small number of plants indoors. Since these are made of peat moss, they dry out slowly, especially when plants are small. Be careful not to overwater! When the weather is right for planting, the whole peat pellet can be set into the ground.
* Flats
You can purchase flats, which are long, low plastic trays with drainage holes, to use for seed starting. You can make your own smaller flats from the bottoms of milk cartons. Fill the flat with 1 1/2" of seed-starting mix. Make long rows with a pencil about 1/4" deep (depending upon the size of the seed and the directions on the seed packet). The rows should be 1 1/2" to 2" apart. Plant your seeds in the row and gently cover with seed-starting mix. Very carefully sprinkle water over the rows until the soil is moist. You can use a spray bottle to spray the soil until moist.
* Containers
Traditional plastic and clay pots, or recycled yogurt containers with holes punched in the bottom, can also be used to start your seeds (4" pots work the best). Follow the directions for filling peat pots. Be sure to check that the surface of the soil is constantly moist with a deep pot. The bottom usually stays wet, but the top surface-where the seeds are--often dries out quickly.
Special Soilless Mix for Starting Seeds Indoors
Seeds started indoors need a light soilless mix that does not get waterlogged, since too much water can cause the seeds to rot. A good seed-starting mix is:
1 part peat moss
1 part perlite or vermiculite
Mix these together and moisten with water so the seed-starting mix is damp. It should be moist all the way through, but not soaking wet. If you can squeeze water out of a ball of the mix in your hand, it is too wet. This mix can be used in peat pots, flats, paper cups, containers, and mini-greenhouses.
REMEMBER: Plants will need to be fertilized soon after they germinate because the food that was stored in the seed will be used up very quickly. This special soilless mix has no nutrients so the young plant will need additional fertilizer (see Fertilizing HELP! Sheet).
When the Seeds Grow...
The first leaves you will see on your plants are the cotyledon leaves or seed leaves. These are special leaves that were part of the seed embryo. They contain stored food to help the tiny plant get off to a good start.
After the seed leaves grow, the next leaves you will see are the true leaves. Once your seedling has about four true leaves, you can transplant them to the garden or larger containers. (see the Transplanting Help Sheet)
Planting Seeds in an Outdoor Garden
You can plant seeds directly into your garden after you have prepared your garden soil for planting. Soil preparation includes soil testing (see Fertilizing HELP! Sheet), loosening or tilling the soil, and removing weeds. Once your garden is ready, follow the directions on the back of the seed packet to find out when the seeds can be planted, how far apart they should be placed, and how deep they should be planted. Saving Seed
People often ask if they can save seed from one year to the next.
1. Seeds that you bought from the store can be saved if you have been careful to keep the package and the extra seeds dry while you were planting in the garden. To save these seeds:
* Put the seeds in an airtight jar or zip-lock plastic bag.
* If you have the original package, include this in the jar or bag. If not, make a new label using a waterproof marker that tells the plant name, date saved, and the company who made the seed. This way, if you like the seed, you can purchase it again later.
2. Seeds from a plant you grew can be saved to grow another plant next year. Some examples are:
* To save seed from beans and peas let the pods turn brown on the plant. Pick them and let them dry for one to two weeks. Remove the beans from the pod and store in a paper bag.
* To save tomato seeds, pick a ripe, healthy fruit from the vine. Cut the tomato open and squeeze the pulp (juicy part with seeds) into a container. Add some water and let it sit out for a few days, stirring occasionally. When the seeds settle out, pour off the pulp and water and spread the seeds in a thin layer on paper towel to dry. Store in an envelope or glass jar.
* To save marigold seeds wait until the flowers have turned brown and are completely dry. You will know they are dry when the flower feels papery and almost crumbles in your palm if you roll it around. Hold the base of the flower and pull off the dried petals. You will see long, slender, brown pieces that don't look like much of anything. These are the seeds. Clean off all the old flower and leaf parts and store in a paper bag.
3. For all saved seeds:
* Be sure to put them in a cool, dry place (between 32 and 50 degrees F) for the winter.
* Make sure to clearly label the storage containers using a waterproof marker. Include the name of the plant and the date saved.
* In the spring when you want to plant the seeds, test them to make sure they are still alive. To do this, place several seeds from each package between moist paper towels and wait about a week to see if they sprout. Put the paper towels inside a plastic bag and make sure to keep the paper towels moist but not too wet the whole time. If none sprouted, throw the seeds away and use new seeds. If most or all of the seeds sprouted, they are healthy and can be planted.
New Words
germinate: the sprouting of a seed
peat moss: a product of swampy areas that is partly rotted plants. It is used like soil in pots.
perlite: white, porous volcanic mineral used to 'lighten' soil by creating more air space.
transplant: to replant a plant in a different location, such as from a pot into the ground or from one pot into a larger pot.
vermiculite: a product used to 'lighten' soil or start seeds; it holds moisture and nutrients well, acting as a soil substitute. It is made from heat treated, expanded mica. | <urn:uuid:1172f673-03f0-4812-aabb-e8e9502d4b71> | CC-MAIN-2019-26 | https://www.hort.vt.edu/HORT6004/network/YouthGardener/Helpsheets/seeds.pdf | 2019-06-19T19:24:44Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00308.warc.gz | 778,799,199 | 2,051 | eng_Latn | eng_Latn | 0.999349 | eng_Latn | 0.999399 | [
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Growing up in Alaska: A Baby Arctic Tern Crossword Puzzle
Complete this crossword using things you remember from reading Growing up in Alaska: A Baby Arctic Tern.
Across
Down
1. A favorite food of Arctic Terns
3. The bird in the story was an _____ Tern.
7. Birds do this to straighten and clean feathers.
8. Birds don't have arms, they have _____.
9. The baby tern had to learn how to keep these neatly arranged.
10. The baby Tern hatched out of this.
11. When animals move a long way from one region to another.
13. The first food the baby tern ate.
15. The baby tern discovered he could do this in the water.
1. A bird's mouth.
2. _____ up in Alaska.
3. The state where the book takes place.
4. This book was about an Arctic _____.
5. The baby tern _____ when it is hungry.
6. Flying was the most _____ the baby tern had ever had.
9. The fastest way for a bird to get around.
12. A home for an egg.
13. Fine feathers covering the baby tern's body.
14. Food that birds catch in water.
16. Baby birds _____ out of their eggs.
www.arctictern.fathompublishing.com
Growing up in Alaska: A Baby Arctic Tern
Crossword Puzzle – ANSWER KEY
Across
Down
1. A favorite food of Arctic Terns
3. The bird in the story was an _____ Tern.
7. Birds do this to straighten and clean feathers.
8. Birds don't have arms, they have _____.
9. The baby tern had to learn how to keep these neatly arranged.
10. The baby Tern hatched out of this.
11. When animals move a long way from one region to another.
13. The first food the baby tern ate.
15. The baby tern discovered he could do this in the water.
16. Baby birds _____ out of their eggs.
1. A bird's mouth.
2. _____ up in Alaska.
3. The state where the book takes place.
4. This book was about an Arctic _____.
5. The baby tern _____ when it is hungry.
6. Flying was the most _____ the baby tern had ever had.
9. The fastest way for a bird to get around.
12. A home for an egg.
13. Fine feathers covering the baby tern's body.
14. Food that birds catch in water. | <urn:uuid:c9500e51-c016-4c1e-9b1d-08ff30a0e926> | CC-MAIN-2019-26 | https://www.arctictern.fathompublishing.com/activities/Arctic-Tern-Crossword-Puzzle-bw.pdf | 2019-06-19T18:56:06Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00306.warc.gz | 665,800,394 | 516 | eng_Latn | eng_Latn | 0.998532 | eng_Latn | 0.998428 | [
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Healthy Garden Tips
Web site: http://cenapa.ucdavis.edu
Telephone: 707-253-4221
University of California Cooperative Extension – Napa County
PLANT PROPAGATION
Cuttings
Many types of plants, both woody and herbaceous, are propagated by cuttings. A cutting is a vegetative plant part severed from the parent plant that ultimately will form a whole new plant.
Take cuttings with a sharp knife or razor blade to reduce injury to the parent plant. Dip the cutting tool I rubbing alcohol or a mixture of 1 part bleach and 9 parts water to prevent transmitting diseases from infected plant part to healthy ones. Remove flowers and flower buds from the cutting to allow it to use its energy and stored carbohydrates for root and shoot formation rather than fruit and seed production.
To hasten rooting, to increase the number of roots, or to obtain uniform rooting (except on soft, fleshy stems), dip the cut tip in rooting hormone, preferably one containing a fungicide. Prevent possible contamination of the entire supply of rooting hormone by putting some in a separate container for dipping cuttings.
It is important to choose the correct rooting medium to get optimum rooting in the shortest time. In general, rooting medium should be sterile, low in fertility, well drained, and able to retain enough moisture to prevent water stress. Use coarse sand, vermiculite, soil, or a mixture of peat and perlite. Moisten the medium before inserting cuttings, and keep it evenly moist while cuttings are rooting and forming new shoots.
Place stem and leaf cuttings in bright, but indirect, light. Root cuttings can be kept in the dark until new shoots appear.
Stem Cuttings
Many plant species are propagated by stem cuttings. For some plants, you can take cuttings at any time of the year. However, to root successfully, stem cuttings of many woody plants must be taken in the fall or in dormant season. There are three types of stem cuttings, depending on location of the cut. They are discussed below.
Figure 3. Tip Cutting (a) and medial cutting (b)
(a) Correct planting position
(b) Single-eye
(d) Heel
Tip – Detach a 2- to 6-inch piece of stem that includes the terminal bud (Figure 3a). Make the cut just below a node. Remove lower leaves that would touch or be below the growing medium. Dip the cut end of the stem in rooting hormone if desired, and gently tap the end of the cutting to remove excess hormone. Insert the cutting deeply enough into the medium to support itself. At least one node must be below the surface.
Medial – Make two cuts on the stem (Figure 3b). The first cut should be just above a node, and the second cut just above another node 2 to 6 inches down the stem. Prepare and insert the cutting as for a tip cutting. Be sure to position it right-side up. (Look for axial buds; they always are above the leaves.)
Cane- Cut cane-like stems into sections containing one or two "eyes" (nodes) (Figure 4). Dust ends with fungicide or activated charcoal. Allow to dry for several hours. Lay the cutting horizontally with about half of the cutting below the medium surface, eye facing upward (Figure 4a). Cane cuttings usually are potted when roots and new shoots appear, but new shoots from dracaena and croton often are cut off and re-rooted in sand.
Use single-eye cane cuttings for plants with alternate leaves when space or stock material is limited (Figure 4b). Cut a stem about ½ inch above and ½ inch below a node. Place the cutting horizontally or vertically in the medium.
Use double-eye cuttings for plants with opposite leaves when space or stock material is limited (Figure 4c). Cut a stem about ½ inch above and ½ inch below the same node. Insert the cutting vertically in the medium with the node just touching the surface.
A heel cutting efficiently uses stock material from woody stems (Figure 4d). Make a shield-shaped cut about halfway through the wood around a leaf and axial bud. Remove the shield containing the leaf and bud, and insert it horizontally into the medium.
Leaf cuttings
Leaf cuttings are used almost exclusively for a few indoor plants. Leaves of most plants either produce a few roots but no plant, or just decay. The four types of leaf cuttings are described below (Figure 5).
(a) Whole leaf with petiole
(b) Whole leaf without petiole
Whole leaf with petiole (Figure 5a) – Detach a leaf and ½ to 1 ½ inches of petiole. (The petiole is the part that attaches a leaf to a stem). Insert the lower end of the petiole into the medium. One or more new plants will form at the base of the petiole. Once the new plants have their own roots, you can sever the leaf and reuse the petiole for additional cuttings.
Whole leaf without petiole (Figure 5b) – This method is used for plants with petiole-less leaves. Insert a leaf vertically into the medium. A new plant will form from the axillary bud. You can remove the leaf when the new plant has its own roots.
Split vein (Figure 5c) – Detach a leaf from the stock plant. Slit its veins on the lower leaf surface. Lay the cutting lower side down, on the medium. New plants will form at each cut. If the leaf tends to curl up, hold it in place by covering the margins with rooting medium.
Leaf section (Figure 5d) – This method frequently is used with snake plants and fibrous-rooted begonias. Cut begonia leaves into wedges, each with at least one vein. Lay wedges flat on the medium. A new plant will arise at the vein. Cut snake plant leaves into 2-inch sections. Consistently make the lower cut slanted and the upper cut straight so you can tell which is the top. Insert the cuttings vertically. Roots will form fairly quickly, and eventually a new plant will appear at the base of the cutting. These and other succulent cuttings rot if kept too moist.
Root Cuttings
Root cuttings usually are taken from 2- to 3-year-old plants during their dormant season, when they have a large carbohydrate supply. Root cuttings of some species produce new shoots, which then form their own root systems. Other plants develop root systems from the cuttings before producing new shoots.
Plants with large roots – This method often is used outdoors on woody and perennial species. Make a straight top cut first. Then make a slanted cut 2 to 6 inches below the first cut. Store about 3 weeks in moist sawdust, sphagnum peat moss, or sand at 40º F. Remove from storage. Insert the cutting vertically with the top approximately level with the surface of the rooting medium.
Plants with small roots - This method usually is done indoors or in a hotbed. Take 1- to 2-inch sections of roots. Insert cuttings horizontally about ½ inch below the medium surface.
Layering
Stems still attached to their parent plant may form roots where they touch a rooting medium (Figure 7). When severed from the parent plant, the rooted stem becomes a new plant. This method of vegetative propagation, called layering, is highly successful because it helps the cutting avoid shortages of water and carbon dioxide that often affect cuttings from other methods of propagation. Rooting medium should provide aeration and a constant supply of moisture.
Some plants layer themselves naturally, but you can assist the process. Some ways to encourage layering include:
Girdling the stem where it is bent
Wounding one side of the stem
Bending the stem very sharply
Tip layering – Dig a hole 3 to 4 inches deep. Insert the shoot tip and cover it with soil (Figure 7a). The tip will grow downward first, then bend sharply and grow upward. Roots form at the bend, and the recurved tip becomes a new plant. Remove the new plant and plant it in early spring or late fall. Examples of plants that propagate this way are purple and black raspberries and trailing blackberries.
Simple layering – Bend the stem to the ground. Cover part of it with soil, leaving the last 6 to 12 inches exposed (Figure 7b). Bend the tip into a vertical position and stake in pace. The sharp bend often induces rooting, but wounding the lower side of the branch or twisting the stem to loosen the bark may help. Examples of plants suitable for simple layering are rhododendrons, honeysuckle, and forsythia.
Compound layering – This method works for plants with flexible stems. Bend the stem to the rooting medium as for simple layering, but alternately cover and expose stem sections (Figure 7c). Wound the lower side of the stem sections to be covered. Hear-leaf philodendrons and pothos respond well to this method of layering.
Air layering – Air layering is used to propagate some indoor plants with thick stems, or to rejuvenate them when they become leggy. Slit the stem just below a node. Pry open the slit with a toothpick. Surround the wound with wet, unmilled sphagnum peat moss. Wrap plastic or foil around the moss and tie it in place (Figure 7d). When roots pervade the moss, cut the plant off below the newly formed root ball. Air layering commonly is used with dumb-cane and rubber trees.
Plants with stolons or runners
Plants that produce stolons or runners also reproduce by layering because new plants grow along stems of the original one (Figure 8). A stolon roots wherever it touches the growing medium and then produces new shoots. A runner originates in a leaf axil and grows along the ground or downward from a hanging basket, producing a new plant at its tip. Plants that produce stolons or runners are propagated by severing the new plants from their parent stems. You can root plantlets at the tips of runners while they are still are attached to the parent, or detach them and place them in a rooting medium. Strawberries and spider plants often are propagated this way.
Offsets
Plants with a rosetted stem often reproduce by forming new shoots, or offsets, at their base or in leaf axils (Figure 9). To propagate them, sever the new shoots from the parent plant after they develop their own root system. For some species, you can remove unrooted offsets and place them in a rooting medium. In some cases, you must cut the offsets from the parent, while others may simply be lifted off. Examples of plants with offsets are date palms, haworthia, bromeliads, and many cacti.
Separation
Separation is a form of propagation used with plants that produce bulbs or corms.
Bulbs – New bulbs form beside the originally planted bulb. Separate bulb clumps every 3 to 5 years to obtain the largest blooms and to increase the bulb population. Dig up the clump after the leaves have withered. Gently pull apart the bulbs, and replant them immediately so their roots can begin to develop. Small bulbs may not flower for 2 or 3 years, but large ones should bloom the first year. Tulips and narcissus produce bulbs.
Corms - A large, new corm forms on top of an old corm, and tiny cormels form around the large corm (Figure 10). After the leaves wither, dig up the corms and allow them to dry in indirect light for 2 to 3 weeks. Remove the cormels, and then gently separate the new corm from the cold corm. Discard the old corm. Dust new corms with fungicide and store in a cool place until planting time. Crocus and gladiolus reproduce via corms.
Division
You can divide plants with more than one rooted crown and plant the crowns separately (Figure 11). If the stems are not joined, gently pull apart the plants. If crowns are united by horizontal stems, cut the stems and roots with a sharp knife to minimize injury. Divisions of some plants should be dusted with a fungicide before they are replanted. Division commonly is used on snake plants, iris, prayer plants, and daylilies.
Figure 9 – Plants with offsets
Adapted from Sustainable Gardening, The Oregon-Washington Master Gardener Handbook, EM8742. October, 1999.
March 2011
The University of California prohibits discrimination or harassment of any person in any of its programs or activities. (Complete nondiscrimination policy statement can be found at http://groups.ucanr.org/ANR_AA/files/54635.doc)
Direct inquiries regarding the University's nondiscrimination policies to the Affirmative Action Director, University of California, ANR, 1111 Franklin St., 6 th Floor, Oakland, CA 94607, (510) 987-0096. | <urn:uuid:22edc8b8-075d-4d00-96ea-52dd5b5644f8> | CC-MAIN-2019-26 | https://ucanr.edu/sites/ucmgnapa/files/81929.pdf | 2019-06-19T19:20:12Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00307.warc.gz | 635,783,434 | 2,847 | eng_Latn | eng_Latn | 0.984383 | eng_Latn | 0.998209 | [
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Macy McMillan and the Rainbow Goddess
About the book:
Olivia has been Macy McMillan's best friend ever since Macy transferred to Hamilton Elementary from Braeside School for the Deaf. But then their sixth-grade teacher assigned that embarrassing family tree project, and Olivia made a joke about Macy's father, and now neither girl is speaking— or signing—to the other.
It couldn't have happened at a worse time. With her mother getting married and an ugly For Sale sign jammed into their yard, Macy could really use a best friend right now. But it seems the only person who has time for her these days is Iris Gillan from next door. And it's not like a crabby, old woman who doesn't even know sign language is going to be any comfort. Right?
Pajama Press, 2017
ISBN: 978-1-77278-033-8 HC / 978-1-77278-017-8 PB Juvenile Fiction Ages 8–12
Discussion questions and activities:
Truth in fiction. Iris has quite a list of things she learned from reading Anne of Green Gables (page 86). Think of a favorite book and make a list of things you learned from reading it, or things the characters learned that you think are especially helpful or true in real life. Choose one thing from your list and portray it using collage, calligraphy, or another art form of your choice.
Shape poems. There are four times in the book when Iris and Macy share longer, hand-written stories, and these are written using formal poetic structures. The one Macy writes about her family tree is a concrete poem, or "shape poem", in the shape of a tree. Choose a subject and create a shape poem.
Connections. Why does Iris think it's important to connect with the people who come into her life? How do our stories—the stories of our real lives—connect us to other people? What can we learn from listening to other people's stories? Even though communication challenges made it difficult for Macy and Iris to connect, they both made the effort. Create a comic strip using ToonDoo or a similar program (or draw your own on paper) to show how you could connect with someone you don't know well.
Saving and sharing. To save their stories, Macy made family tree leaves for "people who feel like home" and Iris kept scrapbooks, journals, and memorabilia. To share their stories, they wrote notes to each other and shared favorite books. How can we save our stories? How can we share our stories with one another? Choose a project to capture a story about you (poster, video, Prezi, poem, scrapbook, etc.). Share it with someone.
What happens next? MACY McMILLAN AND THE RAINBOW GODDESS ends with a beginning. What do you think happens next? Will things go smoothly in their new home? What might go wrong? Write the next chapter, or work with a group to decide what happens next and then act it out. | <urn:uuid:3cf89830-9581-4ef1-8964-656cf002523f> | CC-MAIN-2019-26 | https://www.rceslibrary.com/uploads/1/2/8/0/12804387/discussion-and-activities-macy-mcmillan-and-the-rainbow-goddess.pdf | 2019-06-19T20:02:24Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00309.warc.gz | 893,127,517 | 624 | eng_Latn | eng_Latn | 0.998611 | eng_Latn | 0.998611 | [
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MESSAGE FROM ERIC
- March -
Dear Eric,
I like to paint on location what I see; I like more representational paintings, but my paintings are still a mess! What am I doing wrong? - Janice from Hawaii
Janice,
You live in a nice environment that is conducive to outdoor painting- I see why you would be drawn to that. I think - and this is after many years of working with students- that your problem is an issue of perception; you are not seeing relationships and objects correctly. I would guess that you are letting your mind override what you are observing through your retina and
transposing the information into what you think you are seeing. All traditional artists have had to train themselves to see and not impose, or assume, on their subject. Frequently, I have had to tell my students to pretend they have stepped off a spaceship from Mars and are seeing things for the first time.
Examples of our minds imposing on the visual accuracy of our subject abound- but I will give you a very common misperception: white buildings in shadow. They are a dark, and not a light as our minds may fool us to believe.
How to correct our vision? There are several ways. Squint and compare the values of the large masseswhich is darkest and which is lightest, and what falls between. This is true for any subject matter, but especially so for landscapes. Do not assume you know without looking carefully! Values that are similar should be grouped together into one value for simplicity and a strong design.
Secondly, a life drawing class will expose errors in your drawing, as you will easily be able to identify erroneous proportions. We all know what a correct human figure should look like.
Keep your brush wet!
AWS Gold Medal of Honor Award
Eric | <urn:uuid:cee44837-5de1-4378-b4be-2b5868e8f8e8> | CC-MAIN-2019-26 | https://ericwiegardt.com/wp-content/uploads/2019/03/3-2019-MESSAGE-FROM-ERIC.pdf | 2019-06-19T19:11:17Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00309.warc.gz | 422,732,263 | 370 | eng_Latn | eng_Latn | 0.999531 | eng_Latn | 0.999531 | [
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Teacher Resources: www.REEPworld.org:
Introduction This man can speak a little English. He can not read or write in English. He has a problem at work. Abdul's Story Hi. My name is Abdul. I am from Morocco. In my country I was an accountant. When I came to the U.S., I needed a job. My friend told me about a job in a restaurant. I went to the restaurant. The boss said, "Do you speak English?" I was scared, I said, "Yes." I didn't tell him that I can't read. I got a job as a dishwasher. The boss gave me a schedule. The schedule had: Abdul – morning shift, 6:00. I came to work at 6 o'clock in the evening. The boss was mad! He said, "What happened?" I was confused, but I stayed calm. I said, "I'm sorry. I don't understand. It's 6 o'clock." I said, "Please help me. I am a hard worker." The boss explained the schedule. He told me to ask questions when I don't understand. I will work hard and I will ask questions. I will learn to read and write in English. Conclusion It is important to ask questions at work. Ask someone to explain when you do not understand. For Reference Only
3
A
Look at the pictures. Write the words.
© Cambridge University Press 2014
Photocopiable
1
Name:
A
Look at the pictures. Write the words.
B
Complete the word maps. Use the words from Exercise A.
For Reference Only
1
© Cambridge University Press 2014
Photocopiable
Name:
3
A
Look at the pictures. Write the jobs.
B Complete the word maps. Use the words from Exercise A. For Reference Only
© Cambridge University Press 2014
Photocopiable
1
A Read the questions. Look at the chart. Circle the answers.
Yes, he is.
No, they weren't.
No, they aren't.
You I was a.
1. Was Maria a cashier? Yes, she was. No, she wasn't. 2. Was Tom a nurse? Yes, he was. No, he wasn't. 3. Is Maria a cook now? Yes, she is. No, she isn't. 4. Is Tom a nurse now? No, he isn't. 5. Were Angelo and Juan managers? Yes, they were. 6. Are Angelo and Juan servers now? Yes, they are. B Circle the correct sentences. Use the information from Exercise A. 1. Maria was a cashier. Maria wasn't a cashier. 2. Tom was a student in 2008. Tom wasn't a student in 2008. 3. Tom was a nurse. Tom wasn't a nurse. 4. Angelo and Juan were servers in 2008. Angelo and Juan weren't servers in 2008. 5. Angelo and Juan are managers now. Angelo and Juan aren't managers now. C Complete the chart. Use your own information. D Complete the conversation. Your friend What do you do? You I'm a . Your friend What was your job before? For Reference Only
1
© Cambridge University Press 2014
Photocopiable
A Read the questions. Look at the chart. Circle the answers.
2. Tom a student in 2008.
a nurse.
(were / weren't)
(are / aren't)
managers now.
Complete the chart. Use your own information.
Complete the conversation.
1. Was Maria a cashier? Yes, she was. 2. Was Tom a nurse? 3. Is Maria a cook now? 4. Is Tom a nurse now? 5. Were Angelo and Juan managers? 6. Are Angelo and Juan servers now? B Complete the sentences. Use the information from Exercise A. 1. Maria was (was / wasn't) a cashier. (was / wasn't) 3. Tom (was / wasn't) 4. Angelo and Juan servers in 2008. 5. Angelo and Juan What was your job before? What is your job now? Your friend What do you do? You For Reference Only
C
D
Your friend What was your job before?
You
© Cambridge University Press 2014
Photocopiable
1
3
A
Look at the chart. Read the answers. Write the questions.
Job in 2008
Job now
Maria
Tom
Angelo and Juan
2.
3.
4.
5.
?
?
nurse now?
managers?
Yes, she was.
Yes, he was.
Yes, she is.
No, he isn't.
No, they weren't.
6.
servers now?
No, they aren't.
Complete the conversation.
Friend What was your job before?
1. Was Maria a cashier ? B Complete the sentences. Use the information from Exercise A. 1. Maria was a cashier. 2. Tom a student in 2008. 3. Tom a nurse. 4. Angelo and Juan servers in 2008. 5. Angelo and Juan managers now. C Complete the chart. Use your own information. Your friend Friend What do you do? You Friend What does your friend do? You For Reference Only
Friend What was his / her job before?
You
You
1
© Cambridge University Press 2014
Photocopiable cashier
nurse servers
cook student
managers
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YOU NEED MONEY TO BUY THINGS.
Identify coins and their value.
Discuss how you may value something that is free, such as playing with a friend. Identify items that cost money, such as ice cream, gas for the car, or clothes.
YOU EARN MONEY BY WORKING.
Describe your job to your child. Walk through your neighborhood or town and point out people working, like the bus driver or the police officer. Explain that some people start their own businesses, like clothing stores or restaurants, and those people are called entrepreneurs. Encourage your child to think about how they could earn money by setting up a lemonade or cookie stand.
What Your Kids Need to Know to Live Financially Smart Lives.
THERE'S A DIFFERENCE BETWEEN THINGS YOU WANT AND THINGS YOU NEED.
When you are out shopping, point out essentials such as food and clothing, and ask your child to describe items that they may want but are optional. Talk about how your family decides what to buy and what to pass up. Which is more important, buying cookies or fresh fruit? Soda or milk? Draw a circle and divide it into sections for food, rent or house payments, clothes, and "optional items," to show that there is a fixed amount of money to spend.
YOU MAY HAVE TO WAIT BEFORE YOU CAN BUY SOMETHING YOU WANT.
When your child is standing in line for a turn on the swings, or looking forward to their favorite holiday, point out that sometimes we have to wait for things we want. Find three jars (or cans) and label one for saving, one for spending, and one for sharing. Suggest that your child put some of the money they get into the saving jar, so they can buy a toy or treat when they have saved enough.
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Tell Me A Story ~ Storytelling Prompts
Cut out each storytelling prompt. Fold and place storytelling prompts inside a jar or bag. Find some time to sit down with the kids and take turns pulling a prompt out of the jar.
On a bright and sunny summer day, the snow began to fall…
What would happen if Santa Claus and the Easter Bunny decided to go on vacation…
Look over there!
Did you see that great, big…
Oh no, the tooth fairy has gone missing!
An elephant, a monkey and a kangaroo…
I thought it was going to be a regular, boring Sunday, until I walked into the kitchen and found…
The three little pigs invite Goldilocks and the three bears over for dinner…
One day a family of doges went shopping for a new family pet…
Two children found a treasure chest…what is inside the chest?
What would happen if Santa Claus and the Easter Bunny decided to go on vacation…
Today was the funniest day at school ever, You will never believe what happened.
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